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District reports improved inclusion and IEP quality; proposes in‑district 'best campus' for therapeutic services
Summary
Deputy superintendent Dr. Bublitz reported gains in diverse‑learner outcomes — better IEP SMART goals, increased inclusion, and fewer out‑placements — and described a proposal for an in‑district therapeutic 'best campus' to serve students currently educated out of district.
Deputy superintendent Dr. Bublitz presented a comprehensive update on services for diverse learners, telling the board the district has made measurable progress on inclusion and IEP quality. He said internal audits show 89% of reading IEP goals now meet a quality SMART‑goal rubric and 70% of math IEP goals meet the rubric, and that the district has increased least‑restrictive environment placement rates while reducing out‑placements to outside therapeutic programs.
Dr. Bublitz explained the district’s approach: improving tier‑1 instruction, coaching teachers on inclusive practices, and using internal audits and targeted coaching to improve IEP quality. He reviewed preliminary IAR reading data and said preliminary results show gains in ELA and math proficiency for K–5 and other grades, while noting the numbers have not been certified by the state.
A major proposal discussed would create a district‑run therapeutic 'best campus' (a public therapeutic day school) to serve roughly 30–50 students who now are out‑placed, reduce lengthy daily travel for students, and align curriculum and therapies with district standards to ease transitions back into regular schools. Dr. Bublitz cautioned the concept requires space, funding and additional staff and would be developed organically if approved.
Board members asked detailed operational questions — about staffing capacity, the evidence behind SMART‑goal audits, disciplinarian trends, family supports, translator/interpreter training for bilingual families, and whether the district has run cost comparisons between outsourcing out‑placements and operating an in‑district program. Dr. Bublitz and other administrators said they would provide more detailed data, including the presentation slides and discipline breakdowns, and continue developing the proposal.
Why it matters: Expanding in‑district therapeutic services could shorten student travel, improve family engagement, and potentially reduce outsourcing costs; however it requires capital, staff and careful phased planning.
What’s next: Administration will share the PowerPoint slides and follow up with more specific staffing, budget and discipline data as board members requested.
