National Lunch Program, Special Education Report and Controversy About the IDF at SHS

The Board of Education meeting on Monday December 15th, began with a somber message from Superintendent Dr. Drew Patrick which addressed recent acts of worldwide violence and affirmed the district's commitment to fostering a safe and inclusive environment. In his statement he shared:

“The period leading up to the holidays can often be challenging for many, bringing with it both great joy and sometimes significant stress. This difficulty was compounded over the weekend by deeply disturbing acts of hateful violence, which weigh heavily on the minds and the hearts of our students, staff and families, both the senseless shooting at Brown University and the anti semitic terror attack in Australia elevate our collective fears and challenge our sense of safety, reminding us that our school community is not immune to world events. We are connected to those communities as humans, but inevitably in very personal ways as well. These tragedies are a stark reminder of the division and prejudice that exist in the world. While it feels like we have to reiterate these things all too frequently, it is important to do so. We condemn hatred and violence in all its forms, extend our care and compassion to the victims and all those affected by these horrific acts, and we reaffirm our commitment to fostering a safe, inclusive and compassionate environment in every one of our schools, so they are places where every student feels seen, valued, heard and free from fear.”

Patrick ended his statement on a more uplifting note by wishing students and their families a restful break, a joyous holiday season, and a peaceful start to 2026.

Special Education Update

Later in the meeting, Assistant Superintendent for Special Education, Eric Rauschenbach presented an update about the district’s Special Education program and highlighted four areas of significance including 1.Current Numbers and Historical Trends 2. Continuum of Service 3. Future Work and 4. Assessing special education.

To begin, Rauschenbach noted that after a decade of growth, Scarsdale’s Special Education enrollment is beginning to stabilize.The district currently serves 662 school-age students with Individualized Education Programs (IEPs) and 64 preschool students, representing a 14 percent classification rate. While the total reflects an increase of 242 students over the past 10 years, Rauschenbach shared that school-age classifications declined slightly this year for the first time since 2017–18, and initial referrals to the Committee on Special Education have leveled off.

Rauschenbach also highlighted that there has been a shift in the profile of students receiving services. The district has seen a decline in classifications for specific learning disabilities and a notable rise in autism and Other Health Impairment (OHI) classifications. OHI includes students with ADHD, anxiety, and depression, many of whom also have learning challenges.

Rauschenbach clarified that federal regulations allow only one classification per student, meaning the designation reflects the primary barrier to accessing instruction rather than the full range of needs. These shifts have required expanded social-emotional support and changes in instructional practice.

Scarsdale has made substantial progress in educating students within the district. Out-of-district placements have dropped from 12 percent to 3.4 percent over the past decade, with the number of students placed outside the district falling from 50 to 23. There are currently no out-of-district placements in grades K–2, and declines are seen across all grade levels.

At the same time, the number of students parentally placed outside the district has steadily decreased. These trends reflect the district’s long-standing commitment to providing a comprehensive continuum of services locally whenever appropriate.

Rauschenbach went on to explain the continuum of special education services that the district offers at each level.

These include:

Elementary schools provide Learning Resource Centers, Integrated Co-Teaching (ICT) in four schools, and intensive special class programs.

Scarsdale Middle School offers Learning Resource Centers, ICT and special class options through the Parallel Program, the Scarsdale Support Program, and an 8:1:2 class beginning in sixth grade.

Scarsdale High School provides Learning Resource Center services, Skills classes with push-in support, the Scarsdale Support Program, and the new Pathways Program.

These programs are designed to ensure access to curriculum, build self-advocacy skills, and support long-term planning.

Looking ahead, the district plans to complete the rollout of ICT across all middle school core subjects and continue evaluating the need for expanded high school offerings, including alternate assessment programming by 2029. Rauschenbach emphasized that in-district programs remain more cost-effective than out-of-district placements and related that this year, the district enrolled five tuition-paying students from other districts in select programs, generating approximately $445,000 in non-tax revenue, helping offset program costs.

In terms of assessment, Rauschenbach described how individual student progress is assessed through the IEP process, which includes annual reviews, triennial evaluations, and clearly defined goals aligned to curricular and developmental needs. Families receive regular progress reports and are encouraged to request program reviews whenever needed.

