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Special education report: 13.9% of students identified; district highlights inclusion gains and staffing efforts
Summary
District special education leaders reported 13.9% of students are eligible for special education (in line with state averages), described 82% eligibility from 424 initial assessments and said nearly 71% of students with IEPs spend 80%+ of time in general education; the district plans inclusion expansion, staff cohorts and 'teachers for tomorrow' residents to address staffing.
San Ramon Valley Unified School District special education leaders told the school board on May 19 that 13.9% of enrolled students are currently eligible for special education services — a rate the presenters said mirrors the statewide average.
Executive Director Linda Raleigh Tom and Director of Special Education Amy Capuro said the district completed 424 initial assessments so far this year, producing an 82% eligibility rate, and that roughly 70.99% of students with IEPs spend 80% or more of their time in general education settings. Leaders said those outcomes reflect deliberate multi‑tiered supports, increased early identification and expanded inclusion programs — for example, the district expanded TK/K inclusion and will add sites next year.
Capuro described several staffing and program responses: a successful hiring push that reduced the district's reliance on contracted paraeducators; a staff cohort for new special education teachers; a 'teachers for tomorrow' residency that brought in additional special education teachers and residents; five job‑alike meetings annually; weekly office hours for program supervisors; and a mental‑health collaborative led by an assistant director and behavior analysts to support complex cases. The district also reported it will work with the California Department of Education on an early‑intervention plan to address significant disproportionality.
Trustees asked about current staffing and use of contracted providers; staff said most related services (occupational/physical therapy and speech/language) are filled by district employees and only a few contracted positions remain. Trustees thanked staff for the work and asked for continued focus on growth for students who have not yet met standards.
The presentation concluded with the district's stated goal to increase time spent by students with disabilities in general education where appropriate and to continue the emphasis on inclusion and targeted professional development.
