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District proposes full‑day ICT for grades 1–6, reserves funds for training and individualized placements
Summary
Dr. Nicole Schimpf told the board the district proposes year‑three implementation of a full‑day integrated co‑teaching (ICT) model for grades 1–6, reserve funding for training, and options for students affected by school consolidations; board members pressed for details on placements and staffing.
The Cold Spring Harbor Central School District on Tuesday presented a proposal to expand its integrated co‑teaching (ICT) program to a full‑day model in grades 1–6 as part of a third year of implementation and a planned evaluation year.
Dr. Nicole Schimpf, the district presenter for pupil personnel services, said the rollout follows a three‑year vision to expand special‑education supports across elementary schools and that the next year would move the district to a full‑day ICT model for grades 1–6. "We will have a full day ICT model for grades 1 to 6," Dr. Schimpf said, describing the change as year‑three implementation and an evaluation year to assess effectiveness through staff and family surveys and student academic measures.
Why it matters: the district has been phasing ICT sections and co‑teaching placements by grade and school over the past three years; the change affects classroom schedules, staffing and related services. Dr. Schimpf said some equipment and supply lines will decrease in the coming budget because new purchases made during the rollout are no longer needed, while related service lines (vision, occupational therapy, physical therapy) were increased to meet rising student need.
Key details and supports: Schimpf said the budget includes a dedicated training allocation — "we're putting a significant amount of money in that code, dollars 50,000" — to continue ICT coaching and professional development. She also noted modest increases to BOCES contracted services for occupational education at the secondary level and said tuition lines for district placements remain roughly flat with slight reductions where applicable.
Placement questions: board members asked how second‑grade ICT students at Westside would be served if sections shift. Dr. Schimpf outlined two pathways for families: place students in the Lloyd Harbor ICT section if ICT is appropriate, or create an individualized program with budgeted funds to meet the student's needs. "If the committee feels that ICT is an appropriate placement, then we would have that student or students go to Lloyd Harbor, or we will be creating a very individualized program for those students," she said.
What remains unresolved: Schimpf said transition and placement decisions would be refined through Committee on Special Education (CSE) meetings and parent consultations; she did not provide a specific timetable for individual placement meetings beyond noting the district is in the midst of CSE work.
Next steps: the presentation concluded with a board Q&A and no vote; details about specific staffing counts and classroom assignments will be addressed through ongoing CSE meetings and in later budget iterations.
