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Parents urge concrete special‑education goals as board revises 2025–28 priorities
Summary
Public commenters told trustees special education outcomes need measurable goals; trustees asked staff to add explicit language about students with disabilities in the priorities and commit to focused family engagement and studies before final approval.
During discussion of the district's proposed 2025–28 board priorities, two parents spoke at the podium and online to press the board for explicit, measurable goals and more accountability for students with disabilities.
Geeta Golakota, speaking in person, said, "Special education outcomes remain unacceptable... We need the district to identify root causes, not delay support until failure becomes undeniable," and urged the board to adopt action‑oriented measures rather than repeated reviews. Online commenter Susan Humphrey Salop asked the board to include CAASPP goals, integrated student supports and financial stewardship to address rising special‑education costs.
Trustees acknowledged the concerns and discussed where to add language to the priorities: several suggested adding explicit references to students with disabilities under "belonging and engagement" or measurable outcomes that disaggregate performance by disability. Superintendent Crosswayte confirmed staff has begun conversations about consultants and deeper studies and recommended forming family and focus groups to inform measures before the board adopts specific numerical targets. Board members directed staff to draft modest, explicit language to include special education and return the priorities for final approval.
