Louisiana district experiences increase in special education inclusion following successful partnership

ARLINGTON, Va. — Enhanced communication between parents and schools and continuous professional growth within Louisiana’s East Baton Rouge Parish Public Schools has resulted in increased involvement of students with disabilities in mainstream education and extracurricular activities, according to district officials who spoke on Tuesday at the U.S. Office of Special Education Programs annual conference.

The district implemented various strategies such as employing parent liaisons, prioritizing class schedules for students with disabilities, proactively evaluating assistive technology aids, and planning staff recruitment well in advance. These changes contributed to higher graduation rates, reduced self-contained classrooms, and enhanced academic performance among students with disabilities in the district, the officials explained.

However, this transformation was not immediate: The initiatives began close to a decade ago, and district leaders recognized obstacles such as a scarcity of qualified special education teachers along the journey. Even the district’s five-year collaboration with the federally funded PROGRESS Center — which stands for Promoting Rigorous Outcomes and Growth by Redesigning Educational Services for Students With Disabilities — faced initial challenges in determining the most effective ways the center could assist the district.

“It did not begin smoothly. We faced some difficulties at the outset,” remarked Pamela White, a specialist in special education support at East Baton Rouge Parish schools. White also holds a position as an educator-in-residence at the PROGRESS Center.

The center and the district eventually established a synergy by concentrating on enhancing the formulation of students’ individualized education plans through training sessions for special educators. This effort expanded to include professional development for support staff, mainstream teachers, and school administrators. Educators also benefited from workshops and coaching on IEP development.

“Our collaboration has indeed grown and diversified over time, enabling us to reach various sectors, not just restricted to special education teachers,” stated White.

Tessie Bailey, the PROGRESS Center’s director, highlighted key takeaways from the center’s partnership with East Baton Rouge Parish schools. One example is the necessity for the center to demonstrate the relevance of its initiatives to the district’s requirements. Bailey also emphasized the importance of “being slow to move fast” by initially addressing minor enhancements and then expanding those efforts.

“I believe we often assume that everyone is clear on what they need to do, so we rush into implementing advanced strategies,” remarked Bailey. She advocated for an initial focus on fundamental aspects of success.

Janet Armelin Harris, the executive director of exceptional student services at East Baton Rouge Parish Public Schools, pointed out that there is more work ahead. 

“Our department of exceptional student services is striving to enhance customer service for parents and students. I believe our parents have made us more resilient,” she expressed.