Dr. Malloy, a staff member who presented the district’s special‑education update to the Eastern York School Board, said the district now lists 494 active special‑education students, up from about 470 at the end of the previous school year. “Special education is a revolving door and kids are in and out,” Dr. Malloy said, describing changes in enrollment and placements.

The presentation outlined that 10 students from other districts are now enrolled in Eastern York life‑skills, intensive learning support and autistic‑support programs; the district is billing tuition for those placements and reported roughly $444,000 in billings tied to those contracts. Dr. Malloy said three districts requested placements the district declined after reviewing paperwork and classroom capacity.

The report showed the district reduced out‑of‑district placements over time: about 64 in an earlier year, 43.5 at the end of last year and 33.5 at the start of the current year (the transcript notes the “half” counts students who attend York County School of Technology part time and whose tuition is prorated). Dr. Malloy said some placements are outside local control — for example residential or court‑ordered placements — and those numbers can be unpredictable.

Staff described program expansion: the district now operates 10 in‑house specialized programs after beginning the previous year with three. New openings include a 3–5 intensive learning support classroom at Kennenakley, a middle‑school life‑skills classroom transferred from the Lincoln Intermediate Unit (LIU), additional paraeducator support and in‑person speech services. Jamie Arnold, identified in the presentation as a behavior coach now providing occupational therapy, was mentioned as part of expanded in‑house services.

Administrators described post‑secondary transition supports and partnerships: the district pays tuition to the LIU for some post‑secondary programs such as “YTechX” at York County School of Technology, Project SEARCH at the hospital, and a “New Visions” community‑based classroom. The district is converting a trailer at “Hina Datsley” into an apartment to teach independent‑living skills and is exploring employer partnerships to place students in paid or unpaid work experiences; one student already works at “Flinch Falls,” staff said.

The board heard about state monitoring and auditing work required for post‑secondary transition services; staff said secondary teachers and counselors must complete required training and advisors from the state are providing coaching this year. The presentation also summarized parent and staff surveys: 44 parent responses and 24 staff responses flagged strengths (confidence in IEPs, MTSS process, administrator collaboration) and challenges (limited collaboration time, large caseloads, inconsistent building‑level communication). Dr. Malloy said leaders will expand structured collaboration and professional development in response.

Board members asked for financial context. A board member asked for a later financial summary showing special‑education department costs, savings and revenue so the board can assess budget impact; staff agreed to supply a top‑line dollar summary in a later briefing. The presentation closed with notice of a first special‑education parent night scheduled for Oct. 23 and local inclusion events such as Makayla’s Voice at Wrightsville Elementary and a three‑year Patan autism initiative.

No formal board action was taken during the presentation portion of the meeting; the item was informational and the board’s questions focused on capacity, tuition billing and future budget reporting.