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District meets LEA determination; special education team reports preschool inclusion gains
Summary
District staff reported a LEA determination score of 27 out of 30 and described progress increasing inclusion for preschool students with IEPs while noting capacity challenges and next steps to expand supports.
District staff presented the annual LEA (Local Education Agency) determination review during the Oct. 15 board meeting and reported that Evergreen Park ESD 124 scored 27 out of a possible 30 points on the matrix used by the state, which places the district in the "meets requirements" category.
Rebecca Terrell led the presentation. Staff described specific progress in early childhood outcomes: the percentage of preschool students with individualized education programs (IEPs) receiving the majority of services in the general-education classroom moved from roughly 15.3% to 22.6% year over year. Terrell credited a concerted inclusion initiative that included classroom-based supports, related-service providers pushing into general-education preschool classrooms and targeted professional development for teachers and service providers.
The district reported 100% child-find and timely evaluations within the statutory timelines and no audit findings. Other indicators showed mixed results: least-restrictive-environment (LRE) placements for K–8 students remained essentially unchanged (47.5% to 47.4%), and staff noted that the district has seen an increase in the number of students requiring support and more restrictive placements in some cases.
Terrell said the district has piloted adaptations to the Eureka reading curriculum in some elementary classrooms to support diverse learners and hopes to expand strategies that enable push-in supports rather than relying on separate placements. She noted capacity constraints: growing preschool demand and classroom composition rules (maintaining a mix of non-IEP and IEP students) require creative solutions, including potential partnerships with local preschools or calendar adjustments to create collaborative planning days.
The board and presenters described the LEA score (27/30) as positive but said continued work is needed to increase inclusive practices and to plan for space and staffing as more young children are identified for services.
