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District weighing in-house special-education staffing as State Board ruling raises charter school cost issues
Summary
Following a State Board of Education ruling that charter schools may charge districts for actual special‑education costs, New Haven schools staff said the district is moving toward providing its own special‑education teachers at some charters instead of continuing existing contract arrangements.
District staff updated the committee on ongoing negotiations with charter schools over special-education contracts and described a broader shift toward providing district-employed special-education teachers at some charter schools.
State Board ruling and effects: Staff told the committee the State Board of Education recently ruled that charter schools may charge districts for “actual costs” for special-education services. The ruling, staff said, increases charter invoicing claims and can create fiscal inequities for the district.
Current status and plan: As of the meeting, the district no longer has a contract with Booker T.; instead district-employed special-education teachers are working at that school this year. Staff said they will continue to phase in New Haven Public Schools teachers at other charters if contract negotiations do not produce what the district regards as equitable language.
Specific schools and requests: The district is negotiating with Common Ground and Achievement First (which are seeking additional funds), and is closer to agreement with Highville. Staff said providing in‑district special-education teachers to charter schools (rather than paying higher outside-contract invoices) would be more fiscally responsible over time, but it requires hiring and recruiting hard-to-find special-education teachers.
Staff estimate for next year: To staff charter placements directly next school year, staff said the district would need to hire roughly three special‑education teachers for Common Ground and three for Highville (figures subject to change after lottery and roster finalization). Staffing shortages make this transition challenging and could require phased approaches.
Why it matters: Committee members and staff framed the issue as both a budgetary and equity concern — the district has lower per‑pupil funding than many peers, and staff argued that the district must protect equitable services for students with disabilities.
Ending: Staff will continue negotiations and said they will return to the committee or board with updates as agreements are reached or if legal involvement is necessary.
