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Special Education Strategic Plan – Theme 4

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Statement of Commitment

To optimize special education services to maximize student outcomes, we commit to implementing an organizational structure with emphasis on direct school support, transparent practices, and efficient use of existing resources.

Objective

DSE requires a redesigned organizational structure to ensure transparent, efficient allocation and proactive deployment of special education staff and resources, directly supporting schools with responsive services to address current understaffing and service gaps. This is essential to establishing a robust continuum of services driven by student need, rather than resource limitations, thereby optimizing outcomes and improving placement practices.

Theory of Action

HCPSS redesigns organizational structure → HCPSS allocates and deploys special education staff and resources to schools efficiently → School staff are highly trained and confident in their ability to meet the needs of students → Schools appropriately staffed + special education services are seamless → HCPSS maximizes its capacity to serve students within a least restrictive environment (Least Restrictive Environment) and teacher retention increases

HCPSS
Strategic Plan
Alignment

Priority 4: Enhance Systemic Planning and Procedures

Key Strategies: Align Staffing, Improve Funding Allocation and Accountability, and Expand the Use of Systemic Processes and Procedures

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)
8. The number of students referred to the Centralized Education Placement Team (CEPT) will consistently decrease. 118
students referred to the Centralized Education Placement Team (CEPT) 		15% reduction in number of students referred to the Centralized Education Placement Team (CEPT) =100 students Additional 15% reduction in number of students referred to the Centralized Education Placement Team (CEPT) Additional 15% reduction in number of students referred to the Centralized Education Placement Team (CEPT) Additional 15% reduction in number of students referred to the Centralized Education Placement Team (CEPT) Additional 15% reduction in number of students referred to the Centralized Education Placement Team (CEPT)
9. The percentage of students (aged 6-21) with IEPs whose Least Restrictive Environment is separate, private, or public day will meet or exceed state targets. 6.84%
of students (aged 6-21) with IEPs whose Least Restrictive Environment is separate, private, or public day. 		<=6.84%
of students (aged 6-21) with IEPs whose Least Restrictive Environment is separate, private, or public day. 		<=6.25%
of students (aged 6-21) with IEPs whose Least Restrictive Environment is separate, private, or public day.

 <=5.75%
of students (aged 6-21) with IEPs whose Least Restrictive Environment is separate, private, or public day. 		<=5.7%
of students (aged 6-21) with IEPs whose Least Restrictive Environment is separate, private, or public day. 		<=5.65%
of students (aged 6-21) with IEPs whose Least Restrictive Environment is separate, private, or public day.
10. Internal and external stakeholders are satisfied with the DSE continuum of services and processes. Not available 60% satisfaction 65% satisfaction 70% satisfaction 75% satisfaction 80% satisfaction

Strategies

Strategy 1

Restructure the organization of DSE to effectively deploy resources and increase school support.

Action Steps

Implement Coordinator positions to more effectively supervise, organize and distribute DSE supports and resources, implement strategic initiatives, and ensure consistent practices across the system, enabling Instructional Facilitators, Resource Teachers and behavior team members to support school-based staff, students and families in an increased capacity.

Redefine current central office positions and structures to increase support and responsiveness for school-based staff including high-quality specially designed instructional and behavioral supports, and individualized professional learning and coaching.

  • Board Certified Behavior Supervisors to support Cedar Lane School and regional ALS/ED expansion.
  • Registered Behavior Technicians to support students awaiting placement and/or others requiring more specialized support.
  • Hire 3 more Program Assistants to support school-based workload.

Add the following positions:

  • Elementary Non-Instructional Team Leaders (5)
  • Quick Response Team of 6 members to support schools
  • Itinerant Assessment team
  • Family Navigator
  • Autism Facilitators (2)

Develop and implement a high-fidelity tiered system of supports, using the MTSS model as a framework, for equitable, data-driven, transparent deployment of supports and resources.

Progress Monitoring/Indicators

All new positions posted and hired.

Collaborative walkthroughs will occur between DSE coordinators and school-based administrators at least 2 times per year.

Resource teachers spend at least 50% of their time in classrooms as indicated by their contact logs.

Monitoring, data discussion, auditing, program analysis, walkthroughs (DSE)

A clear plan of in-person support will be shared with each elementary school based on their needs; success indicated by end-of-year feedback from administrators.

Timeline: September 2025 August 2025-June 2025 September 2025

Strategy 2

Expand the continuum of services to better meet the needs of students with IEPs.

Action Steps

Convene an Autism workgroup composed of school-based staff, family members and community partners to identify the strengths and needs of current programming and services for students with autism.

Analyze, review and expand supports, curriculum options and services for students with IEPs with a focus on:

  • Dyslexia, Dysgraphia, Dyscalculia
  • Twice exceptional
  • Students working in the Alternate Assessment Framework
  • Students with Emotional Disabilities and Behaviorally Related Disorders
  • Students with Autism

Review characteristics of students served in non-public settings to determine expansion of continuum of services needs.

Analyze needs of students not making sufficient progress to determine how their needs can be met within the currently existing continuum or through the expansion of continuum of services within HCPSS.

Analyze school-based needs including support, resources and professional learning when students are not making sufficient progress.

Analyze and improve transition practices between levels.

Progress Monitoring/Indicators

A proposal for an expanded continuum of services.

A proposed plan of supports and resources to meet school needs.

Timeline: August 2025 – June 2026

Strategy 3

Reevaluate and create a comprehensive school-based staffing formula to reflect full educator workload.

Action Steps

Use spring 2025 time study survey results as part of a workload analysis to inform a revised staffing framework/formula.

Expand dedicated non-instructional special education ITL (Instructional Team Leader) positions focused on compliance, meeting facilitation, and case management, reducing teacher overload and allowing special educators to concentrate on instruction.

Progress Monitoring/Indicators

The new formula will be used to inform FY27 budget requests.

Expansion of non-instructional ITLs.

Timeline: By October 1, 2025 to inform budget for FY27

Strategy 4

Collaborate with internal stakeholders to review and develop resources and strategies for organizational changes.

Action Steps

Meet with the following teams:

  1. Operations (Transportation and Facilities)
  2. Budget and Finance
  3. Human Resources
  4. Professional Development
  5. Instructional Technology
  6. English Language Development

Progress Monitoring/Indicators

Structured model for locations of regional programming to ensure increased equitable distribution of resources to better meet student needs.

Budgeting based on strategic planning needs.

Development of a recruitment and retention plan for special education.

Clearly defined frameworks and offerings for professional learning.

Completed analysis of technology options for IEP development and instructional tools (e.g. AI, lesson plans, collaborative planning and instructional delivery).