Casey Mitchell presented the district’s special education update on May 20, reporting improved compliance, changes in service delivery and an inclusion partnership designed to expand inclusive instruction.

Lede: Mitchell told the board that out‑of‑compliance Individualized Education Program (IEP) rates fell from an April 2023–24 average of 31 out‑of‑compliance IEPs per month (357 total for that year) to an April 2024–25 average of 8 per month (64 total), a 74% reduction.

Nut graf: The report credited daily tracking, a live technical‑assistance position for PowerSchool (IEP data), principal engagement, and targeted strategies for speech and 1‑on‑1 services. The department also described a multi‑step inclusion partnership and plans for clearer protocols on acquisition, monitoring and discontinuation of 1‑on‑1 aides.

Key points
- IEP compliance: Daily tracking spreadsheets and focused principal engagement reduced out‑of‑compliance IEPs substantially; Mitchell said the district now can track IEP compliance on a daily basis and that the reduction increases potential state reimbursement.
- Speech and language: The department reported potential evaluation process changes, new consultation models (teacher consultation in lieu of direct time for some students), and a reduction in virtual providers as district-based clinicians resumed services.
- 1‑on‑1 services and behavioral supports: The district increased use of functional behavior assessments, behavior intervention plans, Board Certified Behavior Analyst (BCBA) supports, and access to Dr. Jamie Johnson (behavioral specialist) to help address behavioral needs associated with many 1‑on‑1 assignments. A new process for acquisition, monitoring and discontinuing 1‑on‑1 supports will be implemented in 2025–26.
- Inclusion partnership: Mitchell outlined a YSD‑wide inclusion committee with subcommittees (human resources, training, building teams) and cabinet‑level representation, tasked with identifying district barriers to inclusion and producing building-level practices that increase inclusion.

Board questions and follow-up
Board members asked for specific inclusion metrics and the percentage of students in inclusive settings; Mitchell said she did not have those numbers in the presentation but could provide them to the superintendent and board. The board also asked about virtual speech services and potential over‑referral; Mitchell said evaluation and team decision processes vary and that the department is working to standardize criteria and share data.

Ending: The board praised the compliance gains and said it will continue to monitor outcomes; Mitchell and staff committed to sharing requested inclusion and inclusion‑placement statistics to the board as follow‑up.