Saugerties presents special-education programs and rising enrollment; officials highlight partnerships and training efforts
March 10, 2026 | SAUGERTIES CENTRAL SCHOOL DISTRICT, School Districts, New York
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Jamie Churchill, the district's director of special education, gave a comprehensive presentation March 10 detailing program structure, enrollment trends and supports for students with disabilities.
Churchill reported the district serves roughly 550–562 students with individualized education programs this year and noted an increase from about 18% reported last year to nearly 21% this year on state reporting figures. She explained part of the increase reflects students who entered preschool services in recent years and are now school-age and cautioned that special-education counts include a wide range of needs, from weekly occupational therapy to full-time self-contained programs.
The presentation described the department's pillars: the "Sawyer experience," academic excellence, family and community engagement, and professional culture. Programs highlighted included integrated co-teaching in math and ELA across elementary grades, a life-skills program and an alternate learning program supported by RCPC. Churchill described partnerships that expand opportunities for students, including C3 Quest (pre-employment transition services) and Adaptive Design Hudson Valley (which builds adaptive tools), and noted that approximately 61 students are in out-of-district placements across 13 locations.
Instructional supports discussed included the Wilson reading system for structured literacy and Orton-Gillingham training for several teachers; five teachers recently completed new OG math training to teach geometry concepts with gross-motor movements. Hope Craft, the junior-high reading specialist, and other special-class teachers introduced two students who described how special-class instruction had improved their reading and writing skills.
Board members praised the department's work, asked clarifying questions about graduation cohorts and comparative percentages with neighboring districts, and emphasized the budget implications of special-education services. Trustees urged clearer public communication about the variety of services the district provides so families understand available supports.
Churchill and staff said they will follow up with requested comparisons to other districts and provide video examples of interventions to trustees.
Churchill reported the district serves roughly 550–562 students with individualized education programs this year and noted an increase from about 18% reported last year to nearly 21% this year on state reporting figures. She explained part of the increase reflects students who entered preschool services in recent years and are now school-age and cautioned that special-education counts include a wide range of needs, from weekly occupational therapy to full-time self-contained programs.
The presentation described the department's pillars: the "Sawyer experience," academic excellence, family and community engagement, and professional culture. Programs highlighted included integrated co-teaching in math and ELA across elementary grades, a life-skills program and an alternate learning program supported by RCPC. Churchill described partnerships that expand opportunities for students, including C3 Quest (pre-employment transition services) and Adaptive Design Hudson Valley (which builds adaptive tools), and noted that approximately 61 students are in out-of-district placements across 13 locations.
Instructional supports discussed included the Wilson reading system for structured literacy and Orton-Gillingham training for several teachers; five teachers recently completed new OG math training to teach geometry concepts with gross-motor movements. Hope Craft, the junior-high reading specialist, and other special-class teachers introduced two students who described how special-class instruction had improved their reading and writing skills.
Board members praised the department's work, asked clarifying questions about graduation cohorts and comparative percentages with neighboring districts, and emphasized the budget implications of special-education services. Trustees urged clearer public communication about the variety of services the district provides so families understand available supports.
Churchill and staff said they will follow up with requested comparisons to other districts and provide video examples of interventions to trustees.
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