Job Cuts, Special Ed Integration: Highlights from D300's Latest Meetings

Monday

D300 school board voted to cut 31 teaching, administrative and counselor positions.

The school board voted to cut the following positions during Monday's meeting:

• 27 teachers -- 5 of which the district anticipates being able to recall
• Two counselors
• Two high school administrators whose positions will not be refilled.

The following positions will be refilled or re-evaluated in light of the special ed overhaul (see article below):

• 14.6 teaching positions. These teachers were let go due to their performance and the decision was not made based on the 2011-2012 budget, according to the press release.
• The board accepted four teachers' resignations in lieu of discharge, according to the release.
• Six special education supervisors are being reassigned to other positions within the school district.

According to a press release, the board had to vote on the release during Monday's meeting due to a legal obligation set up in which districts must give notice in a timely manner before the end of the school year.

Some of those teachers may be called back to work if "funding becomes available this summer or if student enrollment exceed projections."

To read the full story, click .

Tuesday

The district recently contracted with the Urban Special Education Leadership Collaborative to review the academic performance of students with disabilities, effective and equitable cost control and appropriate and effective use of special education staff, including paraeducators.

The results of a special education audit throughout D300 were presented by Ron Felton, associate director for the Urban Special Education Leadership Collaborative.

Felton said “breaking down the silos” that separate teachers of special education, general education and English Language Learners from one another, was necessary to integrate students and break down barriers and stereotypes.

He reasoned, during the forum, that special education students should be more integrated into general education classrooms. He said that instead of being bussed to a different school, those with learning disabilities should attend their respective schools.

“If special education students make up 16 percent of the district, they should make up 16 percent of the schools,” he said. “If special education students are in more natural proportions, it is not noticed as much.”

Parents said they feared there students would not get the proper attention in classrooms and that some children would be singled out or picked on more. Others questioned the feasibility of making such initiatives happen considering the massive budget cuts within the district.

Administrators said the results would be a major factor in the overhaul of the district’s special education program. The district's plan will be released during a May 2 meeting.

-To read Amie Schaenzer's full story, click .