Special Education Strategic Plan –
Theme 2: Enhancing Safe and Supportive Learning Environments
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Purpose
Establish a proactive, comprehensive system of behavioral and environmental supports within MTSS so students with and without disabilities can access learning in safe, inclusive settings.
Year 1 Foundation (Last Year / Baseline)
During 2025–2026, behavioral supports were formally integrated into the MTSS design and implementation plan. The district developed MTSS leadership and teacher toolkits and initiated an MTSS module in Synergy to support student plans and data tracking. The district also established a pre-placement workflow so newly hired student assistants and paraeducators receive Safety-Care and Ukeru training, as appropriate, before beginning their assignments.
Year 2 Actions (Current Year)
- Launch and Refine the District Behavior Support Structure: A Behavior Charter charged central office leaders with creating a comprehensive district structure that is responsive to student needs and designed to reduce disproportionate discipline and inappropriate identification for special education. Phase One launched in August 2026 and will be refined through fall implementation feedback from schools.
- Align and Develop Behavior Support Staff: The supervision structure for behavioral support staff has been refined, with a regular meeting schedule and a Year 2 professional learning progression. The work will establish shared language and practices grounded in dignity, relationships, student skill development, and proactive, neurodiversity-affirming support.
- Strengthen the Response to Intensive Needs: The centralized process for school requests will be refined to improve triage, consultation, follow-through, and coordination among Board Certified Behavior Analysts (BCBAs), Board Certified Behavior Specialists (BCBSs), Registered Behavior Technicians (RBTs), school-based teams, specialized programs, social workers, and other behavioral health supports. Data from requests will inform coaching, resource allocation, Tier 3 development, and future continuum planning.
- Integration of Tiered Behavioral Supports within Districtwide MTSS: Department leaders are collaborating with the Behavior Team and Student Well-Being Team to expand current MTSS Tier 1 practices by developing environmental support look-fors that clarify Tier 1 environmental supports and inform needed professional learning for staff.
Key Actions
| Key Action | Point Person | Quarter 1 Report |
|---|---|---|
| Behavior Charter issued to Central Office leaders to create a comprehensive behavior support structure responsive to student needs and reducing disproportionate discipline and special education identification | Elisa Kinnee | Phase One of the behavior support structure launched in August 2026; refinement underway based on fall implementation feedback |
| Refined organizational structure for behavior support staff, with embedded professional learning on systemic student skill development | Elisa Kinnee | Supervision structure refined; meeting schedule established and learning progression developed |
| Continued Integration of Tiered Behavioral Supports within Districtwide MTSS | Elisa Kinnee | Collaboration with Behavior and Student Well-Being teams to develop MTSS Tier 1 environmental supports look-fors |
How Impact Will Be Measured
| Measure | Evidence Available Now | Year 2 Reporting Approach |
|---|---|---|
| Student Suspensions | 674 incidents recorded during the 2025–2026 school year: 137 in Quarter 1, 190 in Quarter 2, 227 in Quarter 3, and 120 in Quarter 4. | Report quarterly counts and rates, disaggregated by student group and school level; identify areas of disproportionality. |
| Behavior Support Requests and Response | Year 2 tracking measure identified; baseline is being established. | Report volume and types of requests. School leader perceptual data on the impact of the support. |
| Student Restraint Data | 252 incidents recorded during the 2025–2026 school year. | Track trends in student restraint data. |
| Perceptual Data | Parent responses to the MSDE survey. | Create and administer a yearly feedback survey to families, staff, and secondary students that aligns to the strategic plan themes. Utilize Spring 2027 as a baseline year for data comparison. |
Measures of Progress
| Measure | Baseline | Point Person |
|---|---|---|
| Student suspension data | 674 Incidents in 2025-2026 | Bianca Roberts |
| Behavior Support Data Tracking (Requests by level, reason) | Not Available | Elisa Kinnee |
| Restraint Data | 252 incidents in 2025-2026 | Kris Ericson |
| Perceptual data from stakeholder experience survey | Not Available | Jenn Webster |
HCPSS
Strategic Plan
Alignment
Priority 2: Cultivate Student Belonging and Well-Being
Key Strategies: Foster Instructional Belonging and Focus on Behavioral Health