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District updates IEP engagement, coaching and SDI plans as part of special-education focus
Summary
District equity and special-education staff reported increased IEP survey participation (1,567 responses across 188 schools), piloted strengths-based coaching for IEP facilitators, highlighted tools for specially designed instruction (SDI) and showcased Kathryn T. Reed's gains for students with disabilities.
District staff presented a multi-part update on special education on March 16, highlighting family engagement, specially designed instruction (SDI) and inclusive-practices training.
Jason Ray (Equity, Diversity and Belonging) reported updated IEP-survey numbers: "The total number of responses that we've received so far is now 1,567... the total number of participating schools is up to 188," and said the survey informed system professional learning earlier in the year. Ray described a pilot Strengths Lens Coaching project that pairs equity coaches with IEP facilitators at 11 Area 2 schools to embed culturally responsive, strengths-based IEP practices.
Presenters described three core priorities: build positive family partnerships through the IEP process; ensure SDI is implemented and monitored consistently; and expand inclusive practices so students with disabilities have access to grade-level learning with peers. Tranelle Bowman described tools including an SDI planning checklist and an SCI fidelity tool intended for baseline and job-embedded coaching; she also noted inconsistent use of documents across schools as a gap.
Speakers spotlighted Kathryn T. Reed Elementary, where staff reported multi-year positive trends for students with disabilities and cited targeted strategies—explicit reading instruction, behavior supports and assistive technology—that they say contributed to growth. Principal Perrin said some math-level students moved from level one to level two performance in recent testing cycles.
Why it matters: The district is pursuing both family-facing changes (IEP engagement and coaching) and classroom-facing changes (SDI tools and coaching) to reduce implementation variation and improve outcomes for students with disabilities.
Next steps: Staff said they will analyze School Success Stories, expand tailored coaching, share survey results with the Ombudsman and family-support teams and continue targeted professional development and monitoring.
