District unveils three‑year Special Education Redesign aimed at greater inclusion and consistent MTSS

Superintendent Korean presented a three‑year Special Education Redesign at the June 24 board meeting that aims to increase inclusive placements, tighten MTSS implementation districtwide, and improve the quality and monitoring of Individualized Education Programs (IEPs).

Korean said district data showed regular‑class participation for students with special needs at about 74.68%, below the state average of 78%, and that 16.58% of local students with special needs were spending less than 40% of the day in regular classrooms compared with 8% statewide. The redesign sets measurable targets including an 80% inclusion target for students to spend 80% or more of the school day in general education where appropriate, a 30% reduction in discipline exclusions, a 10% increase in on‑time graduation, and 100% compliance with evaluation timelines.

Year‑zero work included listening and learning sessions with staff, creation of a special‑education redesign cadre, an equity advisory committee to provide oversight, and targeted professional learning (including training on the Synergy student system). Year‑one priorities emphasize building district systems and data dashboards, implementing an IEP rubric for quality checks (allowing principals and teachers to review random IEPs together), consistent MTSS across K‑12, and expanded professional learning for classified staff and instructional assistants. Assistant Superintendent Jeff Byrnes added that the district will roll out K‑12 STAR interim assessments and has identified essential standards to align instruction across grades.

Public and board discussion emphasized staffing stability, consistent implementation to fidelity, data collection (including a proposed special‑ed dashboard), parent engagement and the practical realities of turnover. Staff and commenters asked how the district will sustain deep implementation given recent leadership turnover; Korean said the plan focuses on institutionalizing processes so progress persists beyond leadership changes.

Why it matters: The redesign aims to change placement and discipline practice for students with special needs, with measurable targets that, if implemented, would affect instruction, staffing and district monitoring. The plan ties professional learning, data systems and family engagement to those targets.

What’s next: The district will implement Year‑One actions, collect data through new dashboards and Synergy entries, continue professional learning this summer, and present progress updates to the board. The superintendent said the district will convene principals and leadership during August work days to focus on MTSS and behavior systems.