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Corona-Norco Unified outlines midyear special-education plan, expands paraeducator training and launches RFA pilot
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Summary
District leaders presented a midyear special-education update highlighting expanded professional development for teachers and paraeducators, site support visits, a Request for Assistance pilot to accelerate classroom response, and upcoming family-engagement events including an April 15 resource fair.
District leaders presented a midyear special-education update to the Corona-Norco Unified School District board, describing reorganized educational services, expanded professional development (PD) tied to inclusive practices, hands-on paraeducator training, and new operational tools to speed site responses.
Dr. Alexis Burrill, Assistant Superintendent of Instructional Support, framed the work as building on progress and described the presentation’s three parts: Tier 1 instruction, organizational practices, and family/student experience. Presenters from educational services and special education outlined PD counts and supports: the district reported offering 40 elementary literacy and math sessions that include inclusive practices, 24 additional literacy/math sessions, 8 trainings focused on core materials for special education teachers, and multiple targeted opportunities (site-based behavior and accommodation sessions).
Teachers who attended the training described classroom impact. Cassandra Gladue, a Norco Elementary special-education teacher, said specialized PD “through the lens of special education” enabled her to adapt core curriculum so students access grade-level standards while making measurable gains. Jacqueline Orozco, a PALS teacher, described ESN collaboration and classroom supports as “new and deeply meaningful.”
The district described significant paraeducator efforts: a full-day paraeducator event that drew about 600 participants, targeted paraeducator PD reaching 208 paraeducators so far, and site support that included 212 classroom visits this year. Program staff demonstrated classroom strategies—visual schedules, token boards, and sensory supports—and ran simulations to show how pairing visuals with verbal directions reduces student anxiety and improves independence.
To speed on-site response, the district is piloting a Request for Assistance (RFA) workflow. Staff said 16 intern special-education teachers have been involved in an initial pilot, five principals will pilot the tool staff-wide, and the goal is to make the RFA live by the end of the school year so teams can be dispatched without waiting for longer MTSS timelines.
Family engagement was also highlighted: the district plans a Special Education Resource Fair on April 15 at JFK Middle College High School (tied to IDEA’s 50th anniversary) with confirmed partners including local cities, Inland Regional Center, Department of Rehabilitation, Norco College’s PACT program, and The Arc of Riverside County. Presenters said about 271 families completed a post-IEP survey so far, with high satisfaction reported among respondents, and asked sites to systematize survey distribution to increase participation.
Board members praised progress but asked for ongoing data: a district presenter said roughly 7,400 students are on IEPs and reviewed recent state complaint counts. Trustees encouraged continued monitoring, broader family survey participation, and sustaining co-teaching and inclusion work.
What’s next: Staff will continue PD and paraeducator training, pilot and scale the RFA, increase family-survey participation, and return with follow-up updates; no formal policy change or board vote on these items occurred at the meeting.
