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District staff describe inclusion practices and IEP monitoring as part of strategic plan
Summary
Special-education staff told trustees the district is expanding inclusion, refining pre-referral and SST processes, and shifting transition planning earlier to align special-education outcomes with college/career readiness.
A district special-education presenter summarized the district's continuum of services and described efforts to increase inclusion in general education while ensuring high-level instruction for specialized classrooms.
The presenter said staff continue to build district guidance for consistent referral and pre-referral processes (SST) and emphasized annual IEPs and ongoing progress monitoring. The district will align transition planning with college- and career-readiness frameworks beginning earlier (by eighth grade) and added that small, site-level innovations such as unified sports and integrated activities have supported inclusion and student engagement.
Trustees pressed for more data on outcomes, including the percentage of students in general education settings and data on whether reclassification and achievement gains are occurring in a timely manner. Staff acknowledged progress in moving more students into general-education settings but said additional work and districtwide guidance remain.
