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Parents and former staff press Poudre board on integrated services and special‑education data
Summary
Community commenters described concerns about recent changes to special‑education and seclusion protocols, called for clearer data and third‑party review, and urged the board to prioritize inclusive supports for vulnerable students; staff and board acknowledged the concerns and noted ongoing work and upcoming discussions.
During the public comment period at Tuesday's Poudre School District Board meeting, multiple speakers raised concerns and praise about integrated services and supports for vulnerable students.
Laura Whitehead, a former employee and parent, told the board she was speaking both from experience and concern about what she described as recent protocol changes in an "effective needs" program. She said that a directive given during a September 8 seclusion training—requiring staff to stop a running child—was reversed two weeks later, and that follow‑up clarification from leadership was vague. "I was later informed that I was no longer allowed to protect myself in situations of imminent danger," Whitehead said, and she told the board she had been assaulted as a result of the change in practice. She urged clearer procedures and leadership communication and said that inconsistent protocols have led to regression among students in an affected program.
Danny Lawrence, speaking about integrated services and federal/state oversight, said the Office of Special Education Programs (OSEP) engaged in a facilitated assessment of the Colorado Department of Education (CDE) and that districts will be required to participate in federally required data collection in February. He urged the board to demand full, publicly available special‑education data, asked whether district reporting separates charter and district numbers, and suggested consideration of a third‑party audit to validate indicators including graduation, suspension, preschool outcomes and disproportionate representation.
Other public commenters including Molly Gutierrez and Carrie Pizzulo offered praise for district supports and urged continued focus on belonging and mental‑health measures for LGBTQ youth; they cited national statistics and advocacy research to emphasize risk and the value of affirming school environments.
Board members acknowledged the concerns and reported recent community engagement sessions focused on integrated services; several directors asked staff to bring comparative statistics (including IEP vs. 504 counts and charter vs. district reporting) to upcoming meetings, and to ensure accessibility and consistent communication with families.
The board noted the topic will be revisited in future agenda items and community engagement sessions; at the meeting staff indicated the district would continue work on data collection and public reporting in the coming months.
