Galt Joint Union Elementary officials outline rising special-education costs, staffing increases and budget gap
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Summary
District staff told trustees the special-education program now costs far more than state and federal funding, requiring growing general-fund support and occasional out‑of‑district placements; trustees were given staffing and spending data and next steps to manage rising demand.
Galt Joint Union Elementary School District officials told the Board of Trustees on Tuesday that special-education enrollment and service costs have increased substantially in recent years, leaving the district to cover a growing share of the program with general-fund dollars.
At a board meeting presentation, district staff said the district currently receives about $3,000,000 in federal and state special-education funding but that program costs have been about $8,000,000 this year, forcing the general fund to fill the gap. "However, the program cost it's been costing about $8,000,000," said Alejandra, the district's chief business official.
The presentation gave trustees a multi-year view of staffing, caseloads and placement patterns. Staff described steady growth in teacher and specialist positions and a larger increase in paraeducators and behavioral supports; the district added four teacher units and increased the number of speech therapists and behavior‑support staff in recent years. Staff said speech and language needs and eligibility under autism and other health‑impaired categories have driven much of the rise in identified special‑education students.
District staff provided specific budget context. Over the past six years the district reported an average annual increase in special‑education spending of about 7.76 percent; staff said the district has spent roughly $52,000,000 on special education across that period. General-fund contributions have risen from about $3,700,000 in 2021 to a projected $5,200,000 this year. "In the last 6 year, an average increase about 7.76%," the chief business official said while outlining the trend.
Staff also described other costs that add to the program budget: contracted services for occupational and physical therapy, independent educational evaluations requested by families, and placements at nonpublic schools when in‑district programs cannot meet a student's needs. Officials said roughly five students per year on average have been placed in nonpublic schools or in other districts because of specialized needs.
The presentation included staffing data snapshots showing added licensed teachers, more speech therapists, an increase in instructional assistants and additional behavior‑support staff such as registered behavior technicians (RBTs). Staff said the district continues to contract for some services when it cannot recruit or retain in‑house providers.
On next steps, presenters told trustees the district will continue emphasizing early intervention through its MTSS process, work with the SELPA to identify root causes of the enrollment increase, monitor staffing needs and prioritize in‑house hires where possible. The presenters said they will provide assessment results and progress reports as the year progresses.
Trustees did not take a funding action at the meeting; staff framed the report as informational and as a basis for future budget planning.
Ending: District staff recommended continued monitoring and stronger early‑intervention fidelity; they also noted potential fiscal pressure if county or regional programs increase per‑student charges for placements delivered outside the district.
