Special Education Strategic Plan – Theme 2
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Statement of Commitment
To ensure meaningful access to learning for all students with Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs), all school-based staff as well as staff from the Division of Academics are committed to the equitable implementation of multi-tiered systems of support (MTSS) including behavioral interventions. This approach is based on individual student needs and is an integral part of a robust continuum of services designed to foster a supportive and effective learning environment for every student.
Objective
The DSE needs to establish a proactive and comprehensive system for behavioral interventions and supports as part of a Multi-Tiered System of Supports to ensure meaningful access to learning for students with and without disabilities. Currently, there’s a critical gap in the continuum of services for behavioral needs, leading to placements driven by limited resources rather than optimal student benefit. This is exacerbated by an overreliance on reactive, short-term solutions that do not adequately address building skills, increasing independence or assuring consistency in the implementation of behavioral intervention strategies.
Theory of Action
HCPSS provides resources for all school based staff and staff from the Division of Academics to implement a comprehensive system to meet student behavioral needs → Staff make data-based decisions to maximize skill-building, student independence, and consistency in implementation of behavioral interventions AND staff implement behavioral supports in all learning environments consistent with the MTSS framework → Students access learning in appropriately-matched environments, both curricular and extra-curricular → Students make progress toward their behavioral and/or social-emotional goals → Students achieve behavioral and/or social-emotional goals
HCPSS
Strategic Plan
Alignment
Priority 2: Cultivate Student Belonging and Well-Being
Key Strategies: Foster Instructional Belonging and Focus on Behavioral Health
Goals
| Actual | Targets | |||||
|---|---|---|---|---|---|---|
| Goal | Baseline 6/26/25 | Year 1 (2025-26) | Year 2 (2026-27) | Year 3 (2027-28) | Year 4 (2028-29) | Year 5 (2029-30) |
| 4. Students with IEPs achieve their behavioral/ social-emotional goals. |
77.67% of behavioral or social/emotional goals were marked achieved or making sufficient progress |
78% of behavioral or social/emotional goals were marked achieved or making sufficient progress |
81% of behavioral or social/emotional goals were marked achieved or making sufficient progress |
84% of behavioral or social/emotional goals were marked achieved or making sufficient progress |
87% of behavioral or social/emotional goals were marked achieved or making sufficient progress |
90% of behavioral or social/emotional goals were marked achieved or making sufficient progress |
| 5. The percentage of students with IEPs who are suspended is reduced with an emphasis on reducing disproportionality gaps. |
5.4% out-of-school suspension rate |
4.1% out-of-school suspension rate |
3.2% out-of-school suspension rate |
2.4% out-of-school suspension rate |
1.8% out-of-school suspension rate |
1.4% out-of-school suspension rate |
Strategies
Strategy 1
Establish a proactive and comprehensive system for behavioral and/or social emotional interventions and supports.
Action Steps
All school staff consistently apply Tier 1 (proactive) and Tier 2 (proactive and responsive) components of the Pyramid Model, Neurodiversity-Affirming Practices, Safety Care and/or Safety Care Basics in all schools. All students will have access to sensory materials to support regulation.
DSE expands Tier 3 (targeted) behavioral options with enhanced approaches for all designated school-based staff to support our student population exhibiting the most challenging behaviors and social/emotional needs. These options include:
- Ukeru
- Life Space Crisis Intervention (LSCI),
- Practical Functional Assessment/Skills Based Training (PFA/SBT)
- Quick Response Team (QRT).
All school staff consistently implement Behavior Intervention Plans (BIPs) in alignment with IEP goals and objectives.
Progress Monitoring/Indicators
At least 80% of school walkthroughs conducted by DSE staff indicate staff implement Tiers 1 and 2 components of Safety Care (Basics) with consistency.
100% of regional staff trained in Tier 3 (targeted) behavioral and/or social emotional interventions.
At least 80% of walkthroughs at regional programs conducted by DSE staff indicate staff implement Tier III behavioral and/or social emotional interventions with consistency.
100% of students’ BIPs are implemented in alignment with IEP.
Monitor restraint and discipline data by student groups to identify additional needs and interventions.
Timeline: August 2025-June 2026
Strategy 2
Implement structures and protocols to improve data collection, analysis and progress monitoring aligned to social-emotional IEP goals and objectives.
Action Steps
Develop a progress monitoring school visit tool/form.
Implement a standardized progress monitoring process as part of a system-wide behavioral monitoring implementation team that will meet on a weekly basis to analyze data.
Progress Monitoring/Indicators
Evidence of the tool
Timeline: October 2025
School visit data will demonstrate the development and implementation of planned and purposeful evidence-based practices in use at least 80% of the time.
The Behavior Implementation Team will inform professional learning and make recommendations for support.
Timeline: August 2025-June 2026