Lifetime Citizen Portal Access — AI Briefings, Alerts & Unlimited Follows
Parents, teachers urge South Colonie to restore co‑teach beyond 9th grade
Loading...
Summary
Multiple parents, a teacher and students told the board the district’s practice of offering co‑taught classes only in ninth grade harms students with IEPs and asked the district to re‑examine staffing, IDEA compliance and program continuity through grades 10–12.
Multiple parents, a teacher and students told the South Colonie Central School District Board of Education on Feb. 24 that the district should restore integrated co‑teach services after ninth grade to maintain continuity for students with disabilities.
Danielle Snyder, a teacher and parent with more than 25 years of experience, said the district currently provides co‑teach in ninth grade but not in grades 10–12 and urged the board to “re‑examine the current special education continuum” and ensure compliance with the Individuals with Disabilities Education Act. “If a co‑teach program is determined by a CSE to be the student’s least restrictive environment in ninth grade, what changes so drastically by tenth grade that these services disappear?” she asked.
Other speakers described personal and programmatic effects. Emily Purvis said removing co‑teach “puts many students at a disadvantage” and replaces classroom support with resource rooms that may not be offered daily. A student who identified herself as Erica (Anu) Blakely testified that joining a co‑taught class improved her grades and that losing the service could jeopardize both academic standing and extracurricular participation. Parent and educator Shavon Kelly recounted difficulty obtaining timely evaluations and described how her son, diagnosed with dyslexia, benefited from an IEP and the Wilson reading program once those interventions were in place.
Speakers framed the concern as both legal and practical: Snyder referenced IDEA and the requirement to provide a free appropriate public education in the least restrictive environment; Kelly criticized gaps in phonics instruction during the COVID period that she said left some students behind. Callers urged the district to consider staffing reassignments, phased restorations of co‑teach in core subjects and grant opportunities to support expansion without large new hires.
District leaders acknowledged the testimony and said comments would be taken under advisement. Superintendent Dr. Perry told the board the budget workshop and the first draft presentation on March 10 will include further discussion of student support services and staffing. No formal action to change co‑teach assignments was taken during the meeting.
The board did not vote on policy changes; public testimony and budget discussions were the most recent procedural steps. The district’s budget workshops are scheduled before the May 19 budget vote when staffing changes could be reflected in the 2026–27 budget.
