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District reviewers flag IEP performance gaps; board to discuss rollout of special-education recommendations
Summary
An external special-education review found high levels of general-classroom placement for students with IEPs but measurable achievement gaps and inconsistent use of paraprofessionals; the district plans an April 9 meeting to work through recommendations for instruction, staffing roles and training.
Board members received a summary March 17 of an external review of special-education services.
A staff member presented highlights left by Director of Student Services Mindy Clancy, who was unable to attend. The review found the district places students with individualized education programs (IEPs) in general classrooms at a high rate, but those students often show performance gaps compared with peers without IEPs. The report asked whether students are receiving sufficient specially designed instruction reflected in their IEPs or whether supports are replacing instruction.
The review also flagged a relatively large number of paraprofessionals and instructional support staff and questioned whether their roles and training are consistent and focused on improving student learning. The board was told the district needs more effective collaborative planning between special-education staff and general-education teachers and improved training and retention strategies for special-education personnel.
Administrators said they would meet with building leaders on April 9 to review the consultant’s recommendations and develop a rollout plan; board members can expect follow-up reports from the director of student services and principals about proposed changes and timelines.
Why it matters: The findings touch on equity and instructional quality for students receiving special education services and may lead to changes in staffing roles, professional development and classroom practices.
What’s next: Administration will report back to the board with implementation plans after the April 9 administrative meeting.
