Penfield special education leaders report enrollment and program growth, add life-skills capacity

At the May 6 board meeting, the Penfield Central School District's special education leadership reviewed the district's continuum of services, professional development for staff and rising student counts across grade spans. Jamie Naple, director for specialized programming and supports, described program types from related services through integrated co-teaching and more restrictive special classes.

"This goes from the top of the continuum from least restrictive to more restrictive opportunities for our students with disabilities," Naple said, explaining consultant-teacher services, integrated co-teaching (ICOT), resource-room instruction and district special-class placements including 12:1-1 and 12:1-3-1 life-skills classes.

The team reported enrollment changes during the 2024-25 year. As presented by Naple, K-5 special education counts rose from 204 at the start of the year to 219; grades 6-8 rose from 29 to 131; grades 9-12 rose from 174 to 184; out-of-district placements increased from 131 to 142. The district reported a total in-district special education population of about 534 and a grand total (including out-of-district students) near the mid-600s (figures presented by district staff).

Administrators said the district will add one additional 12:1-3-1 life-skills classroom because projected student need exceeds current capacity at the start of next year. "We have 1 additional classroom that will be going into our 12 1 3 1 continuum," Naple said, and staff indicated they had already begun planning with the business office and human resources for implementation needs.

Special education administrators described professional learning they provided this year: co-facilitated training on co-teaching models, goal writing, specially designed instruction, data collection and progress monitoring, and staff planning time. Naple summarized feedback from educators: district leaders said teachers found the sessions thoughtfully planned and useful for planning IEP goals and instruction.

Mary Sapone (CSE/CPSE chair for Pre-K to Grade 1) described transition work from early intervention into preschool and from preschool into kindergarten, calling the transition planning a priority and saying she meets families in advance to set expectations. "I do my best over this school year to prepare them for that," Sapone said, noting individualized visits and coordination with early-intervention providers.

Secondary administrators highlighted inclusion and vocational learning: Laura Fitch (Bay Trail middle school special education administrator) pointed to Best Buddies/Bean Buddies and community-building days; Melissa Phelps (high school special education administrator) described the life-centered education classroom (12:1-3-1) and routine community-based instruction such as monthly Wegmans trips. The high school also reported growth in supported transition planning and use of external agencies such as AccessVR and OPWDD to connect students and families with post-school services.

Board members asked about whether expanded in-district options have enabled movement from more-restrictive to less-restrictive settings. Naple and colleagues said the expanded continuum, including ICOT, has made it easier to keep students in or return them to less-restrictive placements and supports, while MTSS (multi-tiered systems of support) and building-level data reviews provide consistent prereferral interventions.

Administrators asked the board to note ongoing work on data accuracy for state reporting, ESY (extended-school-year) planning, staffing and summer supports. They said some students returning from more-restrictive placements would receive district ESY services and mental-health supports to ensure a smooth transition. No formal action was taken at the meeting; the presentation was provided for board review and planning.