Vision card goals met by 96%

New school board member Alyssa Bowers was read the oath of office and sworn in at the start of the Jan. 19 regular meeting. A special education report presented to the board by director Heather Harms and assistant director Linda Hullopeter was the first of the information items covered. Harms informed board members that there are currently 360 students receiving special education services in the school district, about 19 more than last year at this time. Harms says that the recruitment and retention of fully licensed special education teachers can be challenging for many districts but a highlight for the district is that 89% of the special education staff are fully licensed in their service area, and the remaining 11% are licensed in education. Currently each staff member has, on average, 17 students receiving 60% or less of their day in special education. The district also has eight self contained programs throughout the schools, where the ratio of students to staff is 8:1. 

Hullopeter explained how the special education process begins: school districts have a “child find” obligation under the Individuals with Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The IDEA “child find” obligation requires schools to identify, locate, and evaluate children suspected of having a disability and needing special education services to address that disability. Section 504 similarly imposes an obligation on schools to locate, identify, and evaluate students who are believed to be in need of accommodations or special education services. 

Harms reported the results from the special education department’s 2021-2022 vision card goal of all students receiving special education services will make progress on their IEP goals; the End of Year Data showed 96% of students “made progress” on their goals. Harms stated that the department's new vision card goals include staff retention and recruitment.

Superintendent Eric Hudspith provided a brief report in which spoke about mid-year assessments and making adjustments to student support levels. “We want to make sure the end of the year is successful for all students. It looks different for everyone but ‘all’ means ‘all.’ Every single student.”