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District outlines phased OWL integration to help students move to less restrictive classrooms
Summary
Owl Elementary administrator Danielle Padley presented a staged, data‑driven inclusion plan that begins with multi‑week data collection and moves through four phases to full inclusion when appropriate. Presenters said 4–5 students are currently integrating and three have CSE recommendations for less restrictive placements next year.
Danielle Padley, Owl Elementary administrator, presented the district’s formal phased integration plan for students transitioning from Owl to less restrictive environments. She said the plan centers on data‑driven decision‑making and family participation.
Padley described the phases: an initial 5–8 week data collection window using behavior intervention plans (BIPs) and behavior support plans (BSPs); an inclusion meeting with Owl staff, integration teachers, mental‑health staff and building administrators; staged participation in morning meetings and special‑area classes with an accompanying aide; monthly check‑ins with GenEd teachers to expand time in general education; decreasing adult supports as students demonstrate success; and, ultimately, full inclusion when students can participate without adult support.
She told the board the district currently has four or five students integrating and that three of those have been recommended for less restrictive placements next year. Padley emphasized that inclusion is not mandatory and that decisions are individualized with family input and scheduling considerations (for example, starting inclusion at the beginning of a curriculum unit when possible).
Board members thanked Padley and noted this type of program helps communicate the district’s special‑education work during community outreach and budget conversations. The presentation concluded with a description of supports (teacher volunteers at each grade level, targeted adult assistance during transition, and program review before CSE discussions if students reach full inclusion).
