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Paramount Unified presents equity update; staff say district is no longer disproportionate in special‑education identifications
Summary
District officials presented an Equity update explaining the district’s CIS/CEIS plan, 80‑hour cultural‑proficiency training and MTSS alignment, and said the district is not currently disproportionate in special‑education identification. Leaders outlined next steps to reconvene the equity team and continue MTSS self‑assessment.
Paramount Unified School District administrators presented an Equity update on Nov. 13 describing multi‑year work to address disproportionate special‑education identification and to institutionalize culturally responsive practices.
Dr. Nelson said equity work in the district is not an "initiative" but part of the district’s approach and introduced Dr. Jones, who led the presentation. Dr. Jones and other staff outlined a multi‑component effort: a comprehensive coordinated early intervening services (CIS/CEIS) plan developed after a 2021 finding of disproportionate identification, 80 hours of cultural‑proficiency professional development for representative teams, and efforts to strengthen the district MTSS (multi‑tiered system of supports).
The presenters described outcomes from training, site‑based work such as Black History and Hispanic Heritage celebrations, the development of a district Equity team and a cultural proficiency educator document incorporated into compliance materials. They reported that the district is "not considered disproportionate anymore" and said the next steps include reconvening the equity team, reviewing alignment to the district mission and LCAP goals, and conducting a district MTSS self‑assessment.
Dr. Jones described cultural proficiency training that included staff across classified and certificated roles and said the district developed measurable goals and an implementation team. "Equity is about providing what is needed so students can access education," Dr. Jones said, describing equity as meeting students where they are and then providing supports.
Board members responded with applause and recognition for the work. The presentation emphasized that while progress has been made, there is continued work to ensure the systems and training are sustained and scaled districtwide.
Next steps: District staff will reconvene the Equity team, continue cultural‑proficiency training and carry out an MTSS self‑assessment to inform further implementation and budgets.
