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Kyle Elementary outlines new continuum to expand special-education supports
Summary
Principal Mike Sopko told the Portage Township Schools board the district has reorganized schedules and staff roles to increase access to special-education supports in general education settings, aiming to meet an IDOE standard that 80% of students with IEPs receive most services in gen ed while improving outcomes.
Principal Mike Sopko presented a new ‘‘continuum of support’’ at Kyle Elementary, saying the district’s goal is to create consistent systems that increase students’ access to services while meeting state requirements. "IDOE requires 80% or more of our students with IEPs to receive 80% or more of their support services within the general-education setting," Sopko said, adding the district wants to be "compliant as a byproduct of doing what’s right for students."
Sopko said he and colleagues, including Mr. Evers at Myers Elementary, worked to design grade-level schedules so Title I, special-education and classroom teachers have common blocks of time to collaborate. That change lets staff form groupings by student need across a grade rather than allocating fixed slots per classroom, Sopko said, which the administration expects will reduce disruption when students move from RTI to IEP services.
"We’re able to hit multiple tiers of students all at one time," Sopko said, describing English language arts blocks in which a Title assistant, a Title teacher and a special-education teacher provide tiered support concurrently. He credited his special-education and Title I teams — including Miss Manning, Mrs. Harris, Mrs. Lovell and Mrs. Shahaki — for many hours of planning to make the schedule workable.
During a board exchange, a trustee asked how families can access additional support. A district representative described the Portage Township Schools Special Education Parent Advisory Committee (CPAC) as a parent-led group (names mentioned: Stephanie Barrett and Lisa Flynn) that meets monthly, advertises meetings and helps plan training and transition supports for families.
Sopko said initial assessments after the schedule change show the district is serving more students and that service times remain consistent throughout the year, which avoids disrupting classroom instruction when a student’s status changes. He called the schedule’s ‘‘fluidity’’ a strength because students can move between groups within the same instructional block as their needs change.
The board praised Kyle Elementary’s work and the meeting moved on to the rest of the agenda. The district plans to monitor progress through assessments and report results to the board as the year continues.
