Special-education design team outlines racial-equity purpose and Phase 1 work to Saint Louis Park School Board

At the Jan. 28, 2025, meeting of the Saint Louis Park School Board, a volunteer special-education design team presented a racial-equity purpose statement and early Phase 1 findings, and said it will share disaggregated enrollment and program data at a future board meeting.

The team told the board it has drafted a racial-equity purpose statement that says Saint Louis Park Public Schools must “challenge the status quo and excavate deep-seated racism within the public school system,” embrace neurodiversity, and ensure students from historically marginalized groups have access to culturally relevant curriculum and a voice in school decision-making. The presenters said the statement is intended to guide changes to identification, placement and instruction in special education.

The design team — which the board heard described as a volunteer group that began meeting last year as part of a consulting process — said it has started Phase 1 work by creating the purpose statement, conducting surveys and focus groups with parents, teachers and paraeducators, and beginning a review of the history of special education through assigned reading. The presenters said the team is disaggregating special-education enrollment by primary disability, free/reduced-price lunch status, school, race and gender, and that early-childhood data remains to be added.

“The hearts of our students are the most important part,” said Christina Doyle, bilingual speech-language pathologist at Aquila Elementary. “It is our responsibility as educators to recognize and teach to their brilliance.”

Presenters listed services the district provides to students receiving special education supports, including speech-language pathology, occupational therapy, contracted deaf/hard-of-hearing services and physical therapy via Intermediate District 287, reading and math supports, social-emotional skills instruction, and help with functional organizational skills and classroom inclusion. They said some staff provide push-in support at the high school level.

Board members asked for specifics about the team’s data work and about measurable student outcomes. Director (board member) Heather (full name not specified in the transcript) asked whether the team could share the disaggregated data so the board could “get a handle on what you’re looking at and how you’re using it.” The presenters said the current disaggregation covers kindergarten through transition-plus programs and that the team plans to present that information at a future board meeting.

Board members pressed the team on scope and best practices for a district of Saint Louis Park’s size, including whether spreading services across multiple elementary sites affects outcomes and staffing. “I’m really interested as you’re disaggregating data and looking at what’s going to actually lead to the most equitable outcomes,” one board member said.

The team said it has been gathering parent, teacher and paraeducator feedback through surveys, focus groups and listening sessions and plans to gather student data in subsequent listening sessions. Presenters said the team has begun reading The Unteachables (identified in the meeting as authored by “Keith Maze”) to ground its work in historical context.

Board members thanked the team for the work and encouraged further specifics on outcomes such as graduation and postsecondary options. The presenters said they will return to provide the disaggregated data and to discuss implications for identification, staffing and practice.

The district did not take formal action on the team’s recommendations at the Jan. 28 meeting; the presentation was provided for information and future board discussion, and board members signaled interest in receiving the team’s data and recommendations.

Topics: special education, racial equity, data, district services, enrollment projections.

Votes at a glance: None (presentation for information only).