Instead of making breakfast, mother Michelle Sams prepared for a lengthy call with Stillwater Public Schools about her son’s IEP.
“This isn’t just about my son,” Sams said. “It’s about every special education student in this district. They deserve better.”
Stillwater Public Schools (SPS) serves over 1,100 students with special education needs with their own Individualized Education Programs, but a $5.5 million budget shortfall has placed the district in a difficult position. Recent changes in Oklahoma’s third-grade reading retention law, and pandemic-driven increases in special education enrollment have strained the district’s resources. These cuts are now forcing tough decisions that affect families like Sams’, teachers, staff and administrators.
Sams, whose son has autism, said larger class sizes and reduced access to one-on-one support have hindered his progress.
“The policy changes and funding cuts are forcing schools to prioritize the numbers, not the needs,” Sams said.
Her concerns reflect a growing unease among parents, teachers and administrators. Considering the Nov. 12 school board meeting, during which the board discussed the budget cuts and their potential impact on special education programs. The meeting left many questioning how the district could maintain its commitment to students with special needs while facing such significant financial challenges.
During the meeting, it was announced that special education and instructional support positions would be among the hardest hit by the budget cuts. Special education services, which have always required higher funding due to the individualized nature of the programs, are now under severe pressure. Chief Financial Officer Kristie Newby said the cost of spending for students in general education is nearly double the amount spent towards students in special education.
“Currently, we’re spending an average of $6,600 more per special education student than on a general education student,” Newby said. “But with a $5.5 million shortfall, we have to make some tough decisions.”
The district has seen an increase in the number of students needing special education services, from 1,070 before the pandemic to 1,131 today. Newby mentioned that the Special Services budget, which stood at $6.6 million before the pandemic, has grown to $7.3 million. Despite this increase, it still falls short of covering the rising demands.
The increase in funding is largely due to the growth in student enrollment and the district’s efforts to meet pandemic-related challenges. However, the funding still does not match the increase in student needs. Newby explained that while the funding for special education has increased, so have the costs, leaving the district with a difficult balancing act.
“Other districts have faced similar challenges, but our funding structure is unique,” Newby said. “We don’t have the luxury of comparing with other districts to see how they’re handling this because funding varies so greatly.”
For teachers like Janette Elliot, a mother of two sons who graduated from Stillwater’s Special Services program, the funding gap is glaring.
“I see firsthand what our students need,” Elliot said. “We’re seeing more kids with severe needs, but resources like instructional assistants and specialized materials aren’t keeping up.”
Sams also feels the growing pressure. Last year, her son was placed in a larger general education classroom to meet state inclusion requirements but struggled to stay engaged.
“He missed out on the tailored support he needs to thrive,” Sams said. “The very policies meant to include him are excluding him in a different way.”
A key issue in the budget debate is how the district allocates its funding. Former Assistant Superintendent for Educational Services. Cathy Walker said the district is exploring creative solutions.
“We’re considering staffing adjustments, looking for additional grants, and optimizing existing resources to ensure we meet the needs of our students,” Walker said.
Still, teachers remain cautious about how the cuts will impact day-to-day instruction. An anonymous middle school special education teacher described the situation as “walking a tightrope.”
“We’re trying to do more with less,” the teacher said. “It’s a balancing act between meeting compliance standards and addressing individual student needs.”
The financial pressures facing SPS extend beyond special education. Newby pointed out that the state-level funding reductions and rising operational costs have impacted the district’s overall budget. While special education services are federally mandated, other instructional areas are often sacrificed to balance the budget.
“The money we’re getting from the state is just not enough,” Newby said. “We’ve had to make difficult decisions across the board to balance the books.
The board meeting also revealed that, in addition to cuts to special education, the district will eliminate instructional support staff positions. These positions, which are vital in supporting teachers and students across various programs, are being eliminated to ensure core educational services remain intact.
“Cutting instructional support positions is especially difficult,” said Melisa Kifer, Executive Director of Special Services. “These are the people who work with teachers to provide hands-on assistance to students. Without them, our ability to meet students’ needs will be compromised.”
Kifer recalled how, during the pandemic, SPS teachers, parents and staff came together to ensure that students with special needs were not left behind. This community-driven effort involved creating new learning environments, providing specialized resources and ensuring students had access to the services required to continue their education remotely.
“Our community has always rallied to help our students,” Kifer said. “But now, with the cuts, we’re looking at a new level of strain.”
Parents like Sams are not convinced that these efforts will be enough to address their children’s growing challenges. They worry that, despite the district’s best intentions, the budget constraints and staffing shortages will ultimately reduce the level of support and individualized care their children need to thrive in the classroom.
“The district’s hands may be tied in some ways, but as a parent, it’s frustrating to see my child caught in the middle,” Sams said. “We need stronger advocacy at the state level for better funding and more realistic policies.”
Kifer emphasized that while the budget cuts are undeniably tricky for everyone involved, the district is doing everything possible to minimize its impact on students and teachers. She highlighted the district’s commitment to maintaining essential services while exploring alternative solutions to preserve the quality of education and support for students with special needs.
“We’re pushing forward with new initiatives, including professional development for our teachers and investing in assistive technology for students,” Kifer said. “These resources will make a difference, but they won’t replace the human support that our students need.”
Despite the challenges, positive steps are being taken to address these issues. The district has expanded its use of assistive technology, which has helped students with disabilities gain better access to learning. Additionally, SPS has launched new professional development programs to equip teachers with the skills they need to meet the needs of a diverse student body.
“These investments are helping us meet students where they are and give them the tools to succeed,” Kifer said. “They’re small victories, but they are victories nonetheless.”
For Sams, those small victories offer hope but also underscore the urgency of the larger issues.
“Every step forward is worth celebrating,” Sams said. “But we can’t ignore the fact that there’s still a long way to go.”
As SPS prepares for another challenging year, the district’s leaders are focused on finding solutions, including staffing adjustments, maximizing grant opportunities and expanding programs like AIMS. They are committed to doing what’s right for their students despite the obstacles ahead.
“We know the path forward won’t be easy,” Walker said. “But we’re committed to doing what’s right for our students.”
For parents in situations similar to Sams’, that commitment means everything. Seeking assurance that their children will receive the necessary support to succeed. It is this dedication to meeting students’ needs that gives them hope for the future.
“At the end of the day, all I want is for my son to have the same chance as everyone else,” Sams said. “That’s what every parent wants.”