APS leaders present FY2027 special-education budget; board presses on impact aid, PED indicators and staffing

Albuquerque Public Schools administrators presented a FY2027 special-education budget overview on March 18 and fielded detailed questions about funding sources, compliance indicators and staffing.

Presentation highlights: The district said special-education programming serves more than 21,000 students and is financed with a mix of state and federal funds. Operational dollars primarily support teacher salaries, supplies, contracts and professional development; federal dollars supplement classroom supports, assistive technology and specialized instructional materials. Presenters cited IDEA Part B and ADA as governing frameworks for the programs and described special education as aligned to district goals and monitoring processes.

Key board questions and administration responses: - PED indicators and prior noncompliance: Board members requested the PED reports that identified IEP compliance gaps. Staff acknowledged earlier findings focused on IEP documentation and placement decisions and said the district was working to address those areas and would provide the PED materials to the board for review. - Impact aid and Native students: Members asked how the district uses Impact Aid funds — which the presenters said make up a modest slice of the federal budget (the transcript referenced approximately $185,000 of a larger federal budget line) — and requested a clearer breakdown showing what portion of those funds supports Native American students with disabilities. Administration said impact-aid dollars fund assistive technology, adaptive equipment and some mandated IEP items, and agreed to follow up with a more specific accounting for Native students. - Unit value and budget timing: Board members asked why the district prepares budgets before the state certifies the final SEG/unit value; staff explained the recurring timing mismatch with PED certification and the legislative calendar, and said the district builds preliminary budgets from the best available data. - Inclusion and supports: Board members asked whether students moved into inclusion are receiving IEP-mandated services. The district said placements are made through IEP team decisions, that services are driven by IEP minutes and that educational-assistant allocations follow IEP requirements. Administrators also said the district is not pursuing contracting out behavioral services.

What’s next: Administrators agreed to deliver the PED indicator reports, a clearer impact-aid-to-service breakdown for Native American students with disabilities, and requested follow-up details on elementary-to-middle school supports. Board members emphasized the need for compliance and transparent accounting as the district finalizes budgets for FY2027.