Systemic Issues in Special Education Programs Highlighted in New Report
A recent investigation by the Idaho Department of Education has uncovered serious systemic problems within the special education programs of the Soda Springs Joint School District. The findings reveal that the district is not meeting the necessary standards to support students with disabilities, raising concerns about the quality of services provided and the overall structure of the program.
The investigation was initiated in April following four separate complaints from parents and students. After a thorough review, the department released a report last month that confirmed three major allegations against the district. These findings have prompted the district to implement a corrective action plan aimed at addressing these issues and ensuring compliance with federal regulations.
Key Findings from the Investigation
One of the primary issues identified was the lack of proper qualifications among classroom personnel, related service providers, and paraprofessionals. Many staff members were found to be providing services without the necessary credentials, which directly impacts the quality of support students receive.
Another significant concern was the failure to provide special education services in accordance with individualized education programs (IEPs). The report noted that many IEPs were not in effect as required, and service providers were not adequately informed of their responsibilities regarding specific accommodations and modifications.
Additionally, there was a widespread lack of documentation in student files, which made it difficult to track progress and ensure that services were being delivered as outlined in each student’s IEP. This issue was attributed to insufficient staffing, limited training for paraprofessionals, and an overwhelming number of students requiring support.
Challenges at Each School Level
The investigation examined the situation at all three schools within the district—elementary, middle, and high school—and found consistent challenges across all levels.
At the elementary school, some students’ special education programs did not align with their eligibility reports, and several files lacked required progress reports. There was also a general absence of documentation, which was linked to staffing shortages and inadequate time for training.
The learning lab, designed to support students with IEPs, faced a shortage of paraprofessionals. Lesson plans were often created but rarely delivered to students, and the high turnover rate among staff further complicated the situation.
At the middle school, similar issues were observed. The resource room was managed by an interim teacher who had limited experience and no mentorship. Paraprofessionals in the room received minimal training, and the classroom size was often too large for effective instruction.
The high school also struggled with understaffing and a lack of curriculum resources. Special education teachers were forced to create lesson plans from scratch, leading to inconsistencies in instruction. Additionally, students without formal IEPs sometimes used the resource room for testing purposes, further straining the system.
Corrective Action Plan
In response to the findings, the district must now follow a comprehensive corrective action plan to return to compliance with the Individuals with Disabilities Education Act (IDEA). This includes forming a team consisting of key district officials and working closely with an Idaho Special Education Support and Technical Assistance coordinator.
The team is required to develop and submit an action plan by August 22, with monthly check-ins throughout the 2025-26 school year. The district must also finalize a staffing plan by August 1 to ensure the recruitment and retention of qualified special education personnel.
Training outlines, protocols, and a letter of assurance from the school board chair are also required by September 1. The district will need to document its hiring efforts on a monthly basis until the corrective action plan is fully implemented.
Once the Idaho Department of Education receives the necessary documentation and confirms that the district has met all requirements, the case will be formally closed.
Ongoing Concerns and Future Implications
The findings from this investigation highlight the urgent need for systemic improvements in the district’s special education programs. While the current staff is doing their best with limited resources, the lack of support, mentorship, and training continues to hinder their ability to meet the needs of students with disabilities.
As special education becomes a central topic in upcoming legislative discussions, the district’s challenges underscore the broader funding and resource gaps that many schools across the state face. Addressing these issues will require sustained effort, investment, and collaboration between educators, administrators, and policymakers.