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Clover schools report staffing stability but miss a special-education timeline by one day
Summary
District special-education leaders told the Clover School District board that student headcounts reported in October have trended down from 1,072 in 2022, staffing is fully in place for 2025'26, but the district missed a required 60-day evaluation timeline by one day and has adopted new checks to prevent future lapses.
Clover School District special-education staff presented a two-part update to the board on district enrollment, staffing, assessment results and corrective steps. Superintendent Dr. Quinn introduced the report, noting the presentation would be split across two meetings.
Miss Mowtowski and Miss Miles, the district's special-education presenters, said the district's October headcount has trended down from 1,072 in 2022; as of Feb. 16 the district had 109 students identified as students with a disability. "We right now have 109 students identified as a student with disability," one presenter said, and the district reported being "fully staffed" for the 2025'26 special-education positions, which staff said supports delivery of individualized education program services.
District leaders listed the three largest disability categories as specific learning disability, other health impairment and autism. They told the board the state counts case-loads differently, and that a full resource case-load under state guidance is 33 students; Clover's averages are substantially lower, staff said, enabling more one-on-one or small-group instruction.
On assessments, presenters said fourth-, seventh- and eighth-grade ELA showed increases compared with 2023'24, while math growth was limited (noting an increase only in eighth grade). In end-of-course results, staff reported gains for students with disabilities in English II, biology and U.S. history in the most recent reporting period.
The presenters also described the district's state profile determination and two areas where Clover did not receive full points: a finance compliance item related to parentally placed private-school students and a missed 60-day evaluation timeline. "We missed the timeline by one day. It was completed on the 61st day," a presenter said, and staff described steps taken to address the lapse: a 45-day scheduling checklist, closer monitoring by the lead psychologist and additional checks and balances intended to restore 100% compliance.
District staff emphasized instructional actions planned for March, saying teams of teachers and support specialists will present specific changes to close achievement gaps for students with disabilities. Presenters highlighted growing use of augmentative communication devices for students with moderate-to-severe needs and expanded collaboration between special-education and general-education teachers as practices the district expects to scale.
Board members asked how the district will maintain extracurricular and inclusion programs as it opens new schools; presenters said Special Olympics and other unified activities will continue districtwide and that program placement may shift between campuses but will remain available to students.
The district did not propose any immediate policy changes at the meeting; staff said they will return with instructional details and additional data in March.
