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Parents press district on special education staffing, para pay and classroom ratios
Summary
At public comment parents raised concerns that Pickerington Local is paying paraprofessionals below neighboring districts and that some classroom staffing ratios may not meet student needs. The board and staff acknowledged the concerns and said they would provide job descriptions and follow up information.
Parents used the district’s public-comment period at the March 24 meeting to call attention to special education staffing, pay for paraprofessionals and classroom ratios.
Rebecca Gilmore identified herself as “a parent here in the district” and raised two main points: how two district special-education administrators’ roles differ and whether the district’s para pay and staffing ratios are competitive with neighboring districts. Gilmore said she had reviewed local rates “and you guys are significantly below” nearby districts in starting pay for paraprofessionals and cited local comparisons she obtained that day.
Why it matters: Paraprofessionals and other special-education staff provide day-to-day support for students with IEPs; pay and staffing levels influence hiring and retention. Parents said they see large differences in staffing ratios between Pickerington and nearby districts and said those differences can affect classroom supports and outcomes for students with disabilities.
Key comments from public participants
- Rebecca Gilmore (parent): “you guys are significantly below.” She described contacting neighboring districts for starting rates and told the board she was confused about whom to contact among district special-education leaders after an IEP concern.
- Jess Benson (parent and volunteer): Benson described having a middle schooler with a learning disability and an elementary student with a 504 plan and said: “Reassigning where new students just entering the district will attend is completely reasonable. Asking current attendees to change their pathway is burdensome for the families. If making these changes as soon as next school year is entirely unavoidable... then I believe the district has a duty to do the least amount of harm to our most vulnerable students.” Benson emphasized the difficulty abrupt moves create for neurodivergent children when discussing redistricting and special-education continuity.
Staff and board responses
During the public comments the board asked staff to provide clarifying information. A district representative said the administration would provide job descriptions for the two named special-education roles so parents could understand responsibilities and the chain of communication. Board members and staff acknowledged the para pay comparisons and said they would review the data and follow up with more detailed information for parents experiencing IEP delays or confusion.
Ending: The board did not take immediate formal action on pay or ratios during the meeting; staff committed to follow up with job descriptions and to provide additional information about staffing and salaries to address retention and parent concerns.
