Syosset highlights expansion of in-district special-education programs, student-led inclusive sports initiatives

Syosset Central School District staff detailed expansions to special-education programming at the board meeting, including a 9:1:3 class at Village Elementary, a RISE program at H. B. Thompson Middle School, added related services and interdisciplinary training, and student-led inclusive sports clinics that organizers hope will grow into sustained offerings.

The discussion matters because district officials said the in-district expansions reduce out-of-district placements, increase opportunities for peer interaction and preserve family access to neighborhood schools — a change administrators and trustees described as promoting belonging and continuity for students with intensive needs.

Superintendent Doctor Rogers introduced a team presentation led by Erin Goldthwait that traced program growth over several years. Goldthwait said the district’s goal is “creating a community where all students feel a sense of belonging, and have access to educational programs and supports that meet their unique needs.” She described a timeline of expansions: co-teaching (ICT) growth before 2022–23, additions of special classes and supports, and the creation of a 9:1:3 elementary classroom and a RISE middle-school program during recent years.

Administrators said that without in-district capacity last year, about 11 elementary-age students would have required out-of-district placements. They added that the district expects the 9:1:3 model and other program additions to keep roughly 6–8 incoming kindergarten students in-district next year and potentially return about eight K–12 students to Syosset programs.

Stephanie Purcell, administrator for CPSC and elementary special education, outlined districtwide benefits: collaboration between preschool special education and UPK, cross-contracting opportunities that can generate revenue while reducing out-of-district tuition and transportation, and professional development that increased staff expertise in assistive technology and AAC (augmentative and alternative communication) devices.

Village Elementary Principal Doctor Sarah McEwen described classroom practices to support sensory needs and inclusion — movement breaks, noise-cancelling headphones, flexible seating and picture or verbal choice supports — and highlighted peer programs such as fourth-grade “book buddies” that staff and students said deepened empathy and student connections.

At H. B. Thompson, staff described the RISE program’s integration of occupational and speech therapy with functional routines, pre-vocational experiences such as a school store and a coffee shop called Rise and Shine (for staff), and opportunities for students to participate in art, clubs and field trips alongside general-education peers.

Students and recent graduates described extracurricular, student-initiated projects. Louie Paredo, Anna Steinberg and Jake Steinberg organized a multi-session Unity Tennis clinic that drew 14 participants; students said their goal is to make unity tennis a Challenger sport in future years. Two eighth-graders, Sahara Afsal and Siya Mehta, described an adaptive softball clinic they led as a Girl Scout Silver Award project. “We realize that in our community, there are not enough opportunities for neurodiverse girls and boys to play sports…We wanted other students to get a chance to have a positive experience with other kids in sports,” Sahara said. They described stations for throwing, catching, fielding and hitting using wiffle balls, foam bats and tees, followed by an awards ceremony and pizza.

Board members asked for staffing details: a question from a board member noted the district now employs three Board Certified Behavior Analysts (BCBAs). The administration confirmed there are three BCBAs: one assigned to the high school/HBT, one covering four elementary schools and a third covering three elementary schools and Southwoods Middle School. Board members also asked about early identification through UPK; administrators said expanding UPK and preschool collaboration gives the district an earlier window to observe and support students and can reduce later out-of-district placements.

Administrators and trustees emphasized the district’s priorities are driven by student need and available space and that further expansion will depend on future cohorts and resource availability. No formal policy or budget vote was taken on the programs at the meeting; presenters closed by inviting questions and continued work on professional development and program evaluation.