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Board hears plan for 8:1:1 special‑education class at Bell Middle School
Summary
District special‑education leaders proposed an 8:1:1 middle‑school class to serve 5th–6th graders needing intensive ELA and math instruction while remaining integrated for much of the school day; leaders said the change will expand in‑district capacity and reduce tuition costs for out‑placements.
Special‑education leaders told the Chappaqua Central School District Board of Education on March 5 that the district will open an 8:1:1 special class at Bell Middle School for a narrow cohort of 5th and 6th graders who require intensive, specialized instruction in English language arts and mathematics.
“Placing student success at the center of every decision we make,” Yasmin said as she outlined the department’s priorities, including expanded mental‑health supports, Multi‑Tiered Systems of Support (MTSS) and professional learning for staff.
Sarah Kenny, the district’s interim director of special education and 504 services, presented service counts and said the district currently serves roughly 379 students in district programs, 26 in out‑of‑district placements and three through homebound instruction, for about 408 students total. “Currently, about 11% of our district students are classified compared with 20% statewide,” Kenny said, noting that classification levels and MTSS supports are under continuous review.
On the new class, a program presenter described the model as an age‑appropriate, multi‑grade classroom with up to eight students supported by one teacher and one teaching assistant (an 8:1:1 ratio). Students will receive targeted instruction in foundational ELA and math within the special class and will remain integrated with their grade‑level peers for encore classes, lunch and recess. Administrators emphasized that students in the special class will still work toward grade‑level standards, but with different pacing, scaffolds and modalities to provide access.
Finance staff said hiring dedicated in‑district staff to replace contract services can be cost‑effective: existing contract costs for part‑time services have risen such that a full‑time school psychologist or behavior specialist can provide better capacity at a similar or reduced cost. Officials projected tuition savings for bringing some students back in‑district but cautioned that estimates depend on student profiles and grant reimbursement levels.
Board members asked about selection criteria, placement processes and how the program will grow over time; administrators said student selection will follow the Committee on Special Education process using assessment data, teacher recommendations and parent input. The board directed staff to provide additional data on preschool‑to‑CSE transitions and on how many students return from out‑of‑district placements.
Next steps: administrators will implement the class at Bell for the coming year, monitor student progress, and report back to the board with enrollment and fiscal details.
