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Special-education budget proposes staff increases, expands services and ESY supports; district reports some out-of-district students returning
Summary
Special-education leadership presented a 2025'26 budget that includes planned hires for teachers and 1-to-1 aides, support for adaptive equipment and unified sports, and noted a net decrease in tuition costs as several out-of-district students returned to Ossining programs or aged out.
Special-education staff told the board on March 15 that the proposed 2025'26 budget includes several staffing increases to meet individualized education program (IEP) recommendations, funding for adaptive equipment and expanded inclusive-sports programs, and continued support for the district's extended-school-year (ESY) program.
Kim (presenting) outlined three additional special-education teacher positions proposed for next year (one at the high school and two at the middle level) and an increase in 1-to-1 teaching assistants to follow individualized recommendations from Committee on Special Education (CSE) decisions. She said the 1-to-1 aide line increased substantially to respond to specific student needs and to staff two anticipated classes at the middle/high level.
The presentation also described non-personnel spending increases: funds to purchase adaptive physical-education equipment, a budget for sensory-friendly field-trip accommodations, and financing for district-hosted regional special-education events (the Pioneers/Unified program). ESY programming remains a district priority; administrators said the district-run 30-day program offers arts and music options and will run at Claremont for the coming summer.
On out-of-district tuition, administrators reported a net decline in projected tuition spending because a few students returned to district programs and some aged out or graduated; the transcript cited roughly 37 students in private placements at the time of the workshop but noted numbers shift frequently. The district said it continues to review placements with an emphasis on returning students to in-district programs when appropriate.
Special-education leaders also noted work to digitize records and to continue professional-development support for teachers specializing in curriculum for students with significant needs.
