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Abington projects modest enrollment decline, plans small staff reductions and two new autistic‑support classrooms
Summary
District projections show a net decline of about 91 students for 2026–27 and recommend a net reduction of roughly two professional staff (through attrition) while adding three special‑education teachers and two autistic‑support classrooms at Willow Hill to meet changing levels of need.
District school leaders told the Abington Board on May 26 that projected enrollment for 2026–27 will decline by about 91 students, prompting modest staffing adjustments and targeted special‑education expansions.
Dr. Melor, who presented the enrollment and staffing projections, said official projections are based on five‑year averages and October 1 counts. The district’s Oct. 1 count this year was 8,167; administration projects next year’s total enrollment will fall by 91 students, largely because a large graduating cohort (about 743 seniors) will be replaced by a smaller kindergarten class (about 570 students).
Staffing recommendations: Given projected enrollment and anticipated retirements, administration recommended an overall net reduction of two professional staff positions, accomplished primarily through attrition rather than layoffs. School‑level adjustments include a recommended new general‑education teacher at Highland Elementary (to add a first‑grade class) and one fewer staff member projected at McKinley and Willow Hill in other grade spans.
Special education changes: Although total special‑education enrollment is projected to decrease (administration cited a net drop of about 50 students districtwide), special‑education supervisors recommended adding three special‑education teachers districtwide. Dr. Melor said that is driven by a shift in level of student need — especially early‑intervention students identified for autistic‑support services — and state limits on class size for specialized classrooms. The district proposed two new autistic‑support classrooms at Willow Hill (one for K–2, one for grades 3–5, each with capacity up to eight students) and an emotional‑support itinerant teacher at Overlook to reduce the number of students moving in and out of a single self‑contained classroom during the day.
Board members pressed on continuity of services as students advance grades. Administration said annual IEP transition meetings, scheduling teams, and a currently ongoing external review of K–2 special‑education programming will guide placement and staffing decisions to maintain supports as students progress.
What this means: Families may see small shifts in class sizes and a limited number of staffing changes through attrition; the district is prioritizing capacity for more intensive supports at the elementary level to address early‑intervention needs.
Next steps: The board will monitor summer enrollment changes and final staffing actions; administration flagged three “gray box” positions that may be needed depending on incoming kindergarten placements and finalized IEP determinations.
