In a recent government meeting, board members discussed significant advancements in the district's multi-tiered system of support (MTSS) aimed at enhancing educational outcomes for students, particularly those with disabilities. The focus was on developing a comprehensive toolbox of strategies to better identify and support students' needs, especially those referred to the Committee on Special Education.

The meeting highlighted that, currently, 200 students previously deemed ineligible for special education services still require thoughtful support outside of that framework. Data was presented showing the percentage of students with disabilities across various school buildings, emphasizing the need for tailored special education programming in response to the district's reconfiguration efforts.

Key initiatives discussed included partnerships with the state education department to improve literacy instruction, behavioral interventions, and transition support for secondary students. The district is also addressing corrective action plans mandated by the state, particularly in schools identified for targeted support based on accountability data from the previous academic year.

Behavioral support emerged as a critical area of focus, with specific schools designated for intervention. The district has established data-based teams to analyze suspension data for students with disabilities, aiming to reduce suspension rates through targeted behavioral strategies. While the district exceeded its goal of developing data protocols and reentry processes for suspended students, challenges remain in fully implementing behavioral strategies at the classroom level.

Overall, the collaborative efforts of district leadership, educators, and state partners have led to a notable reduction in student suspensions, reflecting the effectiveness of the initiatives in place. The district plans to continue refining its approach, with the goal of expanding successful practices to all schools in the future.