District moves to co-teaching in grades 2–5, keeps consultant model in K–1

The Averill Park Central School District proposed next-year changes to elementary special-education delivery, moving several classrooms from a consultant-teacher model to an integrated co-teaching model in grades 2–5 while keeping the consultant approach in kindergarten and first grade.

District officials said the change is intended to lower student–teacher ratios and expand access to instruction for students with disabilities by placing a special-education teacher and a general-education teacher together in the same classroom. Sarah, the district’s director of special education, described the proposed shift as a “mindset change” focused on shared responsibility. “Everything’s in education are never done by 1 person. They’re done by a team of people,” Sarah told the board during the March 10 meeting.

Why it matters: district leaders said co-teaching provides more opportunities for differentiated instruction, more individualized attention and increased student engagement. The administration also argued that the model is aligned with New York State Education Department guidance encouraging inclusive instruction.

What the plan would do - Implementation scope: co-taught teams would be built in grades 2–5 at each elementary building; kindergarten and first grade would remain in the consultant-teacher model for now. - Staffing changes: the district reported it would add three special-education teachers to implement the model, then fund those hires partly by reducing nine paraprofessional (aid) positions; after retirements and reassignments the net head-count change the administration presented is an increase of one certified teacher districtwide. - Services retained: district leaders said AIS (academic intervention services) and related-service pullouts (speech, OT, PT) would continue where required by students’ plans and IEP teams.

District justification and research Sarah told the board that research shows co-taught classrooms can produce higher academic achievement for all students and improve engagement; she said the district will supply board members with referenced studies the administration used. The superintendent, Dr. Francini, and other administrators emphasized planned professional development, relationship-building and a phased implementation so schools can plan class lists and staffing.

Questions and concerns from the board and staff Board members and staff pressed administrators on several operational points: how class lists would be built to avoid concentrating high-needs students in a single section, how the model would roll up to middle school, and how the district will support teachers who remain in non-co-taught classrooms. One board member asked for the specific research; Sarah agreed to send the studies to trustees. Another member raised transition concerns for students moving to middle school if the model is not yet implemented there.

Budget and scheduling notes Administrators said the personnel changes supporting co-teaching are part of the district’s recommended budget and rely on retirements and reassignments to limit layoffs. The administration said it will repurpose one vacant position from the middle school and convert some retiring general-education teacher slots into special-education hires to create co-taught teams.

What’s next District leaders said building-level teams will finalize class lists and schedules in coming weeks; the board asked for further implementation detail and the referenced research before the budget adoption schedule continues. The district framed co-teaching as a multi-year rollout: grades 2–5 next year with classroom-level adjustments thereafter, and possible expansion to secondary levels only after a successful elementary implementation.

Ending note Administrators described the proposal as designed to reduce larger class ratios in the elementary grades and to integrate support across general- and special-education instruction. Board members asked for additional documentation on class-list balancing, implementation timelines, and the research base supporting co-teaching.