Special education update: Tea Area reports small net decrease in IEP count, growth in autism category
Loading...
Summary
District special education staff reported 388 students on IEPs (down 4 from last year), level-specific shifts (autism up 11), 24 out-of-district placements and preliminary funding projections tied to the legislative rebase year.
Mrs. Taylor presented the Tea Area School District’s December 1 preliminary special education child count and an overview of related programs and funding.
According to the presentation, the district recorded 388 students receiving special education services on IEPs—four fewer than last December. Mrs. Taylor described level-by-level changes: level 1 (milder disabilities, including speech-only and specific learning disability) decreased by about six students; level 2 decreased by about seven; level 3 increased by one; level 4 (autism classification) increased by 11 students; and level 5 (multiple disabilities) decreased by three. The district’s birth-to-3 prolonged services count rose by three students.
Mrs. Taylor said the district’s proposed funding calculations are based on last year’s funding levels and cautioned that state legislative rebase proposals are not final. She called attention to proposals that would reduce funding for some categories (for example, a roughly $2,000 proposed reduction at level 3 in the draft legislative materials) and to the overall uncertainty until final state action in March.
The presentation also covered placements and services: 24 students were placed in out-of-district programs (about 10–11 of those are transition-age students aged 18–21), and in-district specialized programs (autism, social-emotional and behavioral supports, and the Titan Learning Room) are intended to reduce reliance on out‑of‑district placements. Support-service caseloads reported include roughly 185 students receiving speech services and about 50–55 students receiving occupational or physical therapy services. Mrs. Taylor said the district has benefited from a school psychologist intern and outlined an internal student-needs calculator used to align staffing and funding with student needs.
Board members asked about moving staff among buildings to respond to shifting need; Mrs. Taylor said reallocations of paras, counselors and teachers have been made in the past but are disruptive midyear and are handled as team, IEP and administrative decisions. She also noted that testing out of services most commonly occurs at lower disability levels and is rare in autism and multiple-disability categories.
Next steps: district staff will continue to monitor counts as the state verifies December 1 submissions and will return to the board with budget implications after legislative action clarifies funding levels.
