During the March 24 board of trustees meeting, Seiter gave an update on the special education department as of the 2024-25 school year.
Current situation
Seiter shared the growth of programs and opportunities for the increasing number of special education students in the district.
Trustee Rich Sena pointed out that the special education program has had a nearly 50% growth in students since 2021-22, while the total number of students in the district has increased around 10% during the same time frame.
Between the 2021-22 and 2024-25 school years, the number of special education students increased from 1,356 to 2,037.
Seiter said one of the contributing factors to the increased special education growth is the approval of HB 3928 in 2023, where dyslexia was reviewed to open the program to a larger number of students. The dyslexia qualifying area includes students with dysgraphia, dyscalculia and other related disorders.
The approach
To ensure special education students receive the best education and life skill training possible, the district offers a variety of programs based on student needs.
One program, the Transitional Skills Life Program, focuses on students ages 18-21 who are transitioning from graduation to the workforce.
Seiter said this program helps students learn independent living skills alongside skills that can be used in a job environment.
“When we look at independent living, [students] look at picking out a menu of what they are going to eat for the week,” she said. “They go and purchase the items, create a budget and cook the items, just like we do in our homes.”
In the current school year, 13 students are part of the program, with 24 students expected to be in the program starting next school year.
Local businesses partner with the special education department to help those who complete the life skills program get a job.
For students who are still going through schooling in the district, the department focuses on similar programs and activities designed to encourage hand-on learning and development.
