Board presses administration over exceptional‑education staffing model and potential position impacts

The Hamilton County Schools Board debated proposed changes to the district's exceptional‑education staffing model and potential impacts on staff and students, with trustees urging administrators to avoid reducing direct student services.

Superintendent Dr. Robertson and staff presented the staffing model that allocates assistants and support based on service hours and student eligibility; staff said the model reflects changing service volumes and that placement remains an IEP‑team and family decision. Dr. Robertson told the board the district will attempt to place affected staff early but noted staffing is a moving target as retirements and resignations alter needs; he said June 15 is the firm deadline by which teachers will know their next‑year assignments, and April 1 is the board policy target date administrators strive to meet.

Several trustees said the proposed model would result in fewer educational assistants in the exceptional‑education program and warned of service disruption. Board member Gowdy told administrators he would not support a budget that reduces exceptional‑education capacity, and other trustees described the emotional and logistical burden on families and staff if specialized programs are moved across campuses. “I will not be voting on a budget that has these impacts to exceptional ed,” Gowdy said.

Administrators said the staffing model is driven by projected service hours and student needs; the model could generate fewer positions (administrators and trustees cited a projected reduction figure of 28 assistant positions in one scenario), and the board discussed whether to protect those positions in the budget even if they cannot immediately be assigned to a school. The superintendent said if the board funds positions they can remain as placeholders, but that carries budgetary cost elsewhere.

The board asked administration to return with alternative budget scenarios that minimize cuts to student‑facing exceptional‑education staff and to clarify options for preserving continuity of placement for students. Administrators emphasized that students should not be moved without parental consent except in rare circumstances and that the IEP team must determine placement when program locations change.

Why it matters: exceptional‑education services are high‑need, and trustees said protecting these positions is a priority to avoid disrupting students' access to required supports. The board signaled it will prioritize preserving student‑facing roles while asking administration to identify other budget reductions if necessary.