Board discusses returning self-contained special-education services to zoned schools and expands tutoring; administrators cite staff and funding constraints
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Summary
Administrators described shifting many self-contained special-education classes back to students' zoned schools, reported early tutoring participation (792 students, 167 teachers), and warned of possible federal IDEA funding reductions; trustees urged stronger support-staff pay to aid recruitment.
School District Five administrators told trustees on Feb. 23 that the district is changing how it assigns intensive special-education services so more students can be served in their zoned schools and within local feeder pathways.
Superintendent Dr. Ross said the district is not changing all special-education services wholesale but is prioritizing "intensive services or self-contained classes" to be available within neighborhood schools where feasible, reducing the need to move students across the district. "We're really not talking about all special education... We're even talking about as intensive services," he said, describing the intent to provide services closer to students' homes and to create more consistent feeder pathways.
Trustees asked whether moving a special-education student's school requires an IEP meeting. Staff responded that a change in "placement" requires an IEP meeting while a change in "location" may not, though staff emphasized they would hold conversations with families when moves occur.
Administrators also reviewed tutoring and intervention efforts: week one of the district tutoring program served 792 students with 167 teachers participating; elementary tutoring meets three days a week, middle and high school sessions meet two days a week, and selection targeted students between the 20th and 30th percentile in ELA or math at elementary/middle levels and students with 65 or below in core subjects at high school.
On funding, staff said the district recorded total special-education expenditures for 2024–25, and they anticipated cuts from federal IDEA funding for 2025–26. Trustees raised concerns about recruitment and the need to be more aggressive on pay for teachers and cafeteria/support staff; Trustee Satterfield urged the board to consider stronger pay increases and noted high turnover among support positions.
Why it matters: The shift toward providing self-contained services in zoned schools aims to reduce student disruption and equalize service availability districtwide, but it requires staffing, targeted funding and clear family communications. Tutoring expansion is an immediate intervention intended to support students performing below benchmarks.
What's next: Staff said they will continue messaging with parents, hold open-house orientation sessions at schools, and include special-education families in placements and staffing dialogues as the district finalizes assignments through mid-July.