This culminating project demonstrates the application of CASE Standard 6: Collaboration and Communication with Special Education Stakeholders through Duncan Public Schools’ participation in Oklahoma’s CADRE Early Dispute Resolution Pilot. The project, “From Voices to Solutions,” documents a collaborative, data-driven effort to strengthen relationships, address concerns before they escalate into formal disputes, and improve outcomes for students with exceptionalities.
The work began through ongoing meetings and planning with leaders from the Oklahoma State Department of Education, the Special Education Resolution Center (SERC), the Oklahoma Parents Center (OPC), CADRE partners, district administrators, educators, families, and community stakeholders. Together, these partners examined current dispute-prevention practices, identified communication facilitators and barriers, and considered how early resolution strategies could be embedded within district systems.
A district self-assessment and evaluation process was developed to gather feedback. The findings revealed important strengths, including positive communication, accessible district leadership, trust in administrators, and a strong commitment to inclusion. The feedback also identified gaps involving behavioral supports, evaluation and service timelines, role clarity, proactive communication during difficult situations, family understanding of special education processes, and staff capacity.
Stakeholder feedback was then translated into an actionable improvement plan. This plan included priority professional learning topics and system level recommendations.
This project reflects both components of CASE Standard 6 by engaging diverse local and state stakeholders in collaborative problem solving and using communication, facilitation, conflict prevention, and early dispute resolution strategies to guide sustainable systems change. Ultimately, the project moves stakeholder input beyond consultation and into action by creating professional development, parent education opportunities, improved district processes, and structures for continued collaboration that keep students at the center of decision-making