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Parents and advocates urge district review of Unique Learning Solutions use and special‑education grading
Summary
A parent and CAC representative raised legal and equity concerns about the district’s use of Unique Learning Solutions as default instruction and pass/fail grading for students with IEPs, citing 34 C.F.R. 104.34 and requesting administrative action before the first reporting period.
At public comment, CAC representative Missy Hamlin urged the board to ensure that Unique Learning Solutions (ULS) is used only as a supplemental tool and not as default instruction for students with disabilities.
Hamlin cited federal regulations while urging that "every student is a general education student first" and argued that districts must document attempts to provide modified general‑education instruction with supplementary aids before placing a student on an alternate standards‑based curriculum. She cited 34 C.F.R. 104.34 and said parents should receive documentation that a student was first given the opportunity to succeed in general education with supports.
She also raised concerns about "pass/fail" grading practices in some special‑education classes, saying such systems can prevent students from demonstrating progress against grade‑level standards and asking administration to remedy any inequitable grading practices before the first reporting period.
Hamlin requested that the board receive oversight information on special‑education due‑process cases so trustees can identify systemic issues and trends; she asked for a response from administration on actions in process.
The speaker characterized these as systemic equity concerns and asked the board for expedited administrative review. The district did not provide a detailed response during public comment; trustees and staff acknowledged the request and said they would follow up through the appropriate channels.
