The committee turned its attention to the need for special education reform. The assistant superintendent for student services and equity outlined a strategic action plan aimed at enhancing outcomes for students with disabilities. Despite past efforts focusing on strengthening substantially separate programs and compliance, a gap was identified in supporting students with mild to moderate needs within general education settings. This realization prompted a shift in strategy, emphasizing the integration of students with disabilities into regular classrooms and improving inclusion rates, which currently fall short of state targets.

Students with disabilities were underperforming in English Language Arts (ELA) and math on the Massachusetts Comprehensive Assessment System (MCAS) compared to state benchmarks. Specifically, inclusion rates for these students were below the state target of 67.5%, with only about 57% participating in regular classes. The district aims to increase these rates, targeting an 80.3% graduation rate and reducing dropout rates.

Chronic absenteeism among students with disabilities was another focal point. Despite a general improvement in overall student attendance, the absenteeism rate for students with disabilities remained a concern. The district-wide attendance team is implementing best practices to address this issue, with a particular focus on students who have five or more absences.

The committee acknowledged the dedication of staff working to meet these challenges. However, concerns about workload and pressures on educators were raised, especially as new programs and practices are implemented. Teachers are encouraged to participate in school visits to provide feedback on what works and what needs improvement. Efforts are being made to foster a supportive and collaborative environment, with an emphasis on communication and reassurance from leadership.

In addition to special education and attendance, the committee explored the need for better analysis of disciplinary data for students with disabilities. While tracking systems for suspensions are in place, the committee identified a gap in analyzing patterns to develop targeted interventions. The introduction of restorative centers at Wickham School and the high school was noted as a positive step, providing alternatives to in-house suspensions. However, more daytime programs are needed, and a meeting has been scheduled to address this gap.

The Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) systems were also discussed. While effective at the elementary level, improvements are needed at the high school level. The committee emphasized the importance of wraparound supports and re-engagement coaches to reduce chronic absenteeism. The development of an early warning system is underway to identify at-risk students through monitoring behavior, attendance, and grades. This system aims to involve school leadership in tracking student progress and ensuring timely interventions.

Another major topic was the expansion of inclusive practices through a dedicated task force. This group will review placement and achievement data, focusing on enhancing opportunities for students in substantially separate programs. The committee stressed that special education should supplement general education, not be a separate entity.

Professional development for paraprofessionals and special education teachers was mentioned, with plans for training to align with general education expectations. Regular checkpoints for reviewing data and progress monitoring are planned to assess the effectiveness of interventions and refine strategies.

The meeting also covered professional development initiatives, including anti-bias and anti-racism training for the faculty. This training is part of a broader effort to promote culturally responsive teaching across the district.