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Rye board hears special‑education and SEL plan; district to hire social worker and keep in‑district supports
Summary
District leaders reported declines in out‑of‑district placements, expanded inclusive practices and a move to hire additional social work staff while phasing some external consultants, bolstering tiered SEL and therapeutic supports.
The Rye City School District presented its special education and pupil personnel services priorities on March 3, highlighting efforts to improve inclusive practices, consistent accommodations and in‑district therapeutic supports.
Dr. Reidenberg said the district has focused on co‑teaching models, observation and walk‑through data to ensure accommodations and modifications are implemented across classrooms. "Students with disabilities are truly active members of the classrooms and our school community," Dr. Reidenberg said, pointing to ongoing professional learning and partnerships with outside specialists including Haskins Lab and contracted coaches.
Staff reported a drop in out‑of‑district placements: 14 students in 2023–24 to an estimated eight students for 2026–27, a change attributed to strengthened in‑district programming and expanded therapeutic supports. Administrators said those shifts reduce both travel burdens for families and the district's reliance on outside placements.
On social‑emotional learning, Seth Bushing described rollout plans for DBT Steps A lessons in grades 6–8 and a broader counseling curriculum aligned K–12. The district intends to hire an additional social worker for the high school in 2026–27, moving away from some ESS (Effective School Solutions) contracted roles and aiming to employ more internal staff over time. Staff said the phased approach will allow the district to serve more students and provide targeted tier 2 and tier 3 supports.
Board members sought clarification on how ESS differs from other providers (WJCS) and whether social workers support only students with disabilities; administrators said both contracted and district social workers serve all students, with ESS clinicians serving students with higher levels of therapeutic need.
Administrators said next steps include phasing hires over the next two years and continuing to monitor program impacts and placement numbers.
