Special Education & Inclusion
Students with disabilities will be provided with appropriate identification and high-quality programs and services, in the least restrictive appropriate environment, designed to meet their unique needs and prepare them for post-secondary opportunities.
How will we measure progress? (Key Performance Indicators)
- Increase in percent of students who master standards-aligned IEP goals and literacy and math standards as measured by progress reports and performance on state-wide assessments
- Decrease in procedural errors as measured by data from the State Performance Review, State Data Identified Noncompliance Review (DINC), and founded complaints
- Increase in parent knowledge, engagement, and satisfaction with special education programs and services as measured by parent Satisfaction Survey and participation rates
Ensure efficiency, quality output and uniformity of performance, while complying with federal, state, and local regulations.
- Provide ongoing training and monitoring to ensure administrators and education specialists remain current on Special Education regulations.
- Train coordinators and LEA representatives to conduct facilitated IEPs to reach mutual agreement on placement, programs, and services.
- Formalize the early dispute resolution and mediation process.
- Conduct quarterly audits for procedural compliance.
- Implement a tool to ensure that IEP goals are measurable and aligned with state content standards.
Programs & Services
Ensure Special Education students have access to high-quality programs and services
- Expand the continuum of services including autism and behavior support services.
- Provide all teachers and Special Education classified staff with evidence-based professional learning opportunities to meet the academic and behavioral needs of students with disabilities.
- Set and implement guidelines for site Special Education staffing and scheduling, including case management, co-teachers, and instructional assistants.
- Explore options for increasing collaborative planning time for co-teaching partners.
- Establish clear expectations for co-teachers regarding lesson planning, instruction, grading, and student discipline, utilizing the skills of both teachers in an equitable manner.
Build effective partnerships based on mutual trust, respect, and shared responsibility to meet the needs of students.
- Routinely survey parents to solicit feedback on the IEP process and quality of programs and services.
- Host regular parent forums throughout the year to provide a structured, regular opportunity for parents to interact with District Special Education staff, ask questions, and share feedback.