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Director of special education outlines services, rising social-emotional needs
Summary
The district’s Director of Special Education presented program data and examples, described a shift toward greater social-emotional supports, outlined related services and small-class models, and highlighted growth in an 811 preschool program.
The board of education heard a presentation from the district’s Director of Special Education about program structure, staff roles and student outcomes.
The director said preschool and related services serve roughly "54 kids," and that while counts have held steady over recent years the nature of students’ needs has shifted toward greater social-emotional supports and some increased cognitive delay. "What special education looks like is very different than what it looked 10, 15 years ago," the director said, adding that the change requires more staff training and family support.
She described how psychologists and social workers lead initial referrals and casework for 504 and IEP processes, and how related services — speech, occupational therapy, physical therapy, vision and hearing supports, and behavioral services — are used to support classroom functioning. The director said speech-language services are provided by district staff while OT and PT are contracted. "Sometimes you hear parents say this is great, they could do this at school but we're not necessarily seeing this at home," she said, noting the district provides parent training and strategies to carry skills into home routines.
Programs outlined included a resource-room model (small groups of up to five students working on IEP goals), a consult-teacher model in lower grades with co-teaching in some classrooms, life-skills and vocational programs at the high school focused on independent living and transition, and a growing 811 classroom program the director said expanded from one to three classes over three years.
The director emphasized individualized planning: she described a case where a student who initially avoided class returned to moving freely around the school after coordinated work with family, building leaders and community providers. "It's not a step back. It's actually what he needs to move forward," she said, summarizing the district's approach to placement and inclusion.
Board members thanked the presenter; the transcript records no board action altering special-education policy during the meeting. The board later recorded that it had "no objections" to the special education committee's recommendations and authorized funds to implement the referenced programs.
