At the forefront of the discussions was the challenge the district is facing with a significant shortage of ESE teachers. This shortage raises concerns about the district’s compliance with federal and state regulations and its ability to meet the needs of students with disabilities. The board highlighted the aggressive recruitment strategies and collaboration with human resources to address this critical shortage. The importance of this issue was underscored by the acknowledgement that a lack of ESE teachers could impact the district’s liability and ability to provide quality education to all students.

The meeting also delved into the district’s efforts to improve the identification and support of students with disabilities through its Child Find obligation. The teams involved completed a notable number of screenings, referrals, and evaluations for preschool students, emphasizing early intervention and the importance of coordinating with early childhood partners. The district’s collaboration with FIDDLER and the School Readiness Program was also noted, particularly the execution of evaluations out of referrals from the Early Learning Coalition.

The board further discussed the district’s compliance with new state monitoring systems, which include an annual performance review and a risk assessment that could lead to varying penalties for non-compliance. This tied into a broader conversation about the responsibility of school leadership and the need for proper training in implementing IEPs and 504 plans, particularly regarding student discipline, assessment, and graduation rates for students with disabilities.

Members discussed the importance of aligning practices with other counties to ensure continuity for students who move between districts. However, it was pointed out that eligibility criteria for specific learning disabilities could differ across counties, which could present challenges for consistency in service provision.

Additionally, there was a focus on transition services for students with disabilities, such as the 12 Plus program, Community Based Training, and Community Work Exposure, aimed at supporting students in gaining pre-employment skills and transitioning to independent living. The conversation touched on the importance of transition services and post-school outcomes, highlighting the procedures and safeguards in place for parents and students.

The board expressed concerns about high suspension rates for students with behavioral challenges and the need for a more effective approach to address these behaviors. The importance of behavioral plans and providing teachers with the necessary tools to support students was emphasized, with a request for a plan to address this need.

A major topic of concern was the delays in completing IEPs and 504 plans, along with the reporting of absences for ESE students sent home due to behavioral issues. The inclusion of parents as essential members of the decision-making team was stressed, along with the need for compliance with regulations regarding student absences related to disabilities.

The challenges faced by the school district in addressing the needs of exceptional students, particularly those with behavioral issues, were discussed, including the impact on the learning environment for other students and the need for in-house legal representation to de-escalate situations without resorting to court or formal meetings.

The meeting also addressed the provision of services to private schools and the financial arrangements involved. It was clarified that services are provided to private schools based on the proportionate share of funding and that the district is obligated to conduct evaluations for students in private schools.

The importance of professional development for all staff was called for, including new teachers and principals, emphasizing the need for ongoing support in implementing and evaluating student progress. Additionally, the board called for improved accessibility for parents to connect with staff and advocate for their students.