District details classroom supports, MTSS and individualized plans to keep students on track

Executive Director Heather Miller and other district leaders described multiple operational strategies designed to keep students on track to graduate and to increase readiness for life after high school. Miller said the district has ‘‘increased number of leadership learning walks’’ where executive directors and principals spend 10–15 minutes observing high‑leverage teaching practices and then debrief with building leaders.

Staff detailed individualized supports: yearly one‑on‑one meetings with every student to review interests and graduation pathway progress, multi‑tiered systems of support (MTSS) to identify tier 1/2/3 interventions, and targeted school action plans focused on disrupting disproportionality. Miller emphasized co‑teaching models (regular and special education or ELD pairings) and a growing set of credit‑retrieval and recovery options that help maintain the district’s graduation rates.

Special education transition staff highlighted LEVER follow‑up data showing increased higher‑education enrollment for students with IEPs over the past three years and a 80% response rate to the post‑exit phone survey. The district described stronger coordination between IEP case managers and school counselors, mock interviews with community business partners, and practical life‑skills supports (transportation apps, community navigation) for students heading to work or training.

Board members asked how programs limit access where enrollments are competitive (noting WANUC/Whannock slots and some CTE courses have capped enrollment). Staff acknowledged competitive seats and said the district strives for equitable selection and will continue exploring ways to expand capacity or access.