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CNUSD presents initial multi-year plan for special education, including new inclusion department and task force
Summary
District leaders outlined an initial 'game plan' to strengthen special-education outcomes — creating an inclusion department, embedding special‑education expertise into educational services, expanding professional development and paraeducator training, and convening an exclusion/task force to implement recommendations from an 82‑page external report.
Corona-Norco Unified School District leaders presented an initial, multi-year plan to strengthen supports for students who receive special education services at a board study session.
Superintendent Dahlia Gattelmala and district presenters described a plan shaped by a year-long root-cause analysis and partnerships with the Riverside County Office of Education, CNTA, CSEA and School Services of California. Dr. Goins summarized the district’s goal to build “a championship team” of staff and partners to improve outcomes for students with IEPs.
Dr. Kelly G (presentation lead) said four strategic focus areas emerged from stakeholder engagement: establish consistent systems, strengthen communication, embed stakeholder input and align resources strategically. The district identified three priorities — consistent systems, maximizing instructional time and building inclusive school cultures — and said targeted recommendations will require deeper analysis.
Staff announced structural and operational steps already underway: a newly created inclusion department led by Lori Clays and a plan to embed special‑education expertise into educational services, additional professional development (46 PD sessions delivered to date), a district‑wide paraeducator training on Aug. 5 with about 600 attendees, and a family support survey launched in July (available in English, Spanish and Mandarin, with 41 responses so far).
Presenters shared preliminary, unofficial outcome data the district said showed growth among students who receive special-education services: district-reported changes presented as ELA growth of 6% proficient and 11 points in distance-from-standard, and math growth of 3% proficient and 7 points in distance-from-standard; staff called the figures preliminary until state release.
Next steps include formation of an exclusion task force working with labor partners to identify inclusive practices to scale, a cross‑divisional staffing analysis to determine needs (including additional SLP and psychologist classifications), and a district review of the 82‑page School Services of California report. Staff cautioned the work will likely take multiple years — the final report estimated change could take two to five years — and asked the board for feedback and regular progress monitoring.
Board members pressed for clearer progress reporting (a six‑month check was suggested), better staffing to reduce caseload delays, and data on English‑learner students who are on IEPs. Staff said they will provide requested data and coordinate an executive-cabinet analysis before seeking formal board action on staffing or fiscal impacts.
The study session did not include formal votes on the plan; the board adjourned after a motion to close. Staff said they will return with recommended actions and timelines after analysis of the external report.
