District unveils 2026–2029 special education plan, emphasizes least restrictive environments and staff development

District staff presented the triennial special education plan covering school years 2026–2029 and outlined required professional development, inclusion goals and reporting obligations to the state.

A staff presenter said the committee that met in December and January recommended edits focused on least restrictive environments so students can receive services in their neighborhood schools "to the maximum extent appropriate," and emphasized positive behavior supports at all 16 buildings. The plan also documents out‑of‑district Individualized Education Program placements that the district must report to the state.

State requirements drive the personnel development plan, staff said: training must be provided in autism, positive behavior supports, transition planning, the science of literacy, paraprofessional supports, IEP development and parent training. The presentation included the planned number of trainings in each area over the three‑year window; staff said many trainings have already begun and recordings are used to support onboarding.

Board members asked whether parent trainings are recurring; staff said parent sessions will cover post‑secondary services and understanding evaluations, and at minimum two parent sessions are committed over the three‑year plan ("two over the three years"). Staff also described transition programming that brings formerly served students back to discuss adult services.

The full plan was included under the curriculum committee's consent agenda and will be posted for a 30‑day review before returning to the board for approval next month.