Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education topic
No spam. Unsubscribe anytime.
Teachers’ union urges immediate action on Pembroke special education staffing and class sizes
Summary
A teachers’ union representative told the board Pembroke’s self-contained special education classrooms are overcrowded, paraprofessional staffing is unreliable, and asked the district for a plan with smaller class sizes, dedicated assistant principal support and reliable paraprofessional teams.
A representative identifying herself as the president of the teachers’ union addressed the board during public comment to request immediate district action to address what she called an “unsustainable” special education situation at Pembroke Elementary.
The union leader said self-contained special education classrooms have grown without corresponding increases in staffing and supports and asked the board to reduce class sizes, provide reliable paraprofessional staffing, add administrative leadership devoted to the special education program, and create a clear improvement plan for 2025–26.
The union’s request matters because the speaker said current classroom sizes and staffing levels are affecting instruction across the school and contributing to staff burnout and turnover.
In her remarks the union representative said Pembroke’s self-contained classrooms are “overcrowded with some exceeding 14 students, far beyond the recommended events.” She said staffing shortages require general education teachers to step in frequently during crises and that the resulting interruptions “impact all of our learners.” The speaker praised the school’s principal for leadership but said additional district support is required.
The union outlined specific requests: smaller, manageable special education class sizes that align with national recommendations; a dedicated assistant principal to help lead and support the special education program; reliable, fully staffed paraprofessional teams and training; and a written improvement plan for 2025–26 developed with educator input.
The speaker also noted the union’s recent local recognitions during Black History Month and reiterated a broader point that public schools should continue to embody diversity, equity and inclusion.
Board members heard the comments during the public participation portion of the meeting; the remarks were presented as a public request and no formal board action was taken during that session. The board and district staff acknowledged receipt of the concerns and indicated the desire to work collaboratively with educators on solutions.
