Special Services Spotlight: Watertown Sees Rising Enrollment in Special Education

"Highlighting Special Education Growth: Watertown's Arrows Embrace Increasing Enrollment in Supportive Services, Featured by Northeast Radio SD."

Northeast Radio SD News – Watertown, SD - During the discussion portion of Monday’s meeting, Dr. Jennifer Bollinger, Special Services Director, provided a comprehensive update on Special Services within the Watertown School District, highlighting a trend of increasing enrollment in special education programs.

Defining Special Education and the IEP

Dr. Bollinger reminded the board that special education is customized instruction designed to meet the unique needs of students with disabilities across 14 different categories. As of December 1st, “child count”—a federally required snapshot—the district is serving 653 students with active Individualized Education Plans (IEPs). These services range from specialized instruction to speech, occupational, and physical therapy, as well as behavior support.

A Rising Trend

A five-year analysis of enrollment data revealed a notable trend: while general enrollment in the district is slightly declining, the number of students receiving special education services remains steady or increases.

“This is a statewide trend... where we’re seeing general education population go down, but the special education population either remaining the same or going up,” Dr. Bollinger stated.

The data showed that special education enrollment has increased to approximately 19% of the total student body. Dr. Bollinger attributed this to more effective universal screening and early identification programs, such as RTI (Response to Intervention), which help catch students’ needs earlier.

Category Shifts and Staffing Needs

The district is also seeing a shift toward categories that require lower student-to-staff ratios or more paraprofessional support. Since 2021:

·         Students qualifying under the Autism category increased by 42.6%.

·         Multiple Disabilities qualifications rose by 72.7%.

·         Speech-Language needs increased by 16.7%.

Dr. Bollinger emphasized that staffing needs are driven more by the type of disability than the total number of students.

Comprehensive Support Systems

The report detailed the various ways the district meets student needs, including:

·         Least Restrictive Environment (LRE): Ensuring students are educated with non-disabled peers whenever appropriate to improve academic and social outcomes.

·         Child Find Responsibilities: The district is legally required to identify and evaluate children with disabilities from birth through age 21, including those in private or home schools.

·         Specialized Centers: The district operates Structured Learning Centers at Jefferson for students with significant cognitive delays, and Alternative Education programs from 1st grade through high school at Mallett.

·         Transition Campus: A program for 18-to 21-year-olds focusing on functional and vocational skills to foster independence after graduation.

Board members commended the special education staff for their dedication, particularly following a successful recent state audit.