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Special education referrals, tutoring and mental‑health partnerships highlighted in student services update
Summary
District student services directors reported increased referrals but steady classification totals, three students in skills‑credential programs, 532 students with disabilities, fewer suspension‑related tutoring cases, and expanded mental‑health partnerships and grants.
District directors of student services presented their end‑of‑year update to the board on June 4, reporting program counts, placement activity and partnerships that will influence services next year.
Director of student services reported 532 students identified with disabilities this year and said referrals are up compared with prior years while the number of students classified remains roughly the same. She noted three students working toward skills credentials who are not counted as graduates under current state rules and said 12 students were declassified from services going into next year.
The presentation reviewed in‑district tutoring supports (Evans and McGra centers for K–6 and short‑term suspension tutoring; Pinerove for longer‑term 7–12 tutoring), community partner use (Learnwell and others), and a decline in the number of students requiring tutoring due to suspension (long‑term suspensions decreased from 41 last year to 24 this year). "This year we've had a decrease in students in tutoring from suspension," a director said.
Staff also reviewed Panorama social‑emotional screening results and flagged an unusual drop in growth‑mindset scores for some grade bands; the district is investigating whether question wording changes could explain the shift. Directors said they would continue to monitor the metric and follow up with Panorama and schools.
Directors described partnerships that expanded services this year, including a $150,000 ESL grant and work with Rochester Regional Health to support in‑school mental‑health services, plus a pilot for satellite mental‑health clinics at Title I schools. Board members asked about eligibility for GED pathways and timelines; directors clarified students remain eligible for services until the day before their 22nd birthday and that decisions about GED versus extended credit pathways are individualized.
The board received the report as an informational item; no formal action was taken at the June 4 meeting.
