Comprehensive Review of Special Education Programs and Services

The Vendor is required to provide a comprehensive review of special education programs and services to the district.
- District operates eleven elementary schools, three middle school buildings, a 9th grade building, and a 10-12 grade high school building with two high school satellite programs located in separate buildings.
- The total student population is approximately 9,500, of which approximately 1,800 are classified as students with disabilities.
- Comprehensive and strategic continuum of services to ensure that students with disabilities, school-age and pre-school, are educated in the least restrictive environment and students receive instruction in curriculum aligned with the applicable State standards. Forecasting the needs for the foreseeable future, next 5/10 years.
- Foundational areas of focus include, but not limited to, a continuum of services including program evaluation; processes and protocols; data-based decision making; professional development and support; and long-term planning.
- Defined and documented course progressions, supporting responsive pedagogical practices and collaboration between special and general education teachers.
- Defined protocols for analysis of student outcome data to plan, organize, deliver, monitor, and evaluate the effectiveness of evidence-based interventions, and school-wide programs and instruction to enhance the student experience and achievement measures.
- Staffing and resource capacity and allocation, analysis of effectiveness and sustainability to meet or exceed the instructional, behavioral and social emotional needs of students.
- Provision of systemic supports and professional development for teachers to hone research-based instructional teaching and learning strategies and supports, and ultimately minimizing staff turnover in Special Education programs.
- Clear and transparent processes and protocols to engage students and parents of students with disabilities as partners, providing for meaningful involvement in the Special Education process.
- Review of the roles and responsibilities of academic administrators, as well as office staff capacity, focused on systematizing practices and protocols to enhance overall program efficiency and effectiveness.
- Key actions steps include, but are not limited to:
•    Budget/Financial Resources Analysis - Special Education allocations in General Funds and Federal Funds, including Medicaid reimbursements
•    Program Design Review - continuum of services
•    Analysis of Data - classification data, enrollment and placements (in district and outside placement)
•    Staffing Allocations Capacity Analysis - instructional, support, and administrative
•    Student Performance Analysis - specific and applicable benchmarks, as well as IEP goals
•    Classroom Observation - Visiting programs and engaging discussions with applicable professionals
•    Focus Groups - surveying parents, and other key stakeholders
•    Individual interviews with administrators – Special Ed., Building, District-level.

- Questions/Inquires Deadline: December 23, 2025