Cold Spring Harbor board hears plan to pilot elementary integrated co-teaching classrooms

The Cold Spring Harbor Central School District on March 12 heard a detailed proposal to expand an integrated co‑teaching (ICT) model into elementary grades, a change administrators said would increase in‑class supports for students with individualized education plans (IEPs).

Dr. Nicole Schimpf, who presented the plan, described ICT as a model that places two certified teachers in the same classroom — a general education teacher and a special education teacher — to provide shared instruction during core ELA and math blocks. "The difference with the ICT model is more contact time with the students with special needs in those classrooms," Dr. Schimpf said, adding that the model is optional under the New York State continuum of services.

Why it matters: District presenters said ICT is intended to reduce pull‑outs, increase small‑group instruction and provide inclusive learning environments that can benefit both students with disabilities and their typical peers. Proponents in the audience, including a local special‑education teacher, urged the board to adopt the model at the elementary level.

Key details: Dr. Schimpf said the district currently has 206 students with IEPs district‑wide, "That's 13% of our student population." She offered two implementation proposals. Proposal 1 would phase in seven ICT sections across Lloyd Harbor and Westside schools, with an estimated staffing increase of 0.6 full‑time equivalent and a total projected cost of about $127,000 for those seven sections. Under the estimates provided, about 27 students at Lloyd Harbor and 16 at Westside were identified as potential initial ICT placements pending Committee on Special Education (CSE) recommendations.

Board members pressed presenters on logistics, including transportation and how placements would be finalized. Staff said transportation options (a shuttle or direct routes) would depend on how many families opt into the program and that CSE recommendations would drive individual placements. Dr. Schimpf emphasized the recommendations are subject to CSE review and family choice: students would not be moved without appropriate committee and parental processes.

Community response: During public comment parents and an elementary ICT teacher spoke in favor of the model, describing classroom-level benefits such as reduced teacher‑to‑student ratios, differentiated instruction and improved social outcomes for neurodivergent learners.

What’s next: The ICT presentation was introductory; board members said they would continue questions at the March 25 special budget meeting and expect further logistical and budget details before any formal approval.

Ending: Presenters and trustees agreed the proposal requires detailed CSE review for each candidate student and additional analysis of transportation, scheduling and staffing before the board would take any formal action.