During a recent school board meeting, educators and parents voiced urgent concerns regarding the state of special education programs within the district, highlighting significant challenges that threaten the well-being of students and the effectiveness of educational support.

Suzanne DeCote, a teacher in a K-12 sensory classroom, described the overwhelming conditions in her classroom, where her caseload has nearly doubled from eight to fifteen students. She emphasized the chaotic environment, which includes students with significant behavioral needs, and called for immediate action from district leadership to ensure that vulnerable preschool and kindergarten students receive the appropriate support they require. DeCote criticized the current practice of placing students in sensory classrooms as a temporary solution rather than addressing their educational needs through early intervention.

Caitlin Kaldart, a teacher with a decade of experience, raised alarms about staffing changes that would reduce the number of full-time special education teachers from three to two and a half, despite having 22 students in her class. She argued that special education students require consistent, all-day support, and that moving students to new classrooms midyear could lead to anxiety and regression in their progress. Kaldart stressed the importance of stable relationships between students and their educators, which are crucial for effective learning.

Angie McNearney, another special education teacher, echoed these sentiments, expressing concern over the implications of reducing teaching staff and the potential disruption to students' learning environments. She highlighted the individualized approach necessary for each student and questioned how students would be adequately supported if their teachers were only available part-time.

Parents also expressed their worries. Matt Dutcher, whose son is in the FSA program, questioned the rationale behind moving students to a general education environment for half the day, arguing that it could violate individual education plans (IEPs) and negatively impact the learning experience for all students involved. He emphasized the importance of maintaining age-appropriate educational settings and the potential challenges that could arise from such transitions.

The discussions underscored a critical need for the district to reassess its approach to special education, ensuring that the unique needs of students are met with adequate resources and support. As the school year progresses, the urgency for action to address these issues has never been clearer, with educators and parents alike calling for a commitment to prioritize the educational and emotional well-being of some of the district's most vulnerable students.