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Officials report special‑education disproportionality, outline training and declassification steps
Summary
Student services staff told the board the district is "compliant" with NYSED reviews but identified disproportionate representation of Black students among learning‑disability classifications and higher suspension risk for students with disabilities; the district described data review, professional development, curricular changes and preschool supports as corrective steps.
District student‑services officials reported to the board that the New York State Education Department found the district "compliant" but highlighted four indicators warranting further attention, including disproportionate representation of Black students among students classified with learning disabilities and elevated suspension risk among students with disabilities.
Ryan, the special‑education presenter, described disaggregated data showing that at Amherst High School a majority of students classified with a learning disability were Black while Black students comprised a substantially smaller share of total enrollment. Ryan said the district's data review found the classification rate fell after targeted interventions, and outlined actions taken to address the issue: reviewing eligibility criteria with school psychologists, providing culturally responsive decodable books for K–1, offering targeted professional development for general and special‑education teachers, and strengthening behavioral consultation.
Officials also said discipline data showed higher suspension risk for Hispanic and Black students with disabilities in prior years; the district assembled cross‑building teams to identify root causes, implemented tier‑1 and tier‑2 interventions, provided behavior‑management professional development, and committed to ongoing data monitoring. Ryan noted the Hispanic suspension rate had improved to near zero in the most recent year, while relative risk ratios for Black students with disabilities remain elevated and will require continued work.
Presenters described preschool supports (contractual special‑education consultation in preschool classrooms), an additional new‑teacher orientation training day, cross‑building work with Champs/STOIC and therapeutic crisis intervention, and TA/aid training to raise baseline skills among paraprofessionals. Dr. Otto said he has been delivering brief, regular regulatory and practice updates across buildings to keep staff current on eligibility rules, accommodations and assessment protocols.
The presenters also reviewed Medicaid reimbursement trends and said the district maintains a compliance plan that would be used if Medicaid revenue surpassed the $1 million compliance threshold; revenue through Medicaid has been largely consistent year to year.
Board members asked about parental agreement on declassification; presenters emphasized collaboration, transparent data sharing, scaffolding of supports and communication to avoid contentious meetings. The district said it will continue disaggregated data review and targeted interventions across buildings.
