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Mosinee special education director reviews federal report card, cites room for results improvement
Summary
District special education staff summarized the joint federal notification packet report card, saying the district performs well on compliance but needs improvement in participation and results on state assessments.
A staff member in Mosinee School District presented the district’s federal special education “report card,” saying the department scores consistently on compliance but trails on results and participation.
The presentation, given during the May 20, 2025, school board meeting, summarized two federally required evaluation areas: compliance (paperwork, timelines, disproportionate identification) and results (graduation/dropout rates, state assessment participation and performance, and environmental placement). The staff member said, “compliance…is the baseline you really wanna be good at,” and added that the district generally obtains those points.
The presenter told the board the district’s participation rate for students with disabilities on the state assessment was 76 percent and that result metrics are where Mosinee is losing points. She said the district is encouraging families to consider assessment participation as a long-term benefit, noting it helps students learn testing routines and how to use accommodations. The presenter also said the district is working on K–12 alignment in reading and math resources and on co-teaching models to improve environmental placement scores.
On graduation rates, the presenter said some students who attend vocational programs such as Project SEARCH are counted in five‑year graduation rates rather than four‑year rates, which she indicated lowers the district’s federal results score. She said, “I’m not gonna stop providing services to what students need just to get that number off,” and that the district is communicating with the state about how those counts are reported.
The board was told a more in‑depth self‑assessment is scheduled in two years; staff thanked the board for recent approval of a PST role that will help prepare paperwork and processes for that review.
Board members asked questions about outreach to families, supports for students across ability levels, and next steps; staff said they plan special education information sessions during next year’s parent‑teacher conferences and will continue work on timelines and curriculum alignment.
The presentation was informational; no formal board action was taken at the meeting.
