Parents and former staff raise concerns about integrated services, special education data and safety during PSD public comment

Multiple community members addressed the Poudre School District Board of Education during the public comment period Tuesday, raising concerns about the district’s handling of integrated services, special-education data integrity, student safety in specific programs and support for LGBTQ+ students.

Nut graf: Speakers included a former CLP employee who said recent protocol changes in a specialized program removed staff authority to protect themselves and students during imminent danger, causing staff assaults and student regression; a parent and public-health professional urged the board to support inclusive, supportive school environments that foster belonging; and an advocate detailed federal oversight findings and asked the district to publicly share disaggregated special-education indicators.

Key comments and requests: - Laura Whitehead, identifying herself as a former CLP employee and parent, described changes to a “seclusion” training and program protocols in September and said those directives were reversed without clear guidance. She said the result included at least one assault against staff and a broader decline in structure and student behavior in the A and N program at CLP. She asked the district to restore clear protocols and leadership support to protect students and staff. - Danny Lawrence, an advocate who referenced federal review work, called attention to a 2024 facilitated assessment by the U.S. Office of Special Education Programs (OSEP) of the Colorado Department of Education. Lawrence said OSEP found CDE had not been enforcing annual data reporting under IDEA Part B and urged the board to obtain and publish district-level indicators (indicators 1–16) and to consider third-party auditing of special-education outcomes to ensure data integrity and transparency. He also asked for a clearer accounting of whether district statistics include charter schools and older students (18–21) when reporting graduation rates. - Carrie Pizzullo (identified by pronouns she/her) urged continued support for transgender and non-binary students and cited national data about elevated risk among LGBTQ+ youth; she thanked the district for existing supportive policies and urged continued vigilance amid political attacks on LGBTQ+ students.

Board follow-up and context: Board members used the committee reports and subsequent discussion to note that integrated services questions had been raised at recent community engagement sessions and that dyslexia screening, graduation-rate reporting and access to center-based programs were topics community members asked the district to clarify. Members asked staff to provide more information in upcoming meetings and to continue engagement sessions scheduled for November 6.

Ending: Speakers asked the board to investigate leadership, communication and data-reporting gaps in special education and in CLP program practices; board members acknowledged the concerns and said staff would pursue follow-up, provide data where possible and continue engagement in community sessions.