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Board hears plan to expand special-education supports, including consultant-teacher and new class configurations
Summary
Superintendent and Dr. Liz Kennedy outlined expansions to Carmel Central's special-education continuum (PACE, Bridge program), proposed consultant-teacher supports K'12, subject-based elementary delivery, and new small-group class models; trustees pressed for data and implementation details.
At the April 22 board meeting the Carmel Central School District presented a multi-part plan to expand its special-education continuum and adjust how supports are delivered across grade levels.
Dr. Liz Kennedy described existing programs and proposed changes. She said PACE (Personal Academic and Community Experience) serves eligible students ages 5'1 and focuses on functional academics and community-based instruction. The Bridge program, she said, serves grades 7'12 with smaller classes, weekly group counseling and vocational preparation; it was expanded two years ago to include grades 11'12 and includes a student-operated coffee shop used for practice in business and social skills.
Kennedy told trustees the district is considering expanding the consultant-teacher model beyond the high school to K'12 and moving the elementary model from an hourly allocation to subject-based supports so students receive support in the specific subject area they need. She also said the district plans integrated co-teaching for senior-year ELA and social studies and is creating small-class configurations (6:1:1 at the elementary level and 12:1:2 at George Fisher) for students who need intensive support.
During board questioning, trustees asked whether the projection numbers represented students or sections; Kennedy answered the charts represent numbers of students accessing a given program by grade level and emphasized projections are not firm commitments but are under review during annual team meetings. She clarified that consultant-teacher services require a minimum of two hours per week (direct or indirect) based on regulations and explained direct support is when a special-education teacher "pushes into" a general-education classroom while indirect support is consultation with general-education teachers.
Trustees asked for follow-up data, including counts per program and more precise projections, and discussion focused on rollout details rather than immediate budgetary changes. Superintendent and staff said they would provide updated projections and additional information before finalizing staffing and scheduling.
