Special Education Program Update

Recent legislative changes to how the AEA system operates has created seismic changes for school districts all across Iowa. In the past, we relied on the AEA to help perform a multitude of functions and support in the operation of our special education program. While we are still able to rely on the AEA for some support, important functions have been shifted to the local school district. Additionally, all of the funding for AEAs that had previously flowed through local districts to the AEA now is controlled by the local district with caveat. For example, 90% of our special education funding goes back to the AEA while the district retains the final 10%. I suppose one could argue they are doing 90% of what they previously did, but the 10% they are not is a very important part. 

How best to maximize the remaining 10% is a question we are trying to answer. Many of my colleagues have determined the best course is to use that funding to add a special education director. By sharing that administrative function with other school districts, not only can they share the cost burden of that administrator, they can also capture operational sharing incentives that make it practically financially neutral. This is a sound decision and fiscally wise for these school districts. Perhaps that could be the solution for Hudson? While all of our administrators have deep experience and our primary vocational disciplines vary widely; none include special education. Even so, I say not so fast. In my view, adding administrative overhead should not be the default option for us. The decision to add a middle school principal this year was one that was carefully scrutinized, studied, and debated for months prior to ultimately moving forward. I can look back now and see that was a wise decision.

Yet, I am unmoved on how to best move our special education program forward in light of these changes to the AEA. At the same time, I acknowledge the additional responsibility now borne by the school district. I have many questions that need to be answered, and this legislative act, coupled with demographic changes in our district have created a confluence of challenges that are best studied and scrutinized carefully. To that end, we engaged in a program evaluation administered by the AEA to 'pop the hood' and see what is going on in our special education program. 

Admittedly, some of this is driven by an economic desire to lower costs in our special education program. You may recall from my September 15th post on the financial condition of the district when I provided this commentary about our special education deficit:

In our case, the special education program for Hudson Schools ran a deficit of $771,671.30. That is an increase of almost $100,000 from one year ago. As enrollment grows, so too does the number of students served by the special education program. Likewise, the cases become much more complex requiring even more specialized services. If there is good news, so far this year we have fewer students attending specialized schools and one fewer special education teacher on staff. However, those teachers have shared they are facing significant headwinds when it comes to properly servicing their individual caseloads.

The deficit alone is reason enough to take a close look at how we are operating our special education program. Indeed, it is incumbent on us to figure out a way to reduce the deficit. (For what it's worth, our projected deficit for the 2025-2026 school year is considerably less, mostly due to fewer students attending special schools.) Additionally, we are trying to answer the following question:

1. Would it be beneficial, and is there a way to change our delivery model to a 'push in delivery system' (co-teaching) to ensure we are serve students in the least restrictive environment. (This could also allow us to repurpose some of our special education classrooms to general education classrooms.)
2. Is our staffing pattern appropriate and do opportunities exist to streamline and create efficiencies in our special education workforce?
3. What specific indicators are important for the general supervision of the program including decision making and resource allocation?
4. What professional learning programs would be appropriate to ensure that not only quality IEPs are written, but research based SDI (specially designed instruction) are being deployed during instruction?

Our special education program evaluation began on October 20 and included observations of classroom instruction, interviews with teachers, and focus groups with a variety of stakeholders that included parents of students in the program. It also consisted of a comprehensive review of our data, with a focus on compliance; not only with state but federal regulations. On November 4, the results of the evaluation were shared with the administrative team and we began to examine a draft of the report. We are currently identifying priorities and in the next couple of weeks will identify the needs, barriers, and work with our staff to develop a plan of action. 

In this interim period, I have asked the AEA team to prepare an executive summary report that we anticipate will be ready by Thanksgiving. I don't want to give too much away, but the findings did confirm that we have an outstanding staff and have much to celebrate! Stay tuned, more to follow!