District outlines special-education timelines and professional learning as community voices press staffing, health and safety concerns
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Summary
District staff reviewed special-education legal foundations and timelines, noting a 15‑day assessment plan and 60‑day evaluation period; board members and public commenters pressed for more teacher specialists, clarification on vacancies (two reported), and follow-up on health-class scheduling and site safety.
Pomona Unified presented a special‑education study session Feb. 11 that clarified legal timelines and the district's MTSS framework while prompting substantial public comment about staffing, health classes and campus safety.
Claudia Ruiz led the staff presentation, emphasizing that special education should be integrated within a multi‑tiered system of supports (MTSS). Ruiz outlined the referral and assessment timeline required under federal and state law: an assessment plan is to be provided for parent consent within 15 days of referral and a comprehensive evaluation is typically completed within a 60‑day evaluation period; initial identification requires an IEP team meeting. Ruiz said the district is scheduling professional learning in April (a Diamond Point session) to build capacity for inclusive practices and supports for students with complex needs.
Board members asked how many teacher specialists were available and how much time those specialists are spending in classrooms. Ruiz reported two vacancies in the program specialists/teacher specialist cohort (one unfilled position and one on maternity leave) and said staff would provide a survey of special‑education teachers to refine professional development offerings. The board directed staff to provide a follow‑up presentation and supporting materials and to share the earlier survey results and timeline documentation.
During audience comment, numerous parents and staff raised urgent concerns: several speakers described special‑education teacher layoffs or transfers at Lexington and other sites and asked the district to restore staffing; teachers reported fears that some health and technology classes are at risk of elimination as the district considers graduation-credit revisions (including ethnic studies and financial literacy). Public commenters also described student protests that led to off‑campus incidents and expressed concern about supervision and community safety during those events.
Superintendent Darren Knowles and staff agreed to follow up directly with concerned parents and to provide clarifying materials on processes and legal interpretations referenced in public comments. Staff committed to meet with parents who raised site‑specific issues.
What happens next: Staff will circulate additional materials (surveys, referral timelines, vacancy details) and return with focused updates to address the board's requests and community concerns.
