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PSD hearing on special education data and child-find sparks repeated public concern about on-site implementation
Summary
The board heard an Integrated Services update from Director Jodi Rommel reporting ~3,362 students on IEPs and rising identification in autism and serious emotional disability; multiple public commenters urged clearer site-level implementation, data alignment and guarantees of services for students with disabilities.
Director Jodi Rommel presented the district’s Integrated Services (child-find) report to the Board of Education, summarizing staffing, eligibility counts and work to align Multi-Tiered Systems of Support (MTSS) with state guidance.
Rommel told the board that PSD served roughly 3,362 students through individualized education programs and reported 1,077 staff in integrated services. She said the district has seen steady increases in categories such as autism spectrum disorder and serious emotional disability and described steps the department is taking to reduce inconsistent site-level practice: universal screening (DIBELS for early reading), professional development for principals and staff, outreach to pediatricians and private schools, and clearer MTSS timelines.
The presentation prompted extensive public comment. Danny Lawrence told the board: “I won't lie, I am underwhelmed that it took four months to get to part two of a conversation that I've been trying to have for five years,” and said his family struggled to receive timely transition planning and contact information for school-to-work programs. Aaron Green, a community speaker, pressed for clearer, CDC-aligned reporting and called for a board directive affirming that IEP services not be reduced because of enrollment-driven budget cuts.
Board members asked for follow-up on district screening pilots and data alignment. Staff said six elementary schools are piloting an expanded screener and that preliminary implementation results will be shared with the board; Dr. Rommel said further updates and an implementation plan are forthcoming. The presentation and public comment underscored tensions between system-level policy and parents’ experiences at individual school sites.
