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Goal 3: Student & Staff Support for Special Services
Student & Staff Support for Special Services

BELIEF

We believe in meeting the individual needs of students.

GOAL

We are committed to optimally allocating resources - staff, program structure, training, etc. - to ensure all needs of students receiving special services are fully met.

TO DO THIS WE WILL

• By June of 2023, the Special Services Advocacy Committee will be formed and, in partnership with the district, will research the optimal or preferred staff-to-student ratios for paras, social workers, counselors, psychologists, occupational therapists, physical therapists, audiologists, vision therapists, teachers of the deaf and hard of hearing, and then set standards based on national recommendations.
• By June of 2023, the district will compile a list of evidence-based best practices for professional development and training, as well as who is responsible for these trainings and the timelines for completing them.
• By June of 2024, the district will develop/share special services program and course descriptions (Structured Learning vs. Life Skills, Course Modified vs. Resource, Read 180 vs. Horizons, electives, tiered support, etc.) for educating parents, students and staff.
• By June of 2024, the district will benchmark paraprofessionals' total compensation and benefits package.
• By June of 2024, through survey and observation, the district will identify what is working well at elementary level for continuity of experience as students progress through the secondary levels.
• Beginning in June of 2024, annual data reports will show a decrease in the number of actionable parent complaints, an increase in Special Education parent satisfaction.
• Beginning in June of 2024, annual data reports will show an increase in achievement and attendance of Special Education students.
• By June of 2025, the district will begin ongoing evaluation of professional learning in Special Services.
• By June of 2025, the district will assign a consistent district point of contact to each child that manages their services from Pre-K-12.
• Beginning in June of 2025, annual data reports will show a decrease in special education paraprofessional turnover and increase in the number of paraprofessional applicants.

SUCCESS WILL BE MEASURED...

• Prior to December 31, 2022 the Superintendent of Schools names the members to serve on the advisory council.
• By March 31, 2023, the council has convened, selects a chair(s).
• By September 30, 2023, the district will administer an annual school culture survey for each individual school. This will measure the overall culture and climate at each school and will gather anonymous feedback from the staff and students/parents about ways we can improve the culture and climate of each school. The survey could include data points from multiple strategic plan sub-committees. For instance, seeking feedback on Americans with Disabilities Act (ADA) access, or at the middle schools and high school, it will include questions about how we are embracing diversity, the prevalence of nicotine and drug use in our schools, and how discipline is handled at each school.
• By December 31, 2023, the council and administration will collect ideas and provide a recommendation to the board for district-wide character qualities to be incorporated into schools.
• Beginning annually in October of 2024, feedback from the administration and council will be provided with results discussed at a school board meeting. It will include general feedback/best practices from each school’s culture committee and the district survey results, including ADA access, gathered each September.
• By June of 2025, a status report from the administration and council will be made to the board regarding the impact of diversity and bullying training, trends in discipline data, and trends in nicotine and drug use in our schools.
• By June of 2026, the district will identify, reinforce and celebrate existing positive elements of the culture and climate in our schools and determine ways to foster and expand existing positive practices across the district.

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