Task force calls for bolder state action on teacher pay, caseloads and paraprofessional support to stabilize special‑education services

Task force members urged state action to address recruitment and retention problems for special‑education teachers, paraprofessionals and related service providers, saying staffing shortages are a primary reason districts rely on out‑of‑district placements.

The group discussed multiple, sometimes overlapping remedies: raising starting teacher salaries (participants referenced a $60,000 starting salary as an illustrative target used in discussions), state‑funded incentives or bonuses for shortage areas, tuition reimbursement or targeted certification supports, and clearer caseload/workload guidelines.

Why it matters: Several speakers said staffing shortfalls and weak general‑education foundations increase the likelihood that students will be placed out of district. One superintendent described programs “on the shelf” that cannot be implemented because a district “cannot implement because I don't have the staff.” Members framed workforce funding as a precondition to reducing out‑of‑district placements and stabilizing long‑term costs.

Discussion highlights

- Starting salaries and the enhancement model: Several members referenced the historical “enhancement act,” saying a state infusion that raised pay in the past changed recruitment patterns. A member argued the state needs an “infusion” because municipalities cannot fund the full raise locally. Participants discussed whether the legislature should fund across‑the‑board increases or target funds toward shortage areas and high‑need districts.

- Targeted incentives and certification: Task force members suggested state‑funded incentives to encourage dual‑certified teachers to choose special education and to reimburse or subsidize certification for existing staff. One member pointed to research from other states showing that cash incentives reduced vacancies in hard‑to‑staff areas.

- Caseloads and workload: Members emphasized caseload and workload as central barriers. One attendee said: “You have to be careful… if you incentivize 1 group and not the other, people are struggling across the board and it absolutely impacts morale.” Participants agreed the state should research and recommend caseload standards and workload relief, while recognizing significant bargaining and fiscal implications.

- Paraprofessionals and related services: Members discussed pay and benefits for paraprofessionals, including a proposal to consider a baseline hourly rate (examples discussed included $25/hour) and continued state assistance for health benefits. A task force member noted that many paraprofessionals work shorter schedules and that “living wage” calculations must reflect actual hours and seasonality of school employment.

Selected verbatim quotes

- Participant: “If we're not bold, guys, we're not gonna get, the teachers…”

- Leslie, Superintendent, Hartford Public Schools: “I just need a full complement of my special education staff. Let me just start there.”

- Task force member: “The caseload and the workload is way too high.”

Decisions and next steps

Participants asked the State Department of Education and task force staff to research fiscal pathways — including whether an updated enhancement‑style program, targeted incentives, or ECS changes would be most effective. The group agreed to add workforce recommendations (salary increases as a priority; targeted incentives and certification support; caseload/workload study) to the final report and to press for legislative consideration. Members did not adopt a single dollar figure as a firm legislative recommendation, but agreed to include researchable options in the final recommendations.

Ending

The task force concluded discussion by agreeing that workforce issues are central to long‑term reform of special education and instructed staff to refine language and request fiscal estimates to support legislative outreach.