Shakopee schools report sharp rise in special‑education enrollment; district cites staffing, funding strains
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Summary
Director of Special Services Julie Fred told the board the district now counts 1,564 students in special education — about 350 more than in 2020 — and described staffing shortages, new mandatory CEIS status and steps the district is taking to expand programs and staff training.
Shakopee Public School District officials warned the school board on Feb. 9 that special‑education enrollment has risen sharply and is stretching staff and program capacity.
Julie Fred, the district’s director of special services, told members the district’s unduplicated special‑education child count stands “we're currently at 1,564,” a rise of roughly 350 students since October 2020. Fred said a large share of the increase is in higher‑need placements — students who require center‑based or Setting 3 services for developmental or medical disabilities.
That growth is colliding with a regional shortage of licensed special‑education teachers. Fred said the district continues to hire staff on Other Field Permission (OFP) licenses while many state regulators signal a preference for fully licensed special‑education teachers. “Most of the directors in our region and throughout the state are still hiring teachers off of an OFP,” Fred said, adding that without that flexibility many classrooms would be without adults in front of students.
To respond, the district is expanding Grow‑Your‑Own and apprenticeship pathways that allow paraprofessionals to earn licensure while they work. Fred said four paraprofessionals will enter a two‑year apprenticeship this summer that leads to licensing and increased classroom responsibility. The district is also using federal CEIS (Coordinated Early Intervening Services) funds to add a board‑certified behavior analyst (BCBA) and other supports intended to move students into less restrictive placements where appropriate.
Fred also reviewed replacement and supplementary curricula the district uses for students with significant needs — including STAR Functional Academics, Language Live, TransMath and programs that support phonics and executive functioning — and said training and implementation have been prioritized in center‑based classrooms.
On funding, finance staff said special‑education costs are substantial; in conversation during the presentation a staff member estimated total special‑education spending in the district on the order of $25,000,000, and noted federal funding covers only a fraction of that expense. Board members asked for more precise budget figures; staff said a more detailed fiscal breakdown will be provided in follow up.
The board did not take formal action but discussed next steps including targeted hiring strategies, continued use of federal CEIS funds, and advocacy with state partners about licensing and funding constraints. Fred said the district will continue to track enrollment and staffing needs and return with specific budgetary recommendations.
What happens next: The special‑education office will provide more detailed fiscal figures and a staffing plan as part of the district’s upcoming budget revisions and will continue the apprenticeship and Grow‑Your‑Own efforts to increase licensed staffing.
