This culminating project focuses on reducing the number of unnecessary initial evaluations for special education eligibility by strengthening foundational instructional practices, early interventions, and inclusive supports within general education settings.
Recognizing the over-reliance on special education referrals as a solution to academic or behavioral challenges, this project proposes a systemic shift: building a robust, data-informed Multi-Tiered System of Supports (MTSS) that empowers educators to intervene earlier and more effectively. By promoting collaboration between general and special education staff, engaging stakeholders, and providing targeted professional development, the strategic plan aims to improve instructional equity, reduce disproportionality, and ensure students receive timely support—before an evaluation becomes the only option.
Ultimately, this project is designed to promote long-term sustainability by aligning special education practices with inclusive teaching, efficient use of resources, and a shared commitment to student success for all learners.