Transcript A Special Education Overview: Shifting the Model

Mrs. Rosemary Matthews
Assistant Superintendent for Pupil Personnel Services
&
Dr. Lauren Ribeiro
Special Education Elementary Supervisor
CPSE/CSE Chairperson
October 3, 2012
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Defining acronyms: What do they all mean?
The CPSE and CSE process: How to get help
for your child
The difference between an IEP and a
Section 504 Accommodation Plan
An overview of the special education
programs and related services offered in the
district
Addressing common parent questions
First Step- Talk with your child’s classroom
teacher, principal, pediatrician to get their
perspective
If a referral to special education is warranted…
-Birth to 3 years old- Early Intervention
(Westchester County Dept of Health)
-3-5 years old- CPSE- (County and Pelham)
-5 years-old and above- CSE or Section 504
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Student is registered/ enrolled in Pelham
UFSD
Student is referred to the CSE or CPSE
PPS office sends home a referral packet
Parent signs consent for evaluation
Student undergoes a comprehensive set of
evaluations
Committee meets to review evaluations,
discuss student needs, and make
recommendations as to eligibility for services
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Standardized Testing shows a delay in development
-33% delay in one area or
-25% delay across two areas
(12 month delay, 2 Standard Deviations)
This delay has an educational impact in preschool
classroom.
CPSE Continuum of Services
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Related Services Only
SEIT Only
Related Services and SEIT
Half-Day Class
Full-Day Class
Must meet criteria for 1 of 13 disability categories under IDEA
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Emotional Disability
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Learning Disability
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Speech/Language Impairment
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Other Health Impaired
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Autism
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Intellectual Disability
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Multiple Disabilities
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Visual Impairment
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Deafness
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Deaf-Blindness
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Traumatic Brain Injury
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Orthopedic Impairment
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Hearing Impairment
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Approximately 10% of students in the country
receive special education services. HALF of the
special education population nationally is
identified as Learning Disabled (LD) , with the
percentage of school-age students classified as LD
having more than doubled since 1980.
(Vaughn & Fuchs, 2003)
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Effective July 1, 2012, all school districts in NYS
must show documented evidence that a student
has gone through the RTI process to determine if a
student in grades K-4 is a student with a learning
disability in the area of reading.
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The "504" refers to Section 504 of the Rehabilitation Act
and the Americans with Disabilities Act which
specifies that no one with a disability can be excluded
from participating in federally funded programs or
activities, including elementary, secondary or
postsecondary schooling.
- “Disability” in this context refers to a "physical or
mental impairment which substantially limits one or
more major life activities." This can include physical
impairments; neurological conditions (ADHD); chronic
medical conditions like asthma, allergies and diabetes;
and learning problems.
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A Section 504 Accommodation Plan includes the
program modifications and testing
accommodations that will be needed for these
students to have an opportunity perform at the
same level as their peers.
An IEP is an individualized plan that describes
exactly what special education services a student
will receive and why. It will include a student’s
classification, special education program, related
services, program modifications, testing
accommodations, academic and behavioral goals,
and more.
Pelham Public Schools
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The District will provide pre-referral strategies and supports,
including modification and alternative instructional
approaches for all students in order to address the student’s
needs prior to referral to the Committee on Special Education
(CSE).
Pupil Personnel staff will provide strategies and interventions
to support students in the general education learning
environment through collaboration, staff development, and
consultation.
The District will provide special education services that meet
the individual needs of the child, are developmentally
appropriate, and strength based.
Services are planned in collaboration with all child serving
systems involved with the child.
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The child’s family is the primary support system for the child and
participates in all stages of decision making and planning .
Student data will be used to inform and improve instruction.
Related services provided to special education students will be
educationally relevant, evidence-based, and will support the
student’s learning while provided in a manner least disruptive to
the student’s overall progress in his program
Administrators, general education teachers, special education
teachers, related service providers, and paraprofessional staff are
supported in developing the knowledge, skills, and attitudes to
design learning environments and instruction to meet the needs of
diverse learners, including students with disabilities.
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The District will encourage involvement and support for
parents of students with disabilities.
The District will facilitate the transition from high school
to post secondary education programs or to employment.
The District will continue to assess the efficacy of our
district special education program in meeting the needs of
the students.
The District will assess and implement innovative options
for serving student with disabilities, which reflect current
research on effective practices
Hierarchy of Programs and Services in Pelham
Special
Class
Resource Room
Integrated
Co-Taught Classes
& Consultant Teacher
Related Services
Hutchinson
School
Two Special
Classes
K-2
3-5
(Full or Part-Day)
Integrated
Co-Taught
Classes
Resource Room
Resource Rm/CT
Consult Teacher
All
Related
Services
Prospect
Hill
ACE
Learning
Program
3-5
Resource Room
Resource Room/CT
Consult Teacher
All
Related
Services
Colonial
School
ACE
Learning
Program
K-2
Resource Room
Resource Room/CT
Consult Teacher
All
Related
Services
Siwanoy
School
Resource Room
Resource Room/CT
Consult Teacher
All
Related
Services
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Foundations of Learning Program
Special Classes
Integrated Co-Taught Classes
Resource Room
Consultant Teacher (Direct and Indirect)
All Related Services
Supplementary Services
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TSP “Therapeutic Support Program” (2006)
Foundations of Learning (2008)
Special Classes
Integrated Co-Taught Classes
Resource Room
Consultant Teacher (Direct and Indirect)
Related Services
Supplementary Services
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Enhance general education with evidenced-based
practices to provide appropriate services (RtI)
Build school district capacity to provide local
alternatives to out of district more restrictive
placements
Continue training in methodologies to increase
success for ALL students
Increase parent trust to support notion – milder
issues are better served in general education
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Will the district refrain from classifying
students as a result of challenging economic
times?
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Will students be declassified because of
economic difficulties and rising costs?
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Can services be increased during the school year
if needed?
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How do I request a change in my child’s
services?
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Questions??
PPS Office- (914) 738-3434, ext 3
Sally Tedesco and Felice Cipriano
Rosemary- [email protected]
Lauren- [email protected]
Regina Ricci- PMHS- [email protected]
SEPTA- www.pelhamsepta.org