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Brighton presents expanded student support plan and new local mental-health partnership
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Summary
District student support staff outlined steps to expand mental-health access, described a local definition and professional-learning rollout for the 12:14 special-class program, reported increased IEP enrollments and flagged growing out-of-district placements; a URMC/Golisano site at 12 Corners Middle School is being pursued.
Brighton Central School District staff on Dec. 3 briefed the Board of Education on student support services, describing steps to expand mental-health care, refine the special-education continuum and provide targeted professional learning for staff.
The director of Student Support Services (identified in the transcript) said the office oversees mental health, special education, nursing, the Committee on Preschool Special Education (CPSE) and multi-tiered systems of support. The director told the board the district is actively pursuing approval to establish a University of Rochester Medical Center (URMC)/Golisano-related site at 12 Corners Middle School so mental-health services can be provided closer to students’ home schools instead of requiring travel to the high school.
On special education, the director reiterated the district’s commitment to the least restrictive environment (LRE) and laid out the locally developed definition and continuum for the 2024–25 school year. The district said it has introduced Aspire, an alternative-education model at 12 Corners Middle School that is not formally part of the special-education continuum but can support students with IEPs who need a different approach to attending school.
The presentation included enrollment trends: the district has seen an increase in students with IEPs moving into Brighton this year (noting French Road and Brighton High School), a corresponding rise in out-of-district placements for higher-level supports, and a decrease in CPSE referrals (the presenter said roughly 60 cases are in-process now versus about 85 at the same time last year). The director warned the board staff will monitor the CPSE decline because it could affect kindergarten planning.
Professional learning is being rolled out to support the 12:14 program and other special-class settings; the district plans building-specific supports, BOCES-contracted services, use of an autism behavior specialist and targeted training for teaching assistants.
Board members thanked staff and emphasized the breadth of contractual and in-house services required to support students across the district’s many private/parochial placements. The board did not take formal action on the update; staff said they will continue implementing the plan and return with further data as needed.
