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Baltimore City speech-language pathologists tell board caseloads, payroll and transportation are harming services
Summary
A speech‑language pathologist representing the Baltimore Teachers Union told the school board that chaotic human‑resources practices, unresolved payroll and credentialing problems and staff shortages are delaying time‑sensitive special‑education services for students.
A speech‑language pathologist on the Baltimore Teachers Union executive board told the Baltimore City Board of School Commissioners on Jan. 20 that chaotic human‑resources practices and a shortage of related‑service providers are delaying time‑sensitive services for students with disabilities.
In public comment, Diana (last name not specified), a speech‑language pathologist and BTU executive board member, said district human capital staff “have gone dark” when asked to explain inconsistent AU payouts and verification of educator degrees. “I do not understand how Baltimore City Public Schools does not maintain accurate records of master's degrees for our teachers,” she said, adding that many related‑service staff have received emails saying the district has “no record of our master's degree.”
The speaker said the consequences reach beyond pay. “There is significant shortage of speech language pathologists in the state of Maryland, which has led to overwhelming caseloads,” she said, noting her own caseload is “close to 50 students” and that colleagues report caseloads “up to 80 students.” She described service delays for assessments, therapy, paperwork and the individualized education program process.
BTU’s speaker asked the board to ensure the district follows contract provisions that create a work group to “explore strategies for addressing this shortage,” and she said the district’s special‑education office has not responded to requests to start the group. She also asked for a “responsive chief of human capital” during the board’s ongoing CEO search.
The speaker raised transportation problems affecting early‑learning students, saying one morning bus was “50 minutes late” and an afternoon run lasted “an hour and a half,” leaving three‑year‑old preschoolers on buses for extended periods. She said bus aides had requested training for de‑escalation, use of augmentative‑alternative communication devices and routing improvements.
The remarks were delivered during the public‑comment period; the board did not take immediate action on the issues during the meeting. Officials in the Office of Human Capital did not respond on the record during the session. The BTU representative urged families and service providers to contact the BTU special education committee to coordinate concerns and next steps.
The public speaker also urged the board to prioritize workload changes and planning time for special‑education staff and to reduce redundant administrative tasks that consume clinicians’ time, saying those changes are necessary if related‑service providers are “expected to add value to the student's classroom experience.”
The comment concluded by calling for improved responses from the Office of Human Capital and for the board to ensure students with disabilities “receive the support they deserve.”
