In the wake of the COVID-19 pandemic many public schools are reporting difficulties with a numerous staff vacancies and too few substitute teachers to cover absences in their schools. These shortages have a direct impact on most students access to educational benefit, but may be particularly detrimental to students of color, students from low-income backgrounds, students with disabilities, and students from rural communities. This paper examines how a lack of a consistent classroom teacher may impact the delivery of Special Education supports and services while adhering to FERPA.