Special education coordinator reports improved inclusion, flags math gaps and Medicaid billing hiccup
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Summary
The Milan district's special populations coordinator reported increased inclusion in high-school biology and Algebra I, identified a statewide math gap in grades 4'8, and said Medicaid billing shows a temporary reimbursement lag due to insurer processing errors.
Miss Mistina Johnson, the district special populations coordinator, presented the annual performance and resource report to the Milan Special School District Board on April 28.
Johnson said the district met most compliance elements in the Annual Performance Report (APR) but did not meet state targets for math in grades 4'8; improving math performance is a district goal for the coming year. She reported an increase in inclusion placements: biology and Algebra I moved from resource-classroom models to full inclusion this year, and she described improved outcomes in those courses after the change.
Johnson outlined the district's special education staffing and supports: as of her report the district employs two school psychologists and uses contracted services for related therapy (audiology, occupational therapy, physical therapy and vision services). She noted the transition program staff mix includes one certified staff member and two assistants who work with the transition school program (TSW). She also described competitive funding sources the district uses (IDEA Part B, IDEA Preschool, other grants) and summarized that this year the district used $10,000 in retention funding for a school psychologist and expects a $25,000 allocation next year that can be used for recruitment or retention of school counselors, psychologists or social workers.
Johnson said Medicaid billing figures in the packet appeared low because of an insurer-processing hiccup; she said the issue is supposed to be fixed and outstanding reimbursements will post once claims clear. She described classroom strategies now in use: increased staff collaboration, push-in supports by special education teachers, use of common high-quality instructional materials (modified in resource/intervention classes), and strengthened transition planning for students moving from school to employment.
The coordinator told the board that post-secondary outcomes for students with disabilities and state test scores remain priorities for the next year, and asked for continued investment in transition services and targeted staff training.
Board members asked about district percentages of students receiving special education services and whether the district's rates fall within statewide recommendations; Johnson said the district falls in the commonly expected range (roughly mid-teens as a percent of total enrollment) and that the high elementary-level counts likely reflect speech and language needs identified early.
The board did not take a formal vote; the item was presented as an informational report.