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Dyslexia interventionists and classified staff press PCSSD for pay‑range adjustments and district recognition
Summary
District dyslexia interventionists and the classified personnel committee urged Pulaski County Special School District leaders to adjust pay ranges and recognize specialist duties, citing retention and workload concerns.
At the Feb. 11 Pulaski County Special School District board meeting, dyslexia interventionists and the newly appointed classified PPC chair urged the board to revisit salary ranges and recognize the scope of classified specialist work.
Several classified dyslexia interventionists said they were excluded from recent range increases that moved other classified positions up one pay slot. Elizabeth Foster told the board that more than 40 classified dyslexia staff were “looked over for raises” and said the work is intensive and often requires additional hours and second jobs to make ends meet. Shauna Hall, who identified herself as a dyslexia interventionist at Robinson Elementary, described daily responsibilities including screenings, individualized instruction, family partnerships, and multiple duties beyond direct instruction.
Mendiola (first name given as in public comment) said she worked two jobs to make ends meet and asked the board to consider adjusting the dyslexia interventionist pay range from range 8 to range 10; speakers said paraprofessionals recently advanced to range 9. The group asked the board to study classification and compensation changes in a future budget cycle if immediate changes are not feasible.
Angela Nichols, newly appointed chair of the Classified Personnel Policy Committee (PPC), reported that the committee launched a districtwide survey of classified staff and urged the board to honor prior promises on compensation and support. Nichols said the committee would share survey results with the board and called classified staff “indispensable” to district operations.
Board members acknowledged the comments. No formal pay‑range change was voted at the meeting; speakers requested a reexamination of classifications and budget priorities.
The presenters framed their request as aimed at retention and program quality, noting that dyslexia interventionists provide specialized evidence‑based instruction that affects reading outcomes and overall student success.
