Special Education Strategic Plan –
Theme 3: Increasing Staff Support and Capacity Building
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Purpose
Ensure that educators and support professionals have the knowledge, coaching, working conditions, and role clarity needed to serve students with Individualized Family Service Plans (IFSPs) and IEPs effectively.
Year 1 Foundation (Last Year / Baseline)
Year 1 expanded school-based behavioral expertise through five BCBA and three BCBS positions, three RBT positions, a five-position Quick Response Team, and full-time special education Instructional Team Leader (ITL) models in five schools. The Quick Response Team supported 52 students during the 2025–2026 school year. HCPSS also expanded pre-service learning for new and provisional special education teachers, offered role-specific learning, shared a school model that protects time for case management and job-embedded learning, and revised elementary and secondary staffing methodologies as the special education child count increased from 7,037 to 7,553.
Year 2 Actions (Current Year)
- Implement Differentiated Systemic Professional Learning: August learning was tailored for selected special education teachers, specialized-program paraeducators, and instructional paraeducators and aligned with the systemic MTSS learning. Instructional paraeducator learning launched with three strands developed from survey feedback: fundamentals of IEPs, Section 504 Plans, and multilingual learner plans; de-escalation strategies; and high-leverage instructional practices.
- Implement Compliance Guidance: Developed and shared level-specific IEP compliance checklists with schools. Instructional facilitators and resource teachers are supporting ITLs in using the timelines and checklists to lead consistent IEP compliance practices.
- Monitor the Elementary IEP Day Model: Instructional facilitators and resource teachers are providing scheduling, coaching, and professional learning support as specific elementary schools implement the model. HCPSS will study whether the model improves time for case management, collaboration, and professional learning and reduces workload pressure. Staff will also determine how to overcome barriers to implementation in elementary schools.
Key Actions
| Key Action | Point Person | Quarter 1 Report |
|---|---|---|
| Implement Differentiated Systemic Professional Learning for Special Education Teachers, Specialized Program Paraeducators, and Instructional Paraeducators | Jenn Webster | August professional learning tailored by audience and aligned with systemic MTSS learning; instructional |
| Develop and Share Level-Specific Compliance Checklists to Guide IEP Compliance Practices | Kelly Russo | IFs and RTs supporting ITLs in implementing compliance timelines and checklist practices to strengthen leadership of special education teams |
| Monitor Elementary Implementation of the IEP Day Model for Case Management and Professional Learning | Jen Riccardi | IFs and RTs providing scheduling and coaching support for school implementation and professional learning for staff |
How Impact Will Be Measured
| Measure | Evidence Available Now | Year 2 Reporting Approach |
|---|---|---|
| Professional Learning Reach | Year 1 established expanded pre-service and role-specific opportunities. | Report participation and perceptual data from staff on support to their ability to serve students with disabilities. |
| Application and Staff Confidence | On the February 4, 2026, professional learning survey, 464 of 603 participants (77%) agreed or strongly agreed that the learning increased their expertise. | Use the 77% Year 1 result as the baseline and collect comparable post-learning and follow-up data on usefulness, application, and barriers to implementation. |
| Instructional Paraeducator Learning | Create a survey for instructional paras; establish a baseline after initial professional learning survey results (November 2026). | Assess whether professional learning increases role clarity and expertise and whether schools deploy instructional paraeducators flexibly in response to student need. |
| Staffing Stability and Workload | Revised methodologies and targeted roles were implemented or established. | Report vacancies, turnover, caseload/workload indicators, and allocation changes. |
| Coaching Impact | Embedded behavioral and instructional coaching capacity was expanded. | Track school use of the behavior charter requests for support by volume and request type. |
| 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 |
|---|---|---|
| Paraeducator survey data to assess instructional paraeducator perception of the effectiveness of professional learning on their expertise in working with students with disabilities | Not Available | Jenn Webster |
| Staff perceptual data on the impact of systemic professional learning on their expertise in working with students with disabilities | 76.95% of teacher participants agreed or strongly agreed based on the 2/4/26 professional learning day; 72% of paraeducators shared the August 2026 MTSS opening session was effective or highly effective in helping them understand their role in Tier 1 instruction | Jenn Webster |
| Perceptual data from stakeholder experience survey | Not Available | Jenn Webster |
HCPSS
Strategic Plan
Alignment
Priority 3: Foster Staff Growth and Engagement
Key Strategies: Support Engagement and Well-being and Rethink Professional Learning