Bethel Park board accepts three-year special education report, outlines training and program investments

The Bethel Park School District Board of School Directors on May 1 accepted the district’s required three-year Special Education Report (2026–2029), receiving detailed staffing numbers, enrollment statistics and a list of program priorities that will shape the district’s strategic plan and training agenda.

The report, presented by Dr. Minch and Mrs. Freeman, summarized the district’s special education approach and recent changes, including expanded MTSS behavioral supports, site-based therapy across K–12, crisis-intervention (CCM) training and new academic and social-emotional curricula. The board was told the steering committee for the report included 17 representatives from central administration, teachers, psychologists, parents and building leaders.

Why it matters: the report uses state-required data (most recently 2023–24) and guides district investments and regulatory compliance. Trustees were given staffing and participation numbers that will be used to guide fall planning and training.

Key facts and figures provided by the district: - Total district enrollment: 4,022 students. - Students receiving special education services: 783 (19.5% of enrollment). - Inclusion measure: 68.5% of students receiving special education services are included in regular education settings (reported better than the state average cited in the presentation, 61.7%). The report also cited a 73.4% figure for students included at least 80% of the school day (using 2024–25 numbers as required by state reporting). - Staffing highlights: 27 learning support teachers; six life-skills teachers; 6.5 autistic-support teachers; one emotional-support teacher; seven speech/language pathologists; three school psychologists; 89 paraprofessionals; and additional related-service staff (OT/PT, social workers, counselors).

Dr. Minch framed several operational priorities for the next year: expanding autism-support programming, co-teaching training (in partnership with AIU), executive-functioning instruction embedded in specially designed instruction, paraprofessional capacity building, and strengthening community-based transition partnerships for secondary students.

On transition services and assessments, the board heard that Indicator 13 (transition assessment) training had been completed recently and that more training is planned in the coming school year. The presenters emphasized that some flagged items in prior cyclical monitoring (from 2021) have since seen progress, while other areas—especially out-of-district placements and secondary transition programming—remain a focus.

A direct quote that captured a program philosophy came from Dr. Minch: "Emotional support is a service, not a place," a line used to explain why the district is embedding support across classrooms rather than relying on separate placements.

What the board approved and next steps: the board formally accepted the Special Education Report; administration will incorporate the report’s priorities into the district’s strategic planning and bring specific PCP (program change proposal) recommendations to the board for approval as needed. The presenters asked for increased community partnership engagement and additional in-district programming to reduce out-of-district placements.

The acceptance of the report concluded with directions to move the prioritized trainings, staffing plans and partnership-building efforts into implementation steps as part of the district strategic plan.

The report and associated materials were presented as informational this month; the board approved the report for 2026–2029 and will review recommended PCPs and implementation funding in future meetings.