The Community Collaborative Virtual - Sage Oak Board Meeting held on October 23, 2024, focused on the support for neurodiverse and ADHD students within the Santa Cruz City Schools. The meeting began with a report from Casey O'Brien, the Student Services Director, and Stacy O'Farrell, the Special Education Director, who outlined the district's approach to neurodiversity.

O'Brien defined neurodiversity as the recognition that individuals experience and interact with the world in diverse ways, emphasizing strengths rather than deficits. This perspective marks a shift from traditional methods that aimed to help students conform to typical behaviors. The presenters discussed the Multi-Tiered Systems of Support (MTSS) framework, which categorizes student support into three tiers: Tier 1 for all students, Tier 2 for those needing additional support, and Tier 3 for intensive interventions.

The report highlighted that 433 students, approximately 7% of the student population, currently have 504 accommodation plans, which provide legal protections and accommodations for students with disabilities. Additionally, 939 students are eligible for special education services, with specific categories including autism and attention deficit disorder.

Professional development initiatives were also discussed, showcasing efforts to train staff on neurodiversity and inclusive practices. Recent training sessions have focused on creating supportive classroom environments and implementing Universal Design for Learning (UDL) principles, which aim to engage all students through varied teaching methods.

Board members raised concerns about students who may not have formal diagnoses but still require support. O'Brien acknowledged the importance of recognizing these students and encouraged open communication between students and staff to ensure that all needs are met.

The meeting concluded with discussions on the establishment of wellness centers in schools, which aim to centralize support services for students, providing a safe space for those needing emotional or mental health assistance. The board expressed enthusiasm for these developments, emphasizing the importance of fostering an inclusive environment for all learners.

Overall, the meeting underscored the district's commitment to supporting neurodiverse students through tailored educational practices and collaborative efforts among staff, students, and families.