One item at the meeting was the presentation by Dr. Charles, the director of special education, who introduced a new model for part-time paraprofessionals. Dr. Charles emphasized the importance of adapting to evolving student needs, pointing out that the district requires 80 paraprofessionals to meet legal requirements and best practices, contrary to misconceptions about needing full-time positions. He shared that each paraprofessional is assigned based on individualized student needs, as outlined in their Individualized Education Plans (IEPs), and addressed misunderstandings about one-to-one paraprofessional assignments. He clarified that not all one-to-one supports are full-time and that ratios like 3:1 or 5:1 are impractical.

Dr. Charles presented statistical data showing that only 17% of the district’s 472 classified students require paraprofessional support, highlighting previous inefficiencies due to exceeding necessary staffing numbers. He stressed the importance of fostering independence among students and aligning resources with actual needs. Challenges such as attendance and staffing consistency were noted as issues, with absences among staff leading to service gaps, particularly in specialized services like speech therapy. Dr. Charles suggested that enhancing the culture of attendance and accountability could address these problems over time.

The board also discussed the implementation of a staggered staffing model to improve coverage for students requiring individual assistance. The proposed model involves overlapping schedules for two groups of staff to ensure adequate coverage during critical instructional periods. It aims to minimize support gaps when full-time staff are absent. The speaker highlighted the importance of accountability and aligning staffing with IEP needs, sharing insights from other districts that successfully adopted similar models.

Training for paraprofessionals was another focal point, with calls for a structured program to provide consistent instruction across special education areas. The speaker advocated for a collaborative training approach involving parents, teachers, and administrators, emphasizing the need for understanding specific behaviors and needs associated with different disabilities. Additionally, an awards recognition program for paraprofessionals was proposed to foster appreciation and support.

On the transportation front, the board examined plans to bring services back in-house by the 2026-2027 school year. The decision aims to address persistent timing and behavioral issues with mixed-age groups on buses and to reduce overtime costs due to delays. By managing transportation internally, the district hopes to save approximately $500,000 and improve operational control, allowing for faster communication with bus drivers and better responsiveness to parent concerns.

Logistical considerations include hiring 24 part-time drivers, each working about 29.5 hours per week, without medical benefits. The district plans to appoint an in-house safety trainer to ensure comprehensive safety protocols, including wheelchair safety and child checks. The board discussed the maintenance of new buses and parking logistics, with existing school parking lots being utilized and potential off-site options considered if necessary.

The meeting also addressed school start times, with two models under consideration for the upcoming school year. Parents will be surveyed to determine preferences for start times, which could impact transportation schedules. Concerns about increased disciplinary incidents on buses were noted, with measures such as separating age groups discussed to mitigate issues.

During public comments, a teacher raised concerns about salary discrepancies, noting an increase in the transportation supervisor’s salary compared to smaller raises for teachers. The teacher questioned the district’s compensation decisions, highlighting inequities between part-time bus drivers and aides.