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District outlines two‑year plan to address "significant disproportionality" in special education identification
Summary
District staff presented a state‑approved corrective plan after finding over‑identification of Hispanic students for specific learning disabilities; the plan focuses on culturally responsive MTSS, professional development, coaching and monitoring about 150 students across selected schools.
District administrators briefed the board on the work to address a state finding of significant disproportionality related to over‑identification of Hispanic students as eligible for specific learning disability (SLD) services.
Consultant Baldwin and district staff summarized a 15‑month review that combined quantitative and qualitative data. The district reported Hispanic students make up roughly 39 percent of enrollment but constituted approximately 64–65 percent of students with an SLD designation in the data presented. Qualitative findings from focus groups, parent interviews and staff reviews pointed to gaps in Multi‑Tiered Systems of Support (MTSS), uneven implementation of 504 plans, and concerns about implicit bias and cultural proficiency in referral and assessment pathways.
The corrective plan approved by the state and presented to the board focuses on two high‑leverage strategies: (1) implementing a culturally responsive MTSS framework to provide tiered supports for academic, behavioral and social‑emotional needs, and (2) building capacity through a robust professional development calendar that includes trauma‑informed practices, implicit bias training, Universal Design for Learning (UDL), coaching and on‑site implementation supports. The district plans to monitor a cohort of about 150 students across three targeted schools and said it would continue districtwide supports as it implements the plan.
Board members asked about chronic absenteeism, translation and transportation barriers and whether the district's more recent attendance gains are reflected in the data—administrators said some data lag exists (the presented data came from 2022) but described recent improvements in attendance interventions, SARB processes and an attendance platform retained for monitoring.
Superintendent Brenda Leon and staff said the plan includes family engagement, professional learning communities, and iterative data review; administrators committed to sharing the approved plan and timelines with the board and the public.
