Tooele County School District enhances special education with training and support programs

During the recent Board of Education meeting held on April 15, 2025, in Tooele County, Utah, significant discussions centered around the state of special education within the district. Marissa Lowery, the special education representative, provided an overview of the current landscape, highlighting both challenges and progress in supporting students with disabilities.

Currently, Tooele County School District serves 2,477 students with disabilities, representing 15.9% of the total student population. The district employs a range of specialized staff, including 12 preschool teachers, 19 life skills teachers, and over 150 paraprofessionals. Lowery emphasized the importance of professional development for paraprofessionals, noting that many lack the necessary training to effectively support students. This year, the district has focused on enhancing training programs, which have been well-received and are seen as crucial for improving classroom management and collaboration.

A pressing concern raised during the meeting was the high number of uncertified teachers in special education, with 26 currently working under alternative paths to certification. This situation underscores the ongoing challenge of staffing adequately trained personnel in special education roles. Lowery acknowledged the hard work of both teachers and paraprofessionals, expressing gratitude for their dedication amid these challenges.

The meeting also addressed the district's annual performance report, which indicated improvements in compliance and student outcomes. Last year, the district's overall risk score improved from a 5 to a 2, moving from a "directing" stage to "needs assistance." While progress has been made, Lowery noted that there is still work to be done, particularly in enhancing student proficiency and graduation rates.

A notable success highlighted was the implementation of the "climbs program" in partnership with the University of Utah, aimed at supporting students in emotional behavior classrooms. This initiative has provided valuable resources and training, contributing to a decrease in dropout rates among special education students.

The meeting concluded with discussions about the importance of inclusive practices within the district. Lowery shared success stories of students benefiting from peer tutoring programs, which foster collaboration and understanding between special education and general education students. However, concerns were raised about the need for additional support staff and resources to ensure that all students, including those with behavioral challenges, receive the necessary assistance.

Overall, the meeting underscored the district's commitment to improving special education services while acknowledging the ongoing challenges related to staffing, training, and funding. As the district moves forward, the focus will remain on enhancing support systems to ensure that all students can thrive in an inclusive educational environment.