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Special education advisory committee recommends expanded data use, reports hybrid math pilot gains
Summary
Presenters described a 'self-efficacy' theory of action, pilots of a hybrid math model at Farragut Middle School where five participating students showed growth, and recommended investments in data coaching, adaptive PE, testing centers and building-level supports as special-education enrollment rises.
At the Hastings-on-Hudson Board of Education meeting, the Special Education advisory presenters laid out a multi-part strategy centered on student and teacher self-efficacy and data-driven instruction.
"The concept of self efficacy...is a person's own belief in their capacity to complete or to go through challenging, situations to perform specific tasks," the presenter explained, framing the committee's goals around measurable performance and professional learning. The advisory committee reported two academic goals—refining data analyses to inform instruction and expanding professional learning on data use—and a social-emotional goal to increase faculty confidence working with students with IEPs.
The committee described a hybrid math pilot run at Farragut Middle School that alternated small-class direct instruction and ICT days. The presenter summarized results: "But the 5 students that did access it all showed growth in their STAR reports," and added that math-fluency and other assessment measures also registered improvements for the cohort, though some skills were inconsistent and flagged for item analysis. Presenters noted the pilot class size (five starters, maximum 12) and cautioned this is an early-stage, small-sample result.
Recommendations included expanding the hybrid model into ELA and math for grades 6–8, scaling partnerships such as GNR (an inclusion group) for co-teaching and coaching, expanding adaptive PE, creating testing-center access for students needing accommodations, and bolstering building-level preventative supports to reduce CSE referrals. Presenters also flagged a near-term rise in students classified with emotional disabilities and urged data-driven capacity planning.
Board members and administrators pressed on practical constraints—space, staffing and budget—and asked for more granular metrics and follow-up. The superintendent and panel agreed to provide additional slides and a written update to the board after the presenter circulates missing slides referenced during the meeting.
The presenters said they will continue to refine metrics and work with Putnam Northern Westchester BOCES and other partners to expand data coaching and professional learning across the district.
