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District presents rising special-education referrals, staffing and program plans
Summary
District student support services staff told the Board of Education that special-education referrals and certain disability classifications have increased this year, prompting expanded services, partnerships and data-driven tools to support students and families.
Student support services staff on Monday briefed the Board of Education on a rise in special-education referrals and outlined program, staffing and assessment changes the district plans to use to respond.
Presenters reported 81 students were referred for special education between Sept. 1 and Feb. 6, up from about 63 at the same point last year, and said some classification categories have grown substantially. “We’ve seen, between 2021, 2022, and the current year, a 45 percent increase” in autism diagnoses, a presenter said, and speech and language impairment has increased by about 53 percent. The staff said those shifts have driven demand for bilingual speech-language pathologists and other specialists.
The presenters described the district’s mix of support staff and services: three district-wide occupational therapists plus contracted OTs, 19 psychologists (some part time), and eight social workers who provide both IEP-mandated supports and broader building-level consultation. They said the district has 14 integrated co-teaching (ICT) sections at the elementary level (Central 4, Chatsworth 3, MAS 6, Murray 1) and 18 special-class sections overall, and that preschool programs are at or near capacity.
To address growing need, staff detailed three priorities: data-driven instruction and assessment, expanded personalized programs and wraparound family supports. Initiatives cited included districtwide Orton-Gillingham professional learning for teachers, a DIBELS universal screener trial at elementary grades, expanded evaluation tools such as the Woodcock-Johnson, and new progress-monitoring visuals to track student goals against grade-level benchmarks.
Presenters also described partnerships and program reviews: collaborations with Westchester Community College for postsecondary skills courses, work with a University of North Carolina center on autism program ratings, and a district program analysis intended to realign services where student needs have changed.
Board members asked whether the increases mirror state or national trends and whether year-to-year data are being tracked to ensure continuity across teacher teams. A board member said it was important that IEP goals align to standards and that parents be notified; presenters said parents are involved through the committee on special education process and that the district is exploring more proactive outreach.
The presentation closed with cohort projections: staff reported 67 confirmed CPSC students expected to enter kindergarten next year (about 79 last year) and cautioned that while counts fluctuate, the intensity of needs appears higher, which will influence ICT and special-class planning.
The board did not take action on the presentation itself; the discussion concluded with staff and the superintendent noting next steps for data monitoring and parent communication.
