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Special-education leaders outline service-delivery model, staffing and supports; district reports low rosters and new paraprofessional training
Summary
District special-education leaders told the board April 8 the system serves roughly 1,627 students with IEPs and uses four primary service-delivery modes (consultation, collaboration, co-teaching, and pull-out/school-within-a-school), and the district is investing in lead support teachers, behavior interventionists and paraprofessional training to strengthen services.
Special-education administrators presented a district-developed service-delivery update April 8 that described how students with individualized education programs (IEPs) access instruction and detailed current staffing, training and program investments.
Director Reedy and special-education staff said the district serves approximately 14,378 students overall and reported 1,627 students with IEPs in the 2023-24 APR year. The district outlined four primary modes of special-education service: instruction in the general-education classroom with consultation; collaboration between general-education and special-education staff; co-teaching where staff share instructional responsibility; and more-intensive pull-out instruction or a 'school-within-a-school' model for students who need substantially different placements.
Presenters emphasized the district's investments to keep caseloads low and support teachers: lead support teachers (one per high school and middle school, plus about one per three elementary buildings) who provide just-in-time coaching; building-level behavior interventionists in year two of an expanded model to implement tier 3 plans; a special-education social worker who serves secondary feeder patterns; and additional supports from district special-education coordinators who meet regularly with principals. Administrators said the district maintains lower roster sizes than many comparable districts and described a new paraprofessional training program that will continue next year with a digital repository of materials.
Administrators and special-education staff identified several priorities: continued development of intervention materials for teachers, ongoing teacher development for IEP implementation, additional training to support students with complex behaviors and communication needs (including augmentative communication devices), continued work on the Achieve IEP platform and parent portal rollout, and increased family engagement around special-education processes.
Board members asked about paraprofessional turnover and special-education teacher recruitment. Administrators said the district is positioned well relative to other Upper-Elementary Network (UEN) districts, but noted the state's shortage in certain licensure areas (for example, specific ID licensure) and said retention strategies include improved professional development and negotiation-related compensation discussions underway.
Administrators offered to return with more detailed outcome measures and invited board members to follow up on transition/apprenticeship data and the work-based learning gains now visible at secondary levels.
