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SELPA report: special-education enrollments up 25% over two decades; district proposes coaches, curriculum supports
Summary
A 20-year SELPA review presented to the Lodi Unified board found special-education enrollment rose 25% while general district enrollment fell 11%; the district plans instructional and inclusion coaches, curriculum supports and stronger MTSS to address rising caseloads, especially in autism.
The Lodi Unified SELPA presented a two-decade review showing special-education enrollment grew 25% while total district enrollment fell 11%, leaving the district serving 18.2% of students in special education compared with the state average of 13.7%.
Paul Warren, SELPA director, and colleagues said the largest proportional growth has been in autism eligibility, which the presentation characterized as an increase of 928% over the period reviewed. The SELPA team attributed growth to multiple factors, including earlier referrals, variability in site evaluation practices and gaps in tier 1 and tier 2 MTSS supports.
Proposed actions include hiring curriculum-specific instructional coaches for special education, adding an inclusion coach to support general-education teachers working with students with disabilities, targeted secondary-level supports, quarterly compliance audits and improved data broken down by site. Presenters also said the district is exploring limited uses of artificial intelligence for psych reports and goal writing.
Teachers and union representatives at the meeting applauded the review but repeatedly urged clearer ownership, measurable outcomes and site-level accountability. ‘‘This has to be the beginning, not the end,’’ Billy Yates, speaking for LEA Special Education, told the board. Several special-education teachers said the SELPA report did not fully reflect classroom realities and urged more teacher involvement in data collection.
Fiscal and program context: The presenters said they used the FICMAT efficiency tool for staffing benchmarks and that preschool through K–12 staffing ratios are within or better than industry standards. District staff noted that special-education costs are legally required to meet individualized IEP needs and therefore require ongoing fiscal balancing.
Next steps: Board members requested additional site-level data, clearer timelines and designated ownership for proposed measures; the SELPA said additional data are available and that the district can share deeper breakdowns by site.
Sources: Presentation and Q&A by Paul Warren (SELPA director), SELPA staff and public comments from teachers and union representatives at the board meeting.
