March 7, 2024

As the 2024-25 school year approaches, the special education administrative team is actively engaged in planning to ensure that programming is tailored and appropriately staffed to support the unique needs of students with individualized education programs (IEPs). Within Lakeville Area Schools, the student demographic requiring a full continuum of services fluctuates annually due to IEP meetings, new enrollments, and various other factors.  

For the majority of students with IEPs, their required services and staff support are integrated into their assigned neighborhood school. In other words, most students can access the necessary support without having to relocate from their neighborhood school. However, there are instances where students may require specialized services in center-based programs requiring them to spend a significant portion or the entirety of the school day outside the general education classroom. These programs and classrooms are termed “center-based” and are intentionally organized by the District to ensure the provision of a free and appropriate public education. Center-based programs are not available at every school building, and placement decisions depend on individual student needs. 

The location of the center-based programs may change based on the number of students requiring services and available space at schools. While it is a priority to keep students programmed in their assigned neighborhood school, and following a natural path through the school system, the larger priority is having the services and programs available to meet the required needs as outlined in the IEPs. With the completion and approval of the school boundary changes by the school board, the special education administration is now immersed in the annual planning process for the upcoming school year. 

Although program location changes are not part of the boundary change process, the School Board’s Guiding Change Document underscores the importance of students remaining in their assigned neighborhood schools, and with their peers, as much as possible. As the department considers changes or non-changes for the 2024-25 school year, these principles guide decision making.

Given that the special education department had to wait until boundaries were established to initiate this process, the department is now working diligently to make staffing recommendations for the upcoming school year. Once the planning is finalized, impacted families will receive additional information. The department is aiming to complete this work by mid-to-late March. Your patience is appreciated as we continue our annual planning, budgeting and staffing process.