Addison SD 4 officials report modest shift out of self-contained special-education placements

Janet Diaz, director of student support services for Addison SD 4, told the board during its March 20 meeting that the district has hired staff to provide consistent representation at Individualized Education Program (IEP) meetings and to expand instructional-resource programming across elementary and junior high schools. "Adding Jeanette and Amanda attending those IEP meetings has really allowed for consistency across all programming within the district," Diaz said.

Diaz and assistant directors Amanda Guido and Jeanette Barrett said district data from August through February show shifts across the educational-environment continuum: the district remains near state averages for speech-only placements, has increased the instructional-resource cohort modestly (approximately 12 students), and reduced full-day self-contained placements by "2 and a half percent," which presenters said corresponds to about 20 students. Barrett said the district's self-contained percentage is "double what the state indicates as appropriate," and the team described redistricting as a factor that created more mainstreaming opportunities.

The presenters outlined four priorities: (1) align identified students with services matched to need; (2) place students in the least restrictive environment possible; (3) deliver program-specific professional development; and (4) monitor student growth to guide instructional changes. They said two full-day self-contained classes will be closed by the end of the year and the teachers from those classes will be retrained as instructional-resource special-education teachers to support inclusion in general-education classrooms.

Board members asked how the district defines "least restrictive environment" in practice and how the district's percentages compare with state averages. Diaz explained the continuum of supports and said least restrictive means students spend as much of the day as possible with age- and grade-level peers. On timelines for services, presenters said placement and service-start timelines are individualized and depend on each student's needs.

Administration said the district will continue to track placements and expects the self-contained percentage to be "significantly smaller" by next year as redistricting and program shifts take effect. The presentation materials and specific percentage tables were included in the board packet.