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Stratham administrators propose cutting one classroom and replacing speech‑language pathologist with assistant to meet budget
Summary
Faced with a budget shortfall, administrators presented Option 1 to the board: do not replace a retired classroom teacher and replace a speech‑language pathologist with a speech‑language assistant, saving about $100,000 but raising concerns about class 'bubble' and service levels.
District administrators, answering board questions on April 9, described a budget‑driven staffing plan they said balances fiscal constraints and service obligations.
Administrators said the board added roughly $110,000 to the adopted budget at the annual meeting, but the district still faces an approximate $288,000 shortfall relative to the salaries needed to maintain every current position. To avoid layoffs, the administration recommended Option 1: do not replace one retired classroom teacher and replace a speech‑language pathologist with a speech‑language assistant. The replacement, administrators said, would lower personnel costs by roughly the difference between a certified pathologist and an assistant (administrators cited a roughly $100,000 differential between roles when fully loaded).
Why it matters: Administrators told the board they analyzed speech‑language service delivery, evaluation workloads and MTSS (multi‑tiered system of supports) coverage and judged that a speech‑language assistant could responsibly support tier‑2 work while preserving mandated IEP and evaluation obligations. They emphasized none of the options felt “great,” and the chosen option was described as the least disruptive.
Concerns and tradeoffs: Board members and staff raised several concerns. Administrators warned that not replacing the classroom teacher will create a "bubble" grade — a year group with one fewer classroom that moves through subsequent grades and can disrupt team continuity and workload. They also said removing a PE teacher (an option considered and rejected) would damage related‑arts scheduling and common planning time and would require hiring a new technology staffer to cover duties currently held by a blended learning commons/technology position.
Process: Administrators said they reviewed national guidance for class‑size expectations and presented numerical modeling at the February meeting to show how additional students per classroom change workload for teachers and related service staff. They also said staff and building leadership had been consulted extensively while developing the proposal.
Ending: Administrators asked the board for continued engagement during budget season and for community input. The board said it will evaluate grade‑by‑grade enrollment and other operational factors before finalizing which grade will carry the reduced classroom for next year.
