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Needs assessment finds strengths in inclusive services, urges clearer IEP and placement guidance
Summary
A preliminary needs assessment of inclusionary practices reviewed about 75 IEPs and multiple school walkthroughs, noting strengths in specialized programs and MTSS/IEP team structures but recommending clearer districtwide guidance on placement decisions, stronger progress monitoring, and expanded inclusive instructional practices.
Assistant Superintendent Christie Samojedny presented preliminary findings from an inclusionary practices needs assessment conducted from February 12 to March 9, based on review of approximately 75 individualized education programs (IEPs), walkthroughs, and focus groups with parents, students, teachers and staff. The assessment identified strengths such as a strong continuum of placement options, collaborative MTSS and IEP-focused team structures, and dedicated staff and programs.
The analysis also identified opportunities for improvement, including developing clear districtwide guidance for placement and service decisions, strengthening progress monitoring and data use, expanding inclusive instructional practices, and improving alignment of IEP goals. Samojedny said next steps include deeper analysis, staff engagement, and forming a student services learning team for the coming school year.
