Milan Area Schools reports steady special-education caseload, outlines staffing and funding mix

Lon Smith delivered an update Feb. 26 to the Milan Area Schools Board of Education on the district—urrent special-education population, staffing and funding. At the time he pulled the report, about 300 students had Individualized Education Programs (IEPs), roughly 15 to 16 percent of the district—nrollment.

Smith told the board the total is within a typical range for districts and noted the percentage "ebbs and flows." He said the district employs 19 special-education teachers, six speech-language pathologists (one part time), six social workers (including a districtwide social worker who also provides supervision), two psychologists split between preschool–fourth grade and fifth–12th grade, three behavior specialists and part-time contracted occupational and physical therapists. Smith said service models range from full inclusion to self-contained classrooms depending on individual needs.

Smith summarized the district—arly-childhood special-education (ECSE) classroom for 3- to 5-year-olds (currently one half-day section, Monday–Thursday, 9 a.m.–noon), a new middle-school resource-room block for targeted ELA and math support, and the Milan Young Adult program for students who have completed four years of high school and receive a certificate of completion (students remain eligible for services through age 26 under Michigan rules). He described the Young Adult program as community-based instruction with supported employment, budgeting and daily-living skills; staff sometimes transport students to job sites and stores.

Smith described the role of teacher consultants (TCs) as case managers who coordinate services, write and schedule IEPs, collaborate with general-education teachers and paraprofessionals, and log required accommodations. He said speech pathologists may act as case managers for students whose only IEP service is speech, and behavior specialists lead functional behavior assessment and staff training. The district istrictwide social worker was added to connect families to community resources and to provide supervision for social workers working toward licensure.

On funding, Smith said allowable special-education costs submitted to the state totaled just over $5,000,000 last year. He described the reimbursement process as layered: state reimbursement of roughly 35 percent of allowable costs, then use of Act 18 millage funds administered through the intermediate school district (ISD) to cover additional local portions. Smith also said federal IDEA flow-through funds provide just over $500,000 to the district for specific uses; he emphasized that those federal dollars are not "double-dipping" with state reporting because IDEA-funded expenditures are tracked separately.

Smith warned that if IDEA flow-through funding were reduced, there would be an impact but said the district ct 18 millage renewal (voters approved a renewal last November) provides a buffer. He said Congress originally authorized funding up to 40 percent of a state's special-education costs but federal funding has historically been much lower (Smith referenced past estimates around 18 percent). He told the board district leaders would monitor changes and would prioritize maintaining services for students.

Parents and board members asked follow-up questions. A parent, Andrea Benick, praised unified-sports opportunities and suggested a short handbook for paraprofessionals covering acronyms, de-escalation techniques and starting tips so newly hired paras could be effective immediately. Smith described annual para professional development he provides (a full day before the school year, including de-escalation training and rotating topical sessions), the ISD—oordinated "para boot camp," and school-specific professional development days. He said para training is often split between elementary and secondary needs.

Board members pressed Smith on transition planning for older students. Smith said transition planning begins in ninth grade (the IEP must include transition planning by age 16) and is individualized: some students prepare for four-year college, others for trade school or employment, and some will enter the Milan Young Adult program. Transition plans include vocational assessment, career exploration and practical life steps such as budgeting and navigating community agencies.

Board members also asked about potential increases in family needs if federal cuts to food assistance or Medicaid occur. Smith said the district is preparing by coordinating with local agencies, and the district social worker is contacting community partners to be ready to connect families confidentially. He recommended continuing support for the districtwide social worker position as a high-impact investment.

A public commenter asked why a family—amily n insurance company might be billed for special-education care; the transcript records the question but not a detailed response at the meeting.

No formal board action or vote on policy or budget changes was taken Feb. 26; the presentation and public comments were recorded as informational.

Ending: The district scheduled a parent information night and Smith said another session is planned March 12. Board members thanked Smith for the presentation and signaled continued support for staffing and para professional development.