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District outlines special-education staffing reductions after roster reviews; four learning-center positions cut in FY26 plan
Summary
After school-by-school roster reviews, the superintendent told the committee the district will reduce its appropriated special-education teacher FTEs from 40 to 36 in the FY26 recommended budget; administrators said principals examined caseloads, schedules and workloads when making recommendations.
The superintendent and special-education staff told the committee that the FY26 budget reduces the appropriated number of special-education teacher FTEs from 40 this year to an anticipated 36 in FY26.
How it was decided: The district's review process involved principals and Director of Special Education Bethany Splansky pulling individual caseloads and schedules and assessing the workload associated with each special-education teacher. The superintendent said reductions reflected a mix of attrition, vacancies and program changes; she said principals were confident that the proposed staffing would cover required services without creating noncompliance.
Specific reductions named in the meeting: administrators identified one special-education teacher reduction at Hannah Elementary, one at Ayers Elementary, one learning-center teacher at the middle school and a reduction of a self-contained program teacher at the high school.
District context: The superintendent presented a chart showing growth in special-education staffing from roughly 20 FTEs to 36 FTEs over several years and tied that growth to increases in the number of students with individualized education programs (IEPs). She said the district had once budgeted 40 special-education teacher FTEs this year and that the FY26 recommended budget would be lower by four appropriated FTEs.
Why it matters: Committee members, including Dr. Kenan McKenzie DeFranza, pressed administrators to explain how decisions accounted for caseload complexity rather than only head-count enrollment. District leaders said they assessed both caseload numbers and workload (services, meeting obligations and scheduling) for each building and that principals and special-education leadership jointly reviewed rosters.
Next steps: Administrators committed to monitor caseloads and to pivot midyear if enrollment or student needs materially change. Committee members asked for ongoing fall reporting on caseload distribution and how any midyear staffing adjustments would be handled.
