Ventura Unified outlines boundary‑model inclusion plan for TK–1 mild‑to‑moderate students

Ventura Unified School District administrators updated the board on a planned two‑year shift to increase inclusion of mild‑to‑moderate students in TK, kindergarten and first grade.

Staff recommended a boundary‑model approach — placing students at their neighborhood (or school‑of‑choice) sites rather than concentrating them in a small number of co‑teaching classrooms. The district said the model better aligns with general‑education practices across sites and reduces the risk of clustering high percentages of special‑education students in single classrooms.

Planned supports include a teacher on special assignment (TOSA) serving as an inclusion specialist, an additional board‑certified behavior analyst (BCBA), behavior‑support assistants, and 4–8 paraeducators initially estimated to be necessary for the first phase. The district said some costs could be covered by Local Control and Accountability Plan (LCAP) funds and special‑education resources; remainder would be covered by general‑fund allocations as needed.

Staff and trustees emphasized that IEP teams will continue to determine appropriate placements and that the initiative is not intended to replace more restrictive programs for students with extensive needs. An administrator described the boundary model as increasing inclusion "beyond just the classroom" and broadening community and family involvement.

Next steps: The district’s inclusion advisory committee will develop a professional‑development plan for teachers and a timeline for training; staff said they will engage parent advisory groups and the Special Education District Advisory Committee (SEDAC) for parent feedback before broader implementation and budget changes are finalized.

Sources and context: The initiative builds on a November briefing and two advisory‑committee meetings; staff emphasized flexibility to adapt placements based on IEP team decisions and student needs.