Parents, advocates urge Keene board to prioritize special-education staffing and adopt workload model

Multiple parents, educators and advocates used the public hearing on Jan. 21 to press the Keene Board of Education to reconsider recurring cuts to special-education positions and to adopt a workload model that accounts for time spent on indirect duties such as IEPs, evaluations and teacher consultation.

Marie Fouth, a parent and school-community member, said the district has repeatedly reduced special-education staff in recent budget cycles and asked the board to engage in “more dialogue” about how caseload numbers are set. Fouth noted the district had previously discussed a caseload range of 15 to 22 students per special-education teacher and urged that the range be treated as flexible, not as a strict cap.

Jennifer Kiernan, who identified herself as a Keene resident, thanked the board for recent additions such as restoring a teacher post at a Bridges program but argued eliminating special-education positions when caseload numbers dip is “short sighted.” She told the board special-education teachers need time for evaluations, co-teaching and training paraprofessionals — work that does not fit neatly into a simple caseload number.

“This means not eliminating special education positions because of relatively small fluctuations in the number of students they provide services for,” Kiernan said. “We will not achieve full inclusion and improved outcomes for students with disabilities unless our school board and administration make this a priority and commit to fully funding special education.”

Eric Murphy, a former school-board member who said he had participated in past contract negotiations, urged the district to study a workload-analysis model adopted by some education associations. He listed indirect duties — writing and updating IEPs, collaborating with classroom teachers, monitoring progress toward IEP goals, training staff and meeting with families — and said the current caseload approach understates the time required of special-education staff.

“Why are we not adopting a workload model for special education?” Murphy asked, and recommended the topic return to the education committee for a thorough study.

Context and implications

- Speakers said statewide and national shortages in special-education staff make retention and predictable workloads important to students and families. One speaker cited a recent national statistic — that many districts are understaffed for special education — as context for the local argument.

- Several commenters described a pattern in which the district reduces special-education positions during tight years and attempts to restore roles later; advocates said that practice discourages retention and complicates midyear hiring.

- Advocates urged the board and administration to examine a workload model that counts indirect services and paperwork as part of staffing calculations rather than relying solely on a student-count caseload formula.

Speakers (public comment)

- Marie Fouth, parent and school-community member (address read for record). First appearance at public comment: Jan. 21.

- Paige Walker, speaking on behalf of Joan Murphy (addresses provided in the record). First appearance at public comment: Jan. 21.

- Jennifer Kiernan, parent/resident, who urged reconsideration of cuts to special-education posts. First appearance at public comment: Jan. 21.

- Eric Murphy, former school-board member and contract-negotiation participant, who recommended adoption of a workload-analysis model. First appearance at public comment: Jan. 21.

- Michelle Challis, Keene resident, asked for plain-language labels for acronyms used in presentations (for example, BCBA) so the public can follow budget slides more easily.

What the board said in response

Board members acknowledged the comments and clarified that public comment at the hearing is an opportunity to present concerns and ask clarifying questions; some board members indicated the matter could be addressed in committee meetings where the workload model and caseload standards could be reviewed in more detail.

Provenance

- topicintro: {"block_id":"block_4372.7803","local_start":0,"local_end":398,"evidence_excerpt":"Hi, everyone. Marie Fouth, 9 Starlight Drive in Keene. I first want to start by saying, thank you to the board for the support you've shown our schools. Through the additions you've made to the budget. The additions will be in direct support of our staff and students and as a parent and professional member of the school community."}

- topfinish: {"block_id":"block_5479.1147","local_start":0,"local_end":200,"evidence_excerpt":"In conclusion, this shift to a workload model benefits everyone. Students receive better academic and socio emotional support, and educators are empowered to do their jobs more effectively. Please listen to that. Educators are empowered. Embracing the workload model can bring lasting, positive change to keen schools."}