District staff told the Springfield School Committee on March 27 that enrollment of students with disabilities has risen substantially since 2013, and the district is expanding special education programs and staff training to meet growing need.

Doctor Marissa McCarthy, presenting data on ‘‘exceptional learners,’’ said overall district enrollment of students with disabilities increased 37% since 2013 — a growth of approximately 1,755 students — with particularly large growth in low-incidence and autism-related programs. "LYNX is standing out for many of you," she said, noting LYNX enrollment rose from about 54 students in 2013 to nearly 698 in 2025 in district programs.

Details and program response: McCarthy said the district now serves students with a wide range of needs across a full continuum of services, from inclusion to self-contained low-incidence classrooms. She described two LYNX program tracks (moderate and intensive) and said many younger students currently in elementary LYNX classes will move into middle and high school cohorts as they age, creating a continuing need for additional classrooms and specialized staff.

Staffing and training: McCarthy and other presenters said the district faces teacher shortages that affect special education programming. The presentation described steps the district is taking: targeted recruitment at career fairs, stronger principal screening of classroom profiles, expanding training for paraprofessionals, using district autism and behavior specialists to coach classroom staff, and intensive professional development for kindergarten teachers to support early needs.

Out-of-district placements and financial context: Committee members asked about students placed out of district; staff said out-of-district placements have declined from about 300 five years ago to roughly 78 currently, because the district is providing more in-district specialized services. Committee members requested follow-up financial data quantifying the budgetary impact of program growth; presenters said they did not have those figures in the presentation but would provide them on request.

Questions and next steps: Committee members asked whether changes in diagnosis or new screening tools contributed to rising numbers; staff said that question requires further analysis and offered to return with additional data including 504-plan counts, out-of-district placement trends, and budgetary impacts. The district also said it has reactivated the Special Education Parent Advisory Council (CPAC) to increase parent engagement and feedback.

Implication: The presentation framed the rise in students with disabilities as a long-term trend requiring additional classrooms, staffing and training across grades; staff recommended continued professional development, recruitment efforts, and stronger family engagement through CPAC.