Los Alamos Public Schools Trains 27 Staff in PCG-Led Inclusive Practices

Los Alamos Public Schools on Jan. 15 trained 27 teachers, principals, instructional coaches, and special education staff in Inclusive Practices led by representatives of Public Consulting Group (PCG). The professional development aimed to create more inclusive environments for students with disabilities and to equip school teams with strategies and tools to integrate inclusive practices across classrooms.

The session brought together a cross-section of district instructional leadership and classroom staff, reflecting LAPS’s stated priority of building capacity within schools rather than relying solely on specialized services. District officials described the training as part of a broader effort to support educators and improve outcomes for all students. Participants reported the training was valuable to classroom practice and team collaboration.

For local families, the immediate effect will be incremental improvements in how instruction and supports are delivered in general education settings. Students with disabilities may see greater access to grade-level content as teachers adopt inclusive approaches; parents and guardians should watch for changes in classroom routines, collaborative planning meetings, and Individualized Education Program discussions that reflect new strategies. For educators, the training creates a shared vocabulary and set of tools that can streamline co-teaching, accommodations, and interventions across grade levels.

The use of PCG, an external consulting firm, signals a continued reliance on outside expertise to supplement district professional development. That carries budgetary and accountability implications for county voters and school board members who weigh vendor contracts against in-house training options. Transparency about follow-up, measurable goals, and how training translates into classroom practice will be important for assessing return on investment.

Implementation is the next critical step. Professional development alone does not produce sustained change unless paired with coaching, time for teacher collaboration, and district monitoring. School teams will need clear benchmarks and reporting to demonstrate whether inclusive practices lead to improved student outcomes, reduced segregation of services, and stronger classroom participation.

The training represents a tangible step toward more inclusive schooling in Los Alamos, but its impact will depend on how the district embeds the practices into schedules, evaluations, and special education planning. Parents and community members should expect the district to report on implementation progress and student-level indicators as this initiative moves from training to everyday practice.