Special Education Annual Report for 2011

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Transcript Special Education Annual Report for 2011

Special Education Annual Report 2013-2014 to the Board of Education

Jamesville-DeWitt Central School District November 17, 2014

Special Education

Special education is provided when a student with a disability requires specially designed instruction to meet their unique needs. In accordance with IDEA, the most basic responsibility school districts have regarding the education of children with disabilities is to provide all those eligible, a free and appropriate public education in the least restrictive environment to meet their individual needs. In accordance with their Individualized Education Program, students are eligible until they obtain a local high school or regents diploma, or until the end of the school year in which the child turns 21.

OVERVIEW OF JAMESVILLE-DEWITT SPECIAL EDUCATION CSE RESPONSIBILITY • In-district programs for school aged students • Non-public school aged students • Preschoolers • OCM BOCES Programs • Charter Schools • Incarcerated Youth

School Aged Students

Disability Category

Autism Emotional Disturbance Learning Disability Intellectual Disability Deafness Hearing Impairment Speech/Language Impairment Visual Impairment Orthopedic Impairment Other Health Impaired Multiple Disabilities Deaf-Blind Traumatic Brain Injury Total

2011-12

37 7 179 7 0 0 46 2 3 103 7 0 0 391

2012-13

44 9 179 5 0 1 52 3 2 104 7 0 0 406

2013-14

50 10 172 4 0 1 47 3 3 97 6 0 1 394

C

OMMITTEE ON

E

DUCATION

M S

PECIAL EETINGS

CPSE (preschool) CSE meetings in district CSE meetings in nonpublic Total

2011-12

92 444 116 652

2012-13

92 476 132 700

2013-14

133 525 121 779

Identified Preschool Students

Age

Age 3 Age 4 Total

11-12

13 14 27 * Based on BEDS day data

12-13

13 11 24

13-14

19 32 51

S ERVICES P ROVIDED FOR P UBLIC S TUDENTS N ON -

JD Residents Residents of other districts Total # of students

2009-10

14 34

2010-11

9 52 48 61

2011-12

10 61 71 New Evaluations of non-public students 37 37 57

2012-13

9 59 68 42

2013-14

17 (4 decline) 73 (15 decline) 90 (19 decline) 30 (16 eligible)

Continuum of Services

 Consultant Teacher Services as a support to the regular education program  Resource Room Services as a support to the regular education program  Special Class Services; 15:1 Supplanted Reading or Math  Special Class Services; 12:1:1+3 (1 Middle School, and 1 High School)  Special Class Services; 12:1:1 (*1 Elementary, 1 Middle School, 1 High School)  Related Services as a support to the regular education program  Declassification support services  Out of district placement (BOCES)  Home/Hospital Instruction  Residential Placement *The Elementary 12:1:1 class was newly established in the 2013-14 school year

U TILIZATION OF BOCES P ROGRAMS

Program Type

Students with Multiple Disabilities Intense Emotional/ Behavioral Needs Deaf and Hard of Hearing Functional HS/GED Total

11-12

6 11 0 3 20

12-13

8 16 1 4 29

13-14

8 12 0 4 24

The Use of Technology in Special Education

When necessary, assistive technology is addressed in the IEP. The purpose of assistive technology is to allow for educational access and to increase student independence. A student may require support from assistive technology to access the general education curriculum due to limitations in the areas of: • Reading, writing, and/or listening • Math • Communication • Physical limitations • Vision

O

UR

G

OAL

As a department our goal continues to be to provide a free and appropriate education based on each students’ present levels and needs.