Overview of the Autism Services Restructuring
The Savannah-Chatham County Public School System (SCCPSS) has initiated a significant restructuring of its Autism Services in preparation for the 2025-2026 school year. This decision comes as a response to an increasing number of students with autism within the district. Executive Director of Specialized Learning, Selina Ruth-Gillans, emphasized that the changes aim to better align the curriculum with the specific needs outlined in each student’s Individualized Education Program (IEP), which is a legal requirement under the Individuals with Disabilities Education Act (IDEA).
One of the most notable updates is the reorganization of the Preparing Students with Autism for Classroom Education (PACE) program. This initiative serves 452 students in grades K-8 and has been in place for over two decades. On July 21, the district held two closed parent-student meetings to discuss the new grade band groupings: K-2, 3-5, and 6-8. These changes are intended to allow for more targeted educational resources and support.
Despite these efforts, some parents have expressed concerns about the timing and communication surrounding the changes. A parent who chose to remain anonymous shared that they received the notification letter about the meetings only a week before the event. Ruth-Gillans confirmed that the letters were mailed on July 11. The parent raised concerns about the potential stress caused by moving to a new classroom or building without sufficient time to adjust.
Parent Concerns and Communication Issues
The parent highlighted that the changes could impact their child’s IEP, which outlines specific educational needs. Under Georgia law, parents should be involved in any decisions that affect their child's educational plan. However, the parent felt that the process was rushed and lacked transparency. They noted that the initial notice of potential changes was issued on May 22, but it did not include details or an invitation for discussion. The specific restructuring details were only provided during the July 21 meetings.
Ruth-Gillans explained that the restructuring discussions began when projections for the 2025-2026 school year included factors such as incoming transfer students, newly eligible students, and those advancing from preschool intervention programs. She mentioned that the data indicated an "exponential growth" of students with autism in the district, though she could not identify the exact causes of this increase.
Impact on Staffing and Resources
As part of the restructuring, the district plans to create six new classrooms for autism services. This will require hiring six additional teachers and 12 paraprofessionals. According to the Chief Human Resources Officer, Ramon Ray, 22 of the 90 classroom teacher vacancies are for special education positions. However, the district has yet to clarify how these vacancies will affect the hiring for the new autism classrooms.
The parent also raised concerns about the reliance on paraprofessionals rather than qualified special education teachers. Ruth-Gillans responded that paraprofessionals can provide supportive services if specified in a student’s IEP. She added that the new structure aims to ensure that all students receive the necessary instructional minutes.
Legal Considerations and Parental Rights
Under IDEA and Georgia law, parents have certain rights regarding their child’s IEP. This includes being involved in meetings related to changes in their child’s educational placement and receiving notice before any changes occur. Ruth-Gillans clarified that a change of location is not the same as a change of placement, per the regulations. However, the parent argued that the reassignments were not made with consideration for individual student situations.
Georgia law does not clearly define “location” or “placement,” leading to confusion among parents and educators. An advocacy sheet from Disability Rights Arizona highlights that “educational placement” refers to the program and learning environment, while “location” refers to the physical setting where services are provided. This distinction is crucial in determining whether a move constitutes a change in placement.
Military Families and Additional Challenges
The parent also identified themselves as an advocate for military families with children who have autism. They pointed out that military families face unique challenges, including deployments and reassignments, which can compound the effects of school changes. Ruth-Gillans acknowledged that military compassionate assignments have been considered in the restructuring process, though the parent expressed skepticism about the district’s commitment to addressing these issues effectively.
Conclusion
The restructuring of autism services in the Savannah-Chatham County Public School System reflects a growing need to adapt to the changing demographics of students with autism. While the district emphasizes the benefits of more targeted educational resources, some parents feel that the process lacked transparency and adequate communication. As the district moves forward, it will be essential to address these concerns and ensure that all families are informed and involved in the decision-making process.