In a recent government meeting, officials discussed the pressing need to enhance curriculum instruction across the district, particularly for students with Individualized Education Programs (IEPs). The conversation highlighted the challenges posed by a shortage of qualified special education teachers, which has led to a reliance on educational assistants to support instruction. This situation complicates the delivery of specialized education, as the law mandates adequate services, but resources are limited.

The discussion underscored the importance of individualizing IEPs to meet students' needs effectively. However, the current staffing model, which includes an increase in behavior analysts and educational assistants but not special education teachers, raises concerns about the quality of support provided. Officials acknowledged the difficulty in attracting more special education teachers and suggested that a fundamental change in how public schools deliver special education may be necessary.

Additionally, the meeting addressed the need for administrator support in training programs. Questions were raised about the certification of administrators in restorative practices and the training planned for the MAX program and sensory immersion rooms. It was noted that the School Empowerment Network does not certify administrators in their curriculum, indicating a gap in training that could impact the support provided to teachers.

Overall, the meeting highlighted significant challenges in special education staffing and the need for comprehensive training for both teachers and administrators to ensure effective support for all students.