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Brockton Public Schools reports rising special‑education enrollment, outlines classroom expansions and partnerships
Summary
Associate Director Jamie Langley told the school committee that special‑education referrals and eligibility are increasing in line with state and national trends, described inclusion gains and program results, and outlined plans to expand in‑district specialized classrooms and partner with external agencies to reduce out‑of‑district placements.
Brockton Public Schools reported rising special‑education referrals and eligibility and described a set of district initiatives intended to meet that growth while increasing inclusion.
Jamie Langley, associate director of exceptional learning, told the school committee that national and state data for 2023–24 showed an increase in students found eligible for special education, and that Brockton’s local referrals reflect that trend. Langley said the district saw “over 1,200” referrals in 2024–25 and 1,307 so far in the current year, and that these numbers drove planning for classroom expansions and additional staffing.
Langley emphasized the district’s work to keep students in the least‑restrictive environment where appropriate. She said Broxton (transcript spelling) Public Schools increased the share of students educated alongside general‑education peers, noting the district moved closer to the state inclusion rate; for the 2023–24 reporting period roughly 56.7% of students were educated with general‑education peers for 80% or more of the school day, and subsequent district figures for 24–25 rose toward the state rate of 67.5%.
The district highlighted programmatic work and partnerships: a planned classroom expansion at the Brockton Therapeutic Day School for middle and high students, additional K–5 specialized programs, targeted professional development for paraprofessionals and teachers, and a satellite transition program in partnership with Bridgewater State University for students aged 18–21. Langley also cited curriculum gains from the TeachTown program in substantially separate classrooms, reporting notable pre‑to‑post gains in ELA and math on their internal measures.
Terry Macintosh, chair of the Special Education Parent Advisory Council (CPAC), told the committee that the group provides monthly parent supports, child care and translation at meetings, and that parent engagement is increasing. “When the students are talking, they are really advocating for themselves,” Macintosh said, urging continued outreach and clear transition planning.
Committee members asked for the slide deck and for more detailed cost and capacity comparisons between in‑district and out‑of‑district placements. Langley said the district continues to review space constraints—particularly in elementary schools—while prioritizing transitions that could bring more students back to district placements if staffing and facilities permit.
What’s next: The district will provide committee members with the presentation slides and follow up on specific procurement, staffing and facilities questions; the committee asked for cost comparisons for out‑of‑district placements and briefing materials ahead of budget deliberations.
