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Teachers and union representatives tell Paramount board training timing and staffing are straining classrooms
Summary
Multiple staff and union representatives told the board that mandatory compliance training, rapid implementation of co‑teaching and reduced staffing in inclusion classrooms have increased workloads and stressed teachers, with calls for better communication, compensation for training time and permanent staffing for special education inclusion classes.
A string of public commenters and employee representatives told the Paramount Unified School District board that implementation details and staffing decisions made over the summer have strained teachers and special education classrooms.
"All changes that we do make need to be in support of the student," teacher and resident Heather Vanity said during public comment, urging more timely communication and collaboration so changes do not add uncompensated work for staff. Employee representative Miss Aldridge and CCA parliamentarian Marian Gano repeatedly raised concerns about mandatory online compliance training that staff say totals more than five hours and, in many cases, must be completed without paid time.
Special education staff described classroom staffing shortfalls. AA Yardo, a special education teacher assigned to a TK inclusion class at Jefferson School, said the district had arranged a temporary non‑public agency aide beginning Sept. 23 but called that a "Band‑Aid" and asked the board to restore the original staffing plan of two certificated teachers and two classroom aides to meet students' intensive needs.
Board members acknowledged the concerns during their reports and asked staff to clarify how training time is being scheduled and how co‑teaching models will be staffed and supported. Marian Gano noted that contract negotiations are ongoing and asked for more flexibility and dialogue about training timelines.
District staff reiterated that they are tracking reclassification and attendance data and are implementing professional development and site supports; some training and staffing adjustments are framed as part of multi‑year implementation of new instructional models.
The public record at the Sept. 11 meeting shows repeated requests from teachers and union leaders for clearer timelines, compensation or time relief for mandatory training, and a permanent fix for the inclusion classroom staffing plan rather than temporary aides.
