Knox County Schools details progress, metrics in special education review and strategic plan work

Dr. Brown, director of special education for Knox County Schools, told the board on Jan. 9 that a districtwide review of special education services is underway and that staff are already implementing changes while a third‑party consultant writes a 3– to 5‑year strategic plan.

The update came as Superintendent Dr. Reiszewick previewed broader district priorities and said the third‑party contractor would deliver the strategic report later this spring. “His team is currently taking meaningful steps to enhance… the IEP experience for families and focused decision making as close to the student as possible,” Reiszewick said.

The nut graf: The district emphasized two parallel tracks — an external analysis by a contractor (PCG) and near‑term operational changes — with the twin aims of increasing inclusion in general education and improving outcomes for students with Individualized Education Programs (IEPs).

Dr. Brown said the district is already meeting and exceeding this year’s interim target on least‑restrictive environment (LRE) measures that track time spent in general education. “Our goal for this year is 77.2. We are currently sitting across the district at 79.29,” Brown said, and he noted that 64 of 91 schools are above the district average. He added that the district has exceeded a goal set for next year (78.34). Brown also cited modest academic gains, saying ELA proficiency rose about 1.4 percentage points and math by 3.5 points over two years.

District leaders described several operational steps they have taken while PCG completes its analysis: biweekly trainings for administrators, a Special Education Institute for new special educators, regional ‘‘drop‑in’’ fidelity checks of IEP meetings, an inclusion coach to help general education teachers modify curriculum, and a program to certify classroom assistants as registered behavior technicians (RBTs) with 40 hours of training supervised by district BCBAs (board‑certified behavior analysts).

Brown summarized the consultant’s work: PCG collected more than 1,200 survey responses, conducted 39 focus groups, made school visits to more than 60 schools across grade levels and special‑program placements, and is now drafting its report. He said the district will work with PCG, the Special Ed Council and school leaders to convert the consultant’s findings into a strategic plan for presentation to the board in spring.

Board members pressed on specific family concerns and program details. Board member Miss Pike asked how students who fall at different points of ability (for example, twice‑exceptional students) are identified and served; Brown urged families first to raise questions at IEP meetings and described the district’s effort to expand parent communication channels through a Special Ed Council and a parent newsletter with a feedback form. On whether ADHD and dyslexia are covered by special education, Brown said it depends on the student: dyslexia is often addressed via Section 504 plans while ADHD may be addressed through 504 or by an IEP when it meets the federal other‑health‑impairment criteria and generally requires a medical diagnosis.

Several board members asked how the district is ensuring changes are implemented consistently. Brown described supervisors’ follow‑ups after fidelity checks and said his team meets regularly with regional directors, who in turn hold principals accountable for building culture and classroom implementation. Board member Mister Triplett pressed on accountability: Brown said supervisors check for patterns (for example, school‑level vs. case‑manager‑level problems) and follow up with principals and regional directors.

Brown and other staff outlined plans to increase accessibility for teachers and families: a monthly calendar of special‑education tasks for principals, a submission portal for modified‑content exemplars to be hosted on the new district website, and continued outreach with community organizations (Tennessee Voices, Smoky Mountain Legacy, STEP, The Arc) to provide parent workshops and resource fairs.

The presentation also included concrete training and staffing steps: training all assistants in high‑need schools and special‑day programs toward RBT certification by spring; ongoing principal trainings on timely topics (grade transitions, IEP schedule checks); and use of inclusion coaches to actively support general educators modifying grade‑level material.

Board members repeatedly thanked Brown for the work and urged fast implementation. Several members — while agreeing that progress is being made — said families do not yet feel the changes in every building and asked the district to accelerate follow‑up. Brown said the consultant’s final report will give a districtwide view of trends and recommended next steps.

Ending: District staff said they would return with the consultant’s report and a draft strategic plan in the coming months and provide quarterly updates in the interim.