Sacramento County Grand Jury
• 2023-2024
Experts’ Evaluation Report for Scusd: Special Ed, School Discipline and Implicit Bias
⚠️ Translation Notice: This content has been automatically translated. The original English text is the official version. Translation may contain errors.
⚠️ Este contenido ha sido traducido automáticamente. El texto original en inglés es la versión oficial. La traducción puede contener errores.
Findings and Recommendations 9 findings
F1
The misperception that special education is separate from general education denies the student a chance to participate in a general education classroom. (R1)
Related Recommendations (1)
R1
The SCUSD Board should direct administrators, teachers, and staff to formally collaborate to develop a plan to ensure special education is included as an equal component of the general education program rather than being treated as a segregated entity by January 3, 2025 and a formal adoption by February 3, 2025. (F1)
F2
The District has ignored repeated warnings and failed to implement
Related Recommendations (2)
R2
The SCUSD Board and the District Administration should independently review the numerous reports with recommendations to improve special education and implement a comprehensive special education plan by January 3, 2025. (F2, F3)
R3
SCUSD administration should provide quarterly updates to the SCUSD Board on the comprehensive special education implementation plan’s progress by January 3, 2025. (F2, F3)
F3
The District administration and the SCUSD Board of Education have failed to adopt a working plan with specific steps and measurable outcomes to guide special education, resulting in a lack of focus and effectiveness in the Special Education Department. (R2, R3)
Related Recommendations (2)
R2
The SCUSD Board and the District Administration should independently review the numerous reports with recommendations to improve special education and implement a comprehensive special education plan by January 3, 2025. (F2, F3)
R3
SCUSD administration should provide quarterly updates to the SCUSD Board on the comprehensive special education implementation plan’s progress by January 3, 2025. (F2, F3)
F4
The District unnecessarily places a significant number of students of color in special education. (R4)
Related Recommendations (1)
R4
SCUSD should take corrective action as recommended by CDE to reduce the number of students of color in special education by January 3, 2025. (F4)
F5
SCUSD fails all its students and their parents and guardians by not consistently performing early assessment of students to determine their learning needs and appropriate support. (R5, R6, R7)
Related Recommendations (3)
R5
SCUSD should create and implement district-wide policies that identify and assess the learning needs of all students for early intervention services by January 3, 2025. (F5)
R6
SCUSD should complete the implementation of MTSS at all elementary schools as the underlying structure for all work designed to improve student outcomes by August 1, 2025. (F5)
R7
SCUSD should mandate educators and administrators to attend professional development on early intervention models that will lead to evidence-based universal screening, benchmark assessments, and progress monitoring for all students by January 3, 2025. (F5)
F6
Students' achievements and goals are not measured consistently because the District does not hold individual school personnel accountable for updating IEPs as mandated by state and federal laws. (R5, R6, R7)
Related Recommendations (3)
R8
SCUSD should improve accuracy of IEP data by providing professional training on SEIS to special education teachers and providers (e.g., speech therapist, Occupational Therapist, Behavior Therapist, etc.) by January 3, 2025. (F6, F7)
R9
SCUSD should conduct quarterly audits to ensure accountability for the input of SEIS data and the accuracy of information beginning January 3, 2025. (F6, F7)
R10
SCUSD should hold principals, teachers, and support specialists accountable to ensure IEPs are updated annually beginning January 3, 2025. (F6, F7)
F7
By not fully utilizing the district’s tracking system (SEIS), services to special needs students are not accurately recorded and centrally documented. (R5, R6,
Related Recommendations (3)
R8
SCUSD should improve accuracy of IEP data by providing professional training on SEIS to special education teachers and providers (e.g., speech therapist, Occupational Therapist, Behavior Therapist, etc.) by January 3, 2025. (F6, F7)
R9
SCUSD should conduct quarterly audits to ensure accountability for the input of SEIS data and the accuracy of information beginning January 3, 2025. (F6, F7)
R10
SCUSD should hold principals, teachers, and support specialists accountable to ensure IEPs are updated annually beginning January 3, 2025. (F6, F7)
F8
SCUSD fails to provide free and appropriate education due to its overreliance on placing special education students in 162 self-contained classrooms as opposed to placing them in the least restrictive environment. (R6, R7)
Related Recommendations (1)
R11
SCUSD should provide necessary support and resource services to keep students in general education classrooms, when possible, rather than placed in self-contained special education classrooms to ensure all students are placed in the least restrictive environment by January 3, 2025. (F8)
F9
The District’s failure to provide ongoing communication and outreach leaves parents/guardians uniformed and unengaged about the special education process and their student’s progress. (R12, R13)
Related Recommendations (2)
R12
SCUSD should bolster its communications plan and outreach efforts to parents/guardians of special education students to recognize differences in culture, language, and internet access by January 3, 2025. (F9)
R13
SCUSD should identify a point of contact at each school for parents/guardians of special education students by January 3, 2025. (F9)