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El Segundo Unified details special-education expansions, adds staff and services
Summary
At its June 24 board meeting, El Segundo Unified presented a detailed update on special education services including new staff for intensive programs, an in-house behavior analyst, development of a parent advisory committee and new executive-functioning supports for middle and high schools.
El Segundo Unified School District presented a special-education update Tuesday evening, telling the Board of Education about staffing additions and program changes designed to expand services for students with disabilities.
Executive Director of Student Support Jack Plotkin told the board the district’s work “starts with our mandate” to provide access and educational benefit to eligible students, and summarized the district’s continuum of services from general-education supports to separate placements. “We support all learners and where we truly believe that all means all,” Plotkin said.
The presentation noted the district’s eligibility rate for special education is “well below” the state and nearby districts, which Plotkin said reflects robust multi-tiered systems of support and locally available interventions. He also shared that state accountability decile ratings are high in areas such as ELA and math when compared with other districts, but cautioned that students with identified disabilities continue to lag behind peers on statewide assessments.
Most of the board discussion focused on specific program investments described by Plotkin: the district added another teacher at Richmond Street School to expand the elementary “bridge” program for students with extensive support needs; the district moved from contracting a Board‑Certified Behavior Analyst (BCBA) through an outside agency to an in‑house BCBA to build staff capacity; and the district is establishing executive-functioning professional development and a partnership with the regional diagnostic center aimed at scaling supports from middle to high school. Plotkin also said wellness centers at the middle and high schools are intended to provide earlier supports for students with anxiety and other health‑related needs.
Plotkin described parent engagement steps, including the creation of a special-education parent advisory committee and workshops about alternate diplomas. Board members and district leaders who spoke after the presentation praised the programs and emphasized stability of special‑education staff as a strength; several board members noted their personal observations of student progress under the district’s programs.
Discussion vs. decision: the item was presented as an informational update only; no formal board action or new policy was taken at the meeting. Board members asked clarifying questions and expressed support; Plotkin and district staff noted next steps include continuing to break district goals into action plans and refining language for cultural engagement.
Details and next steps mentioned by staff included increased staffing at Richmond Street School, in‑house BCBA services, executive‑functioning training for middle‑school staff with plans to connect to the high school, ongoing parent workshops, and outside reviews to support inclusive practices.