At the program level, Scarsdale reviews both qualitative feedback and quantitative data. State assessment results show that students with disabilities consistently outperform state averages, with strong long-term upward trends in ELA, math, Regents passing rates, and graduation rates. Notably, Scarsdale’s graduation rate for students with disabilities meets or exceeds the general education graduation rate for Westchester County.

Rauschenbach credits the success of the Special Education program here in Scarsdale to the teachers, related service providers, aides, and administrators who work collaboratively to ensure that every student, regardless of need, has access to meaningful learning and a purposeful future. The data and outcomes reflect not only effective programming, but a community-wide commitment to inclusion, growth, and opportunity for all students.

To see the slide from the presentation see here.

Free School Lunch

Other highlights of the meeting include a cabinet update from Assistant Superintendent of Business, Andrew Lennon, who first shared that the Food Services Committee met to continue its evaluation of participation in the National School Lunch Program, a prerequisite for offering universal free meals. Committee members have conducted additional research and are preparing a survey to be distributed to the broader school community in January. Feedback from the survey will be combined with the committee’s ongoing analysis to produce a summary report for the Board of Education, including a possible recommendation or consensus. The Board is expected to review the findings in early 2026, likely in February, with a potential implementation date of September 2026 if a transition is approved.

Flood Remediation

In a separate update, Lennon reported positive developments related to flood management. The New York State Department of Environmental Conservation has approved a permit allowing dredging of up to 1,400 cubic yards of material from the stream near Brewster Road. The project is intended to support routine maintenance and reduce flooding during moderate storms. Final approval from the U.S. Army Corps of Engineers is still required but is not expected to delay the project. Consultants are preparing bid specifications, with construction anticipated to begin in 2026.

Supreme Court Ruling on Parental Rights

Assistant Superintendent of Curriculum, Dr. Edgar McIntosh, also shared an update at Monday night's meeting. He explained that the district has outlined updated guidance on curriculum and parental opt-out rights following the U.S. Supreme Court’s decision in Mahmud v. Taylor, reaffirming the district’s commitment to an inclusive curriculum while complying with new legal requirements.

The ruling clarified that parents do not have the right to shield children from all ideas that may conflict with their beliefs, but schools must respect sincerely held religious beliefs, particularly for younger students and when instruction is clearly normative. While the case involved LGBTQ+ inclusive materials, the guidance applies to any content that may conflict with religious beliefs.

McIntosh emphasized that the district will continue using curriculum materials that reflect diverse identities and perspectives, in alignment with Board of Education policy and New York State’s Culturally Responsive and Sustaining Education Framework.

To meet advance notice requirements, the district will post lists of commonly used instructional texts on its website. These lists will not be exhaustive, and teachers may continue to use additional developmentally appropriate materials from classroom libraries.

Parents may request an opt-out for lessons that directly conflict with their religious beliefs by contacting school staff and completing a short form. Alternative learning activities will be provided when feasible. The district will also continue its existing opt-out procedures for sex education and puberty-related instruction.

McIntosh said the guidance balances parental religious rights with the district’s obligation to provide an inclusive and comprehensive education.

Public Comment

During public comment, one Scarsdale resident thanked district leadership and the Board of Education for what she described as a comprehensive and transparent presentation on special education. Drawing on her experience as a parent of three students in the district, she praised the district’s long-term planning, strong professional development, and clearly defined continuum of special education services. She voiced strong support for continued investment at all levels, highlighting the importance of early intervention, expanded ICT offerings through middle school, and the thoughtful development of high school programs, including Bridge and alternate assessment planning. She also stressed the value of collaboration between families and the district and encouraged continued data-informed decision-making and family engagement.

Another speaker raised concerns about a recent event at the high school in which a student-led club, hosted members of the Israel Defense Forces search and rescue unit through a nonprofit organization. While acknowledging that the event followed existing district policies, she argued that allowing any foreign military-affiliated group into a public school during the school day is inappropriate, particularly when the military is involved in an active conflict. She expressed concern that the district’s suggestion of counter-programming places an unfair burden on students who may feel marginalized or at risk of social repercussions. She also urged the Board to revise district policy to prohibit foreign military-affiliated groups from presenting in schools during the school day, emphasizing the need to protect students and maintain neutrality in public education.

These are only some of the highlights from the meeting. To watch the meeting in its entirety, see here.