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Romulus special‑education leaders outline staffing, compliance and suspension changes
Summary
Romulus Community Schools special‑education staff reported a higher-than-average special‑education enrollment, described steps to tighten IEP timelines and suspension notifications, and urged recruitment and onboarding improvements to reduce staff turnover.
Romulus Community Schools’ special‑education staff told the Board of Education on June 23 that the district’s special‑education population is above regional and state averages and described staffing, compliance and discipline‑tracking steps to reduce late Individualized Education Program (IEP) work and unnecessary suspensions.
Julie Gutman, speaking for the district’s special services office, said the district’s current special‑education count is 448 and that figure represents an 18% share of enrollment; she said the state average is about 15% and the Wayne County ISD average is about 14%.
The presentation outlined several operational changes intended to keep required evaluations and IEPs on time. Gutman said caseload reports are now distributed monthly to correct inaccuracies that can lead to late IEPs. She also described closer monitoring of initial evaluations and reevaluations and regular performance‑indicator checks required by the state.
The board and superintendent pressed for clearer procedures when students with IEPs are disciplined. Superintendent Dr. Edmonson described new notification and review practices, saying, “When somebody gets suspended and it's a special ed a special ed student, I need to let the case manager know.” He said the district has set up a flow that sends emails to a student’s caseload teacher when the student is suspended, and that he personally has attended IEP team reviews for students suspended beyond 10 days since April.
Gutman and the superintendent described several recommended and in‑progress actions: fuller staffing of special services, a stronger onboarding program for new special‑education teachers, targeted professional development, building‑level social worker and speech‑language support in early childhood classrooms, monthly caseload reconciliation, and closer use of Multi‑Tiered System of Supports (MTSS) to limit unnecessary referrals to special education.
Board members asked how to translate concerns into measurable changes. Gutman recommended targeted hiring and “grow your own” pipelines for paraeducators to get special‑education endorsements. She also noted recruitment challenges in the field and said districts are increasingly using signing bonuses and other incentives.
Clarifying details from the meeting: the district’s cited special‑education count was 448; the 18% figure was presented as the district share compared with a state average of about 15% and a Wayne County ISD average of about 14%; the superintendent said he has personally participated in IEP reviews for students suspended beyond 10 days since April; Gutman said caseload reports are now sent monthly. The presentation included recommendations to add a speech therapist and social worker dedicated to early childhood classrooms, and to pursue stronger parent engagement and onboarding to retain staff.
The board did not take formal policy action during Gutman’s presentation; several personnel hires for special‑education positions appeared later on the consent agenda and were approved by the board in a single motion.
