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District expands special‑education coordination and ELOP inclusion; hires ELOP TOSA
Summary
Special education staff reported full rollout of a coordination process at school sites and announced an ELOP TOSA hire to coordinate IEP services in the district’s expanded learning program.
Santa Rita Union presented updates on special education coordination and inclusion in the district’s Expanded Learning Opportunities Program (ELOP) during its State of the District report.
Special education staff described implementing the COST (coordination of services) team across all six sites, training assistant principals to lead COST meetings and conducting ongoing coaching and observation. Staff said they are working to document interventions inside the district’s Aeries student information system and to create a districtwide intervention tracking system in partnership with the ARIES team.
The district highlighted recent student activities including Special Olympics participation (countywide event hosted by Monterey Peninsula Unified) where students participated in opening ceremonies and a parade; staff said two district students won races (one the 400 and one the mile).
Expanded Learning staff reported continued growth: ELOP is serving 974 students districtwide (about 31% of the district), with 551 students projected to attend summer programming at the time of the report. Summer programs will run at New Republic (rising kindergarten through fifth graders), John Gutierrez (incoming grades 6–8) and Santa Rita (including an all‑day summer camp and a migrant summer program).
To better coordinate special‑education services in ELOP, the district announced the hire of an ELOP TOSA, Amy Choate, who will attend IEPs for ELOP students, coordinate services with the special education team and support summer programming; staff said she will begin July 1. District staff said the ELOP inclusion work received recognition during an ELOP conference for including students with special needs.
Staff emphasized next steps: developing documentation of interventions in ARIES, ongoing training for staff, and closer coordination between special education and expanded learning to ensure services described in IEPs are implemented in extended‑day programs.
