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Stockton Unified board adopts special‑education SIM plan to address racial disproportionality; district reports sharp rise in fully credentialed teachers
Summary
The board unanimously approved a state‑required SIM plan after the CDE found overidentification of African‑American students under 'Other Health Impaired'; the district also reported its share of fully credentialed teachers rose from 54.8% to 74.3% over three years.
The Stockton Unified School District board unanimously accepted a federally required Compliance Improvement Monitoring (SIM) plan Tuesday aimed at disrupting a pattern of racial disproportionality in special‑education identification.
Stephanie Reeves, executive director for special education, told trustees the California Department of Education had identified Stockton Unified as significantly disproportionate for the overidentification of African‑American students under the Other Health Impaired (OHI) category. "We are required to provide a very comprehensive report to disrupt that pattern," Reeves said, outlining a district effort that combined quantitative data, case studies and extensive stakeholder input to identify root causes.
Reeves and her team said initial root causes include inconsistent fidelity to the district's MTSS (Multi‑Tiered System of Supports), disparities in discipline and attendance that correlate with eligibility referrals, and limited awareness around cultural responsiveness and implicit bias affecting assessment decisions. The team presented three years of data, stakeholder fishbone analyses and plans to reserve 15% of federal funds for activities required by the SIM process.
Trustees pressed staff on concrete interventions. District officials pointed to investments in MTSS rollout, PBIS professional development, improved data entry and CalPADS reporting, and an emphasis on classroom‑based supports and early interventions to limit inappropriate referrals. "It's not a special‑education plan — it's a general‑education plan first," Reeves said, adding that the district's goal is to strengthen universal instruction and tiered interventions so fewer students need special‑education assessment.
After discussion, the board voted by roll call to accept the SIM plan. The motion passed unanimously.
In a separate presentation earlier in the meeting, Dr. Jason Murphy, director of research and accountability, reported large gains in teacher credentialing: the percentage of Stockton Unified teachers with clear credentials rose from 54.8% in 2021–22 to 74.3% in 2023–24. Murphy credited improved CalPADS reporting, recruitment and hiring incentives for difficult‑to‑staff positions, partnerships with credential programs at local universities and a district induction program that helps teachers convert preliminary credentials to clear status.
HR director Maria Valdez Munoz said the district has been expanding recruitment efforts, improving credential authorization practices, and offering in‑house induction at no cost to teachers. Trustees asked clarifying questions about 'out‑of‑field' assignments, unknown CalPADS entries and the induction program; district staff described steps to improve data accuracy and supports for teachers.
What happens next: The SIM plan will be submitted to the California Department of Education as required, the district will earmark and deploy funds for the SIM action plan, and trustees said they expect continued progress reports on MTSS fidelity, discipline data and credentialing metrics.
Sources: Presentation by Stephanie Reeves and special‑education team; presentation by Dr. Jason Murphy and Maria Valdez Munoz; board roll‑call vote recorded at the meeting.
