Bienville Parish School Board shares success with Blue Engine partnership

Really appreciated the chance to share alongside Dr. Mary Riley and The Center for Outcomes Based Contracting last week on Rivet Education's quarterly webinar about the work in Bienville Parish Schools in Louisiana. The results highlighted here are exciting, but what stuck with me most from the conversation wasn’t the data. It was what actually had to change to make those results possible. A common pattern I see: We build systems to support students outside of instruction, instead of strengthening the conditions that make core instruction work for all learners. A lot of times, that looks like: → more interventions → more pull-out support → more separate systems But in Bienville, the shift was different. It was about strengthening core instruction, so more students could access grade-level content from the start, aligning closely with Louisiana’s focus on HQIM and the SPED Playbook. That required a few hard shifts: 1. Moving away from pull-out models → toward shared ownership in the classroom 2. Getting much clearer on how all adults work together during instruction 3. Focusing on a small number of meaningful outcomes, and actually tracking them over time And one thing I’m still reflecting on: The progress didn’t come from getting everything right up front. It came from looking at data midstream, naming what wasn’t working, and adjusting together. Grateful for the partnership and what Bienville continues to build. Curious how others are approaching this in your context. Especially as more systems explore tying this work to clearer outcomes and accountability.

🎙️In a new piece from WWNO, Aubri Juhasz sat down with our interim executive director, Jennifer Coco, along with local education leaders in New Orleans, to discuss the NOLA Educational Service Agency’s (ESA) pilot year. This piece gives a great look into how leaders from across the New Orleans school community are coming together to solve a systemic challenge for students with disabilities. The work uplifted in this story represents a true collective effort to support the delivery of high-quality special education. ✨One highlight: “‘Too often, kids with disabilities haven't really enjoyed meaningful choice,’ said Coco. ‘I hope what we're building is gonna finally deliver on that promise.’” ⚜️We are honored to partner with NOLA Public Schools to help design the NOLA ESA, which is coordinating shared special education services across 11 schools. We believe this collaborative approach is essential for building the system’s capacity to better meet the needs of students with disabilities. Check out the full story 🔽 https://lnkd.in/eQRN_b8q

An EdChoice survey finds that at least 208,499 students in school choice programs who have disabilities. That, of course, does not count Texas, which hasn’t enrolled any students yet in its school choice program, or other states. EdChoice has more, including how that compares with public schools: https://bit.ly/4uiZ6QX #schoolchoice #privateschools

It’s been an honor to partner with NOLA Public Schools to help design the NOLA Educational Service Agency, now in its pilot year. Jennifer Coco, our interim executive director, hosted a meeting yesterday with leaders from the school district and participating charter schools discussing next steps for local policy officially recognizing the ESA as a shared endeavor between the district and local charter schools. In its pilot year, the ESA is coordinating shared special education services across 11 schools. We believe this collaborative approach improves the NOLA school community’s capacity to better meet the needs of students with disabilities. You can learn more about this important collective effort by reading this recent story from Aubri Juhasz at WWNO ⬇️ https://lnkd.in/eQRN_b8q

For millions of families, education policy isn’t abstract—it’s deeply personal. This #AutismAcceptanceMonth, Enrique A. Chaurand, Vice President of Communications and Marketing at All4Ed, shares his experience as a father of twins diagnosed with Autism Spectrum Disorder: “We sat through IEP meetings that were equal parts hopeful and overwhelming. We learned the language of accommodations, modifications, and services. We celebrated small victories—an adjustment in the classroom, a teacher who truly “got it,” a moment when one of our children felt seen and supported. But we also faced challenges and the constant need to ensure that what was promised on paper was delivered in practice.” Today, his children are 23, creative, capable, and forging their own paths. The result of family support, dedicated educators, and a system grounded in federal law that required schools to meet them where they were. That’s what’s at stake. The Individuals with Disabilities Education Act (IDEA) guarantees students with disabilities access to a free and appropriate public education, but it is only as strong as its implementation. The U.S. Department of Education plays a critical role in protecting those rights. Without it, families are left to navigate complex systems on their own. #AutismAcceptanceMonth should be about more than awareness; it should be about commitment to ensuring that every child, regardless of ability, has access to a high-quality education that meets their needs. Read more: 🔗 https://lnkd.in/egAXW7qg

I've long believed that special education is personalized learning - done well - for all students. This article bears this out. In traditional school settings, students with disabilities often bear the burden of advocating for accommodations and ways to fit into classrooms not made for them. But at three schools in New York, Minnesota and Wisconsin, these students are at the center of operations — and it’s paying off with improved student outcomes. https://lnkd.in/g_Ta2hqW

Family engagement isn't just a school thing. It's a team thing. Last month, our team presented at Massachusetts SPED Summit and Massachusetts School Counselor Association conference. Both sessions focused on one question: how do we build real partnerships with families of students with disabilities? The same theme came up in both rooms. Social workers, school counselors, and transition staff have valuable knowledge about these kids. But they don't always feel like part of the team. They want to be. We just need to include them. And families are the same way. There's a difference between involvement and engagement. Involvement is showing up to an event. Engagement is building trust and sharing knowledge in both directions. A few key takeaways: 🔹 Every communication is a chance to build or lose trust 🔹 Plain language is an equity issue. SPED documents average a 16th grade reading level. Most adults read at a 6th to 8th grade level. 🔹 Families need clear information, evidence that they are valued, and real invitations to engage #FamilyEngagement #SpecialEducation #DisabilityInclusion #PlainLanguage #EducationEquity #SPED

#TransitionTuesday: College can be part of the path to adulthood for students with intellectual disabilities. These resources from Think College help families, caregivers, and students explore postsecondary options that support learning, independence, and community life after high school. SPAN supports resources that help young people build access, belonging, and real opportunities as they prepare for adult life. Learn more here: https://lnkd.in/ebfbwDFp

In case you missed it, this month’s Scholarship Saturday feature highlights new research on basic needs insecurity among first‑generation community college students with disabilities. The article, “Basic Needs Insecurity Among First-Generation Community College Students With Disabilities During the COVID-19 Pandemic,” examines whether these students experienced different rates of food and housing insecurity compared to their peers. Findings show significantly increased odds of both food and housing insecurity, underscoring the urgency of sustained support. Access the article for free through the Journal of First-Generation Student Success: bit.ly/FgSSaturday #CCmonth Thanks to Taylor and Francis for making this resource available.

🌟Positive News in Special Education Friday🌟 is back strong this week with a case study from Education Reimagined: Newly published data shows academic gains for students with disabilities across a variety of schools who implemented learner-centered school settings! Three schools across NY, WI and MN, with more than 40% of students with disabilities, designed systems to meet the needs of each learner. Practices that included mindset shifting, organizational structures, and daily classroom practices produced positive academic results for those students in all 3 schools! 💪 🙌 🫶 https://lnkd.in/gtDEApUu