Radford reports 412 students with IEPs; board approves annual special‑education plan
April 08, 2026 | RADFORD CITY PBLC SCHS, School Districts, Virginia
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Radford City School Board members received the division’s annual special education report April 8 and approved the special education plan for the coming year.
Staff reported a December 1 child count of 412 students with individualized education programs (IEPs): 278 who live in Radford and 134 who attend the division but reside outside the city. The presenter summarized staffing levels (17 K–12 special‑education teachers, two early‑childhood special‑education teachers, roughly 23.5 paraprofessionals, 2.75 speech‑language pathologists and two school psychologists) and said roughly 98% of current special‑education grant funds are used for salaries and benefits.
The report noted increases in specific disability categories: specific learning disabilities rose (from 94 to 110 in the presented comparison) and autism diagnoses have increased considerably in recent years, which is driving higher demand for related services such as speech, occupational and physical therapy. Staff said the division is budgeting for additional support, including a planned SLP hire.
Board members complimented staff on compliance and results, and the board approved the special‑education plan by voice vote. Staff will continue to monitor child‑count changes and adjust staffing and related services as budgets and grant awards permit.
What this means: rising special‑education enrollment will affect staffing and service delivery plans; the division expects to use existing grants and the local budget to meet those needs and will return with staffing updates as necessary.
Staff reported a December 1 child count of 412 students with individualized education programs (IEPs): 278 who live in Radford and 134 who attend the division but reside outside the city. The presenter summarized staffing levels (17 K–12 special‑education teachers, two early‑childhood special‑education teachers, roughly 23.5 paraprofessionals, 2.75 speech‑language pathologists and two school psychologists) and said roughly 98% of current special‑education grant funds are used for salaries and benefits.
The report noted increases in specific disability categories: specific learning disabilities rose (from 94 to 110 in the presented comparison) and autism diagnoses have increased considerably in recent years, which is driving higher demand for related services such as speech, occupational and physical therapy. Staff said the division is budgeting for additional support, including a planned SLP hire.
Board members complimented staff on compliance and results, and the board approved the special‑education plan by voice vote. Staff will continue to monitor child‑count changes and adjust staffing and related services as budgets and grant awards permit.
What this means: rising special‑education enrollment will affect staffing and service delivery plans; the division expects to use existing grants and the local budget to meet those needs and will return with staffing updates as necessary.
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