Independent review finds South Whidbey meeting state benchmarks but urges dedicated special-education leadership and clearer program structures

Amy Voyevich, an education consultant who conducted a special-education program review for the South Whidbey School District, told the board the district "is meeting or exceeding student outcomes in those state benchmarks," but that system-level gaps limit consistent services for students with disabilities. "There's a lot of good happening in the district," Voyevich said, "and there are clearly identifiable next steps to move from a somewhat reactive system to one that's more predictable, aligned and transparent to staff and families."

Voyevich said the review drew on staff and leadership interviews, parent surveys, document reviews and comparisons with similar-size Washington districts. She reported that about 15 percent of identified parents responded to the district survey and that, on average, staffing levels for caseloads and related services aligned with peer districts — but turnover and inconsistent year-to-year service models were recurring problems. "Staffing levels themselves are not a primary challenge," she said, "but limited centralized special-education leadership and inconsistent program structures are."

Key recommendations Voyevich presented to the board included: establishing a dedicated special-education leadership position (at least 0.6 full-time equivalent), developing consistent program-structure guidance (including a clarified service-delivery matrix and transition protocols for students moving between grade levels), adopting aligned special-education instructional frameworks and materials (particularly for reading, math and social-emotional instruction), and developing a predictable staffing system with regional partnerships for hard-to-fill roles.

Superintendent Dr. Clifford said the administration agreed many findings matched what district leaders had observed and described immediate next steps: "We will be working on a job description, and we will be posting for a director of special ed," she said. Clifford said the district is evaluating budget options to support a 0.6 FTE role and noted the work will be phased over multiple years, with planned reporting back to the district's Special Education Advisory Council (SEAC).

Parents and community members in public comment echoed calls for clearer communication and consistent practices. One commenter said the district had been slow to respond to family inquiries and reported filing OSPI complaints; another urged the board to ensure policies are implemented in ways that meet students' legal rights. Voyevich specifically highlighted communication as an area for improvement: more predictable, frequent updates to families will build trust and reduce confusion about services and rights.

The board did not take a formal vote on policy changes at the meeting but accepted the review and directed staff to return with a job description and budget options for the recommended special-education leadership role. The administration said specific curriculum adoption and staffing plans will be part of a multi-year implementation schedule.