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Parents and teachers urge Rialto Unified to fix special‑education staffing and safety gaps
Summary
Multiple parents and special‑education teachers told the board that students lack one‑to‑one aides, combined‑class ratios have grown to 15:1 in some rooms, and incidents have caused serious harm; speakers demanded accountability and faster corrective action.
Dozens of parents, teachers and community members used the public‑comment period to describe persistent problems in special education services across Rialto Unified, saying staffing reductions and program restructuring have left high‑needs students without adequate one‑to‑one support.
Fernando Roblés told the board his young son has severe autism and sometimes needs two adults to keep him safe; Roblés said ‘‘the ratio is concerning’’ and urged the district to prioritize aides and behavioral supports. Frank Montes and several other speakers described historical and ongoing complaints that they say were not adequately addressed, including allegations of staff misconduct and cases parents say were met with transfers rather than remedial action.
Teachers and aides at multiple schools urged a return to smaller‑group models. Stefanie López, a parent, said her son required surgery after swallowing magnets in 2022 and that stronger staffing (including reliable one‑to‑one aides) might have prevented that injury. Karina Jiménez and Alejandra Monzón, special‑education teachers, described classrooms that now serve up to 15 students with a single teacher and one assistant, creating safety and instructional gaps; Jiménez said aides are often inconsistent or provided temporarily, which leaves teachers alone to manage crises.
Speakers called on the board to investigate how program restructures were implemented, to restore permanent staffing for transitional kindergarten and special‑education classes, and to provide clearer accountability about IEP (individualized education program) compliance. Mirna Ruiz and others said they have filed complaints and asked the district to respond more quickly; some threatened formal complaints to state education authorities if local remedies are not forthcoming.
Board members acknowledged the testimony. Trustee Williams said the board and staff are listening and that the district will revisit plans; interim Superintendent Dr. Jo invited parents to contact district staff directly and affirmed a commitment to research and corrective action. Trustees discussed forming a subcommittee to study special‑education operations, staffing reliability, and procurement choices that have affected service delivery.
The board did not take immediate disciplinary action at the meeting; trustees asked staff for follow‑up briefings and for documentation on staffing, IEP implementation and the district’s use of restricted special‑education funds.
