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Board hears Special Services update highlighting growth in one-to-one supports and inclusion efforts
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Summary
District Special Services leaders told the board that students receiving services have grown 14.4% over five years, one-to-one supports rose from seven to 102, and LRE placement is now about 63%, prompting staffing and training plans to support inclusion and student independence.
Stevens Creek Principal Matt Pewitt opened the district presentation and Executive Director Jeff Jorgensen told the Lake Stevens School District Board that special education enrollments and individualized support needs have increased substantially.
"Wehave seen a 14.4% increase over five years," Jorgensen said, and noted that placements in the least restrictive environment are "now at approximately 63%," which the department is balancing against student outcomes and staffing capacity.
Special Services Director Keri Joseph reported that one-to-one supports have grown "from seven students in 2018 to 102 this school year," and described efforts to build student independence by reducing supports where appropriate and reinvesting staff capacity into professional development and curriculum.
Shannon Kittle, Special Education TOSA, described classroom strategies such as a "prompting ladder" and gradual fading of paraeducator support to increase independence; Alexa Chervets discussed structured learning centers and trauma-informed practices to ensure equitable participation.
Jorgensen said the shift toward inclusive practices (co-teaching, targeted interventions and staff training) may temporarily increase one-to-one placements as staff build skills, but should reduce dependency over time while improving outcomes. He also highlighted morale efforts, including a "standing ovation" recognition program that has acknowledged 67% of staff.
Board members praised the data-driven approach: Director Paul Lund called the presentation "thoughtful," and President David Iseminger affirmed the board's support for the department's emphasis on inclusion and student voice.
The presentation prompted questions about decision-making for support levels, how incoming students with existing plans are handled, and how reductions of one-to-one supports are monitored; staff described data-informed team decisions and ongoing monitoring of student responses.
The board took no formal action on the report; staff said they will continue implementing training and program adjustments and will return with routine updates as planned.