Director: 71% of eighth graders with IEPs participated in annual IEP meetings, district reports

Gretchen Kaiser, director of exceptional student services, told the Creighton Elementary District board that 52 of 73 eighth-grade students with individualized education programs participated in their annual IEP meetings during the 2025–26 school year, a 71% participation rate that she said exceeds the district's 60% target and rises sharply from a 19% baseline.

Kaiser said the increase was reflected across the latter part of the year, with 76% participation in the third quarter and 75% in the fourth quarter. "I am pleased to report that we exceeded our May goal," she said, adding that anecdotal feedback from families and case managers indicated positive levels of engagement and student contribution.

The presentation framed the work under Guardrail 2, which Kaiser summarized as the superintendent's responsibility not to permit conditions or practices that are inequitable or insufficient for students. She emphasized that meaningful student participation strengthens advocacy, builds independence and better prepares students for postsecondary life, including college, career or community readiness.

During board questions, a member asked, "As we move forward, how will the administration formally measure and audit the quality of student contributions during these meetings to ensure that participation is truly meaningful and shifting student outcomes rather than just fulfilling a compliance metric?" Kaiser replied that the district will implement tools designed to measure quality, including a participation rubric currently under development to assess the extent to which students contribute.

Kaiser also provided legal context: under the Individuals with Disabilities Education Act (IDEA), students must be invited to participate in IEP meetings beginning with the first IEP that will be in effect when they turn 16, but attendance itself is not legally required. She cited research by Dr. John Hattie linking student self-efficacy to higher student outcomes while noting that attendance alone is not a proven causal measure of achievement.

Kaiser said the district's current data collection system does not record reasons for nonparticipation; case managers reported common factors such as families or students choosing not to attend, students providing input through alternative methods (work samples or written reflections), and illness or unforeseen circumstances. She said the district will revise its data-tracking system to capture specific reasons for nonparticipation and will gather direct student feedback to identify supports and accommodations that might increase meaningful participation.

Kaiser closed by saying the district will expand opportunities for student participation across additional grade levels, further define what "meaningful participation" looks like, continue education for students and families about active involvement in the IEP process, and develop a training plan for new case managers to ensure consistency across schools. The presentation concluded without a formal board vote or motion.