[brief] Special Education.  As to special education, the Report found that [...] has unusually high numbers of students identified with disabilities.  In 2021-2022, the percentage of students aged 5-21 with an individualized education plan (IEP) was 28.8%.  This is nearly 10% higher than the State average, and twice the national average.  (Ra243-44).  The rate of students in the District diagnosed with an intellectual disability is also nearly twice the national rate.  (Ra244).  There are also “not[able]” incident rates specific to student demographics — in 2022, 84% of students in the District identified as Hispanic and 9.8% identified as White; of these, 67% and 25.9%, respectively, had an IEP.  (Ra245).  Notably, the Report detailed concerns within the District about student identification, including the eligibility criteria used and that “parents believe their children have not been properly evaluated. ” (Ra261).  These rates of identification have affected [...]’s ability to use federal funds earmarked for special education.  As the Report explained, districts receive federal funding for special education through the IDEA Part B.  (Ra249).  However, the District has been found significantly disproportionate in its representation of students with disabilities in 2022 and 2023.  Ibid.  As a result, the District is required to set aside 15% of its IDEA funding for Comprehensive Coordinated Early Intervening Services (CCEIS).  Ibid.  [...] also has a high number of students in out-of-district placements.  In 2021-2022, 171 students aged 3-4 and 535 students aged 5-21 were placed in Approved Private Schools for the Disabled.  (Ra254).  Of these students, the majority were diagnosed with speech or language impairment as a primary disability.  (Ra256).  The Report found it was “unclear why so many students” with such a disability are in out-of-district placements rather than in-district.  Ibid.  [...] also has significant costs attached to students in out-of-district placements.  In 2019-2020, the District spent $48,755,738 for 402 students in out-of-district placements, for an average per-pupil cost of $121,282.93.  (Ra266).  In 2021-2022, while the number of students in out-of-district placements decreased to 372, the total expenditure increased to $57,499,863 and the per-pupil amount increased to $154,569.52.  Ibid.  As to the quality of education provided, the Report found that [...] has, for the past three years, failed to meet State targets for educating special education students in the least restrictive environment.  Ibid.  Further, due to the strict pacing guidelines detailed above, teachers have expressed concerns over their ability to meet the needs of students with IEPs.  (Ra267).  Because of this, students are often in “disengaged learning,” using “[r]ote fill-in-the-blank prompts” with “limited checking for understanding or mastery. ” (Ra269-70).  The pacing guidelines were an “impediment in nearly all” classrooms.  (Ra271).  Also, the District does not have programming for Emotional Regulation Impairment, Visual Impairment, or Intellectual disabilities.  (Ra129; Ra238; Ra264).  The Report also found several issues with IEPs.  These include, but are not limited to: most did not include necessary rating scales to evaluate students, (Ra274); parental input was almost nonexistent, ibid.; and goals and progress reports were “inconsistent,” with some even being left blank.  (Ra274-75).  4.