MMSD updates special education plan as schools report gains and warn of persistent disproportionality

Madison Metropolitan School District leaders reported progress and remaining challenges in the district's three-year special education plan during a board meeting that also spotlighted family engagement efforts.

Associate Superintendent Nancy Molfinter told the board the plan centers on three goals: decrease disproportionality for Black scholars in special education, increase inclusive opportunities, and raise reading and math proficiency for students with Individualized Education Programs. Molfinter said districtwide data show Black students account for roughly 18% of enrollment but are overrepresented among students with IEPs in several disability categories; in one example she said reducing 17 identifications in the Emotional/Behavioral category would remove a disproportionate designation under Department of Public Instruction risk-ratio rules.

"We are drilling down to school level data to determine root causes and target supports," Molfinter said, adding the district is using an "anti-racist IEP criteria" and student-success trackers in program support work.

School teams from Marquette Elementary and Toki Middle School described classroom practices they credit with measurable gains. Becky Peterson, Marquette's principal, and program support teacher Emily Durst said Marquette saw a 7% increase in math and an 11% increase in literacy for students with IEPs after implementing intentional co-planning, adapted core materials and systematic scheduling.

"When we lead with equity, we ensure our scholars with IEPs are rooted in the general education classroom with the right supports," Durst said.

Toki Middle School principal Sheba Mays and instructional coach Mark Siegel described protected planning time and expanded PLCs (professional learning communities) as drivers of progress. Mays said staff meetings were reworked to create uninterrupted collaborative time, which teachers use to analyze assessments and plan scaffolds.

The board pressed on implementation details and resource needs. Members asked how strategies used at smaller schools can be scaled in larger schools, how the district's master schedule and allocations support inclusive practice, and whether the district can shorten evaluation timelines required by law. Molfinter reiterated that legally allowable timelines (about four months for evaluations) ensure thorough, compliant assessments but said the district is exploring ways to improve communication with families during that process.

Family ombudsperson Anna Moffitt described outreach and tracking efforts: she said she worked with roughly 80 families last year (up from about 40) and that a green/yellow/red tracker helps the district triage cases. Moffitt said 90% of tracked situations were resolved and that post-IEP survey responses increased with outreach.

Board members also raised concerns about restraint and seclusion: Molfinter said rates for Black students declined last year and credited expanded nonviolent crisis intervention training and alternative approaches to restraint, but she emphasized the district's goal of eliminating restraints altogether.

Next steps announced included continued school-level data reviews, expansion of staff professional learning drawn from Marquette and Toki practices, and the district's start of community engagement to inform the next five-year special education plan for 2027–2032.

Authorities and context referenced by staff include state Department of Public Instruction guidance on disproportionate identification and statutory timelines for evaluations.