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Superintendent recommends cutting four MTSS specialist roles amid staffing reallocation for growing EL and special‑education needs
Summary
Superintendent presented 2025–26 staffing recommendations including discontinuing four MTSS specialist roles while retaining 12 instructional support roles and adding ESL and special‑education positions. Board members and staff raised concerns about transition planning and the timing of notices to team members.
The superintendent (title used in meeting remarks) presented the district's proposed staffing plan for 2025–26 and recommended discontinuing four MTSS specialist FTEs that had been sustained through federal COVID relief funds, while maintaining a team of 12 instructional support positions (a reading specialist, math specialist and instructional coach at each building). The superintendent said the MTSS specialists "have been instrumental" in developing the district's MTSS processes but framed the recommendation as a sustainability decision because temporary federal funds have been exhausted.
The superintendent explained the decision was not made lightly and emphasized plans to engage principals, assistant principals and the remaining instructional support team members to redistribute responsibilities, refine PLC structures and determine data‑analysis workflows. Several board members and staff expressed concern: one member asked why positions were being removed before a fully developed redistribution plan, and the superintendent said the aim was transparency and time to collaborate on next steps rather than a surprise layoff.
The presentation also flagged demographic and program pressures driving the staffing recommendations: district enrollment shifts, an increase in students who speak a language other than English (district figure cited at 69%), and a reported 39% of students receiving EL services (an increase of 14 percentage points over five years and 25 percentage points since 2020). To respond, the superintendent recommended a 1.0 FTE bilingual Arabic teacher at Devonshire and two additional ESL specialist FTE to move toward one ESL specialist per building, along with two additional special‑education teaching positions.
Board members thanked administration for data and urged careful communication with staff. The superintendent said the district will continue to present data to the board and work with staff as plans are refined.
