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Stacy Elconin previews special education caseload, says she will retire at year’s end
Summary
At the Jan. 6 Somers Central School District board workshop, Director Stacy Elconin presented the annual special services report—citing 517 students with IEPs, a 20% classification rate that matches the state, and a preschool least‑restrictive‑environment rate below the state benchmark—and outlined transition plans as she prepares to retire.
Stacy Elconin, director of special services for Somers Central School District, presented the district’s annual special education report at the board’s Jan. 6 workshop and said she will retire at the end of the school year.
Elconin told the board the district currently develops Individualized Education Programs for 517 students in grades K–12: 451 classified in‑district, 32 placed out of district, 20 parentally placed and 14 students who attend Kennedy but for whom Somers is the district of responsibility. “We are responsible for 517 students,” Elconin said.
The district’s classification rate is 20%, Elconin said, matching the New York State average after recent increases among neighboring districts. She cautioned that some state indicators can be misleading: the state’s reported 5.8% dropout rate represents 14 students and does not capture students who stay beyond the six‑year cohort, pursue GEDs through BOCES or earn skills‑and‑achievement credentials, she said.
Elconin said Somers does not meet the state benchmark for preschool students in the least restrictive environment (LRE). The state threshold is 45% and Somers is at 40%, she said, explaining that many 3‑ and 4‑year‑old children now have significant communication or behavioral needs that require more therapeutic settings; the district favors intensive early intervention with the goal of moving children into less restrictive settings later.
On assessments, Elconin said participation rates for Grades 3–8 state tests among special education students vary widely and the district does not meet participation criteria in some grades, but students who do participate generally meet mastery benchmarks.
Elconin also outlined increases in related services demand—speech, physical therapy, occupational therapy and counseling—attributing rising per‑student hours to more intensive needs such as nonverbal students and use of augmentative communication devices. She described how staff use clinical recommendations and progress toward IEP goals to determine service intensity.
Dina Miller, who will provide hiring updates for the central office, said the search for the next director of pupil personnel services is underway: the posting closed Jan. 2, screenings are happening this week and Miller said the interview committee will convene next week. “We are in the beginning stages of our search for the next director of pupil personnel services,” Miller said; the board was told the hiring timeline aims for an appointment at the Feb. 10 meeting.
Elconin said she is preparing an “at‑a‑glance” special services calendar and compiling procedural materials to support a smooth transition for the incoming director. She thanked board members for their support and said it had been an honor to serve.
The board did not take formal action on the report; Elconin’s presentation was informational and the district will continue follow‑up work related to preschool placements, staffing projections and related‑service capacity.
