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Susquehanna Township SD reports rising special-education needs, outlines staffing and placement plans
Summary
District directors reported sustained increases in early-intervention and autism diagnoses, described expanded in-district services and contracts used for outplacements, and said they expect to add classrooms and staff to meet demand.
At the April 22 Susquehanna Township School District board meeting, Carrie Martin, the district’s director of special education and student services, and Assistant Director Bethany Peters presented data showing a steady increase in students needing special-education supports and outlined steps the district is taking to serve them in-district where possible.
Martin said the district has seen notable growth in three categories: autism (about 22 percent of students receiving special education services), specific learning disability (about 37 percent), and other health impairment (about 16 percent). She told the board those trends have driven a need for more classroom slots, additional paraprofessionals and related services, and occasional outplacement when district resources cannot meet a student’s needs.
The presentation described the district’s continuum of services, efforts to place supports K–12 consistently across buildings, and a push to increase inclusion. "We want to see our kids out in the general education population as much as possible," Martin said, adding that auditors view increased inclusion as a positive trend.
The district reported a persistent rise in early-intervention referrals after COVID-19, especially among incoming kindergarteners. Martin said the district currently caps autism-focused K–2 classrooms at eight students because those classrooms serve children with significant needs (many nonverbal, needing adaptive and self-care supports). She told the board the district expects to add one or two additional classrooms to accommodate recently identified students.
Officials described steps intended to reduce costly outplacements. In recent years the number of students placed outside the district fell from near 80 when the current leadership took over, a result district staff attributed to building in a broader continuum of services. However, Martin stressed some placements — psychiatric or court-ordered educational placements — remain outside district control.
Bethany Peters summarized contracts and providers the district uses for placements and services it cannot deliver in-house. The district currently contracts with New Story, the Capital Area Intermediate Unit (CAIU), Capital Academy, Hilltop (CAIU partner), New Cumberland and Yellow Breeches for specific placement types; contracts with Vista and Cherokee were not renewed after graduates and move-outs reduced need.
Staff and board members discussed the cost of purchased “slots” (prepaid placement seats) used when an in-district classroom is unavailable. The presenters said slots typically cost about $30,000 each; Yellow Breeches was cited as higher, around $37,000 per slot, reflecting transport and program differences. The board questioned whether slots could be brokered between districts when capacity changed; staff said the district sometimes purchases or sells slots depending on availability.
Martin and Peters also noted related-service staffing constraints. The district contracts for speech, occupational therapy and a part-time districtwide physical therapist through the CAIU because it does not have sufficient in-house staff to fill all positions.
Beyond compliance and placement, presenters identified family and community initiatives: a free Back to School Bash on Aug. 16 (11 a.m.–2 p.m.) at the high school and a Sunshine Festival (an inclusive field day) planned for the spring stadium date to promote peer engagement and parent involvement.
Board member questions focused on slot accounting, cost per slot, and the district’s action plan to align K–12 programming and progress-monitoring tools so students experience consistent supports as they move between buildings. Martin said those alignment efforts were a priority this audit year.
The presentation closed with staff describing next steps: monitoring May–summer move-ins, finalizing staffing plans for additional K–2 autism classrooms, and continuing work with the CAIU and outside providers to limit outplacements when possible.
The board did not take formal action on the special-education presentation; staff said specific budget requests or contract approvals would return to the board if required.
