District Plan for Special Education
Mission Statement
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The Broadalbin-Perth Central District is committed to providing a quality education to all students, including those with disabilities. The Special Education Department offers a continuum of in-district services that afford students access to the general education curriculum, in accordance with their own individual capabilities. In this way, special education is indicative of a standards driven system aimed at promoting high levels of student functioning in all areas within the least restrictive environment. Programs are designed so students may receive the highest quality of services within the general education setting, among age appropriate peers, to the greatest degree possible.
Special Education Goals
The Broadalbin-Perth Central School District supports the achievement of the following goals:
- To provide services utilizing an inclusive model within the general education setting that enables all students to achieve their highest potential.
- To provide a continuum of services that address academic, social, emotional, physical and management needs in order for all students to achieve their highest potential.
- To develop positive working relationships with parents and members of the school community throughout the entire special education process.
CSE Chairperson - Susan Argotsinger
Committee on Preschool Special Education
Committee on Special Education
The Broadalbin-Perth Central School District Board of Education appoints a Committee on Special Education (CSE) and a Committee on Preschool Special Education (CPSE) on an annual basis. The committees are comprised of a chairperson, school psychologist, parent member, the child's regular education teacher, the child's special education teacher, the child's parent, school physician (when requested) and various other related school personnel. The committees are responsible for initiating formal evaluations and implementing recommendations for each referred student according to specified guidelines and time frames, which includes informing students' parents or guardian's of their due process rights as follows:
- Written notice of CSE/CPSE initial evaluation or reevaluation
- Written notice of CSE/CPSE:
- Evaluations
- Meetings
- Access to school records
- Right to request the presence of the school physician
- Recommendations
- Impartial Hearings
- Written parental consent of CSE/CPSE:
- Evaluations
- Recommendations
- Placements
CSE Referral Process
The Broadalbin-Perth Central School District provides a wide range of preventative services for the purpose of utilizing all regular education supports prior to initiating the referral process. At each building level, teams consisting of various school personnel, typically including the principal, regular education teacher, special education teacher, school psychologist and school social worker, meet on a regular basis to assess, plan or monitor the needs of identified students of concern. In this way, all available and appropriate services can be provided in order to address the indicated needs of students within the general education setting to the greatest degree possible.
A referral to the Committee on Special Education (CSE) is initiated only after all the available supports and services have been exhausted. Although any concerned party may make a referral to the CSE, they are typically generated from building level teams. Once a referral is made to the CSE, formal evaluations and assessments are conducted to obtain a student profile for the purpose of ascertaining the extent to which special education services may be necessary.
If the CSE determines that a student qualifies for special education services, an Individualized Education Program (IEP) is developed in accordance with Part 200 of the Regulations of the Commissioner of Education and includes the following components:
- Present levels of performance and individual needs
- Classification of the disability
- Annual goals and related objectives
- Special education program and related services
- Extent of participation in the regular program
- Specialized equipment and adaptive devices
- Alternative testing procedures
- Transition goals if appropriate
In-District Services
The following special education programs and services, which were designed to meet the needs of the greatest number of classified students, are available to students within the Broadalbin-Perth Central School District for the 2003-2004 school year:
Declassification Services
These services are provided to students who are ready to transition into full-time regular education programs. Upon recommendation that a student be declassified, the CSE determines the type and duration of services for the purpose of ensuring a smooth transition to the general education setting.
Related Services
Appropriate specialists provide a range of services to students with disabilities. Such services include, but are not limited to the following:
- Interpreter for the Deaf
- Medical/Nursing Services
- Occupational Therapy
- Physical Therapy
- Speech/Language Services
- Counseling/Social Work Services
Consultant Teacher Services
These services may be provided directly or indirectly to students attending regular education classes. Direct consultant teacher services consist of individualized or group instruction provided by a special education teacher in order for students with disabilities to benefit from the regular education program to the greatest extent possible. Indirect consultant teacher services are provided to regular education teachers by special education teachers to assist with accommodations and modifications to their instructional methods and techniques in order to meet the individual needs of students with disabilities.
Consultant Plus Services
In addition to the services provided by the Consultant Teacher listed above, consultant plus services allow special education teachers to provide group instruction to students with disabilities in an alternative setting outside the regular education classroom as needed. The model is widely utilized throughout the district largely due to the allowance of the greatest flexibility of service provision.
Curriculum Support
This is a program designed to provide middle school students with the necessary academic support needed to meet the increasing requirements of the NYS standards.
Inclusion "Cluster" Classes
The inclusion classroom model provides special education services to students within a general education classroom setting. By providing services in this way, pull-out services for special education students are reduced for both general and special education teachers who can coordinate service delivery to special needs students. This classroom design is currently used in the primary and intermediate school for grades K-6.
Special Classes
These classes are composed of students whose special education needs cannot be met in the regular education program. Size and composition of such classes are based on the similarity of students' disabilities or individual needs (management, academic, physical, social and developmental). Students participating in any of the below listed special class programs are mainstreamed for academic or special area instruction to the greatest degree possible.
Self-Contained Classes (12:1:1 Grades K-6)
These classes are comprised of students whose special education needs consist primarily of the need for specialized instruction, which can best be accomplished in a self-contained setting. The setting shall not exceed twelve students. The self-contained setting is designed to reduce the effects of pull-out services and mainstreaming have on the academic schedule.
Basic Skills Classes (15:1/15:1:1)
These classes provide students with disabilities, primarily classified as learning disabled, parallel instruction by a special education teacher in content areas as needed.
Daily Living Skills Classes (12:1:1 Grades 7-8)
This class has been designed to teach middle school students, primarily classified as mentally retarded, functional daily living skills needed to prepare them to be independent and contributing members of the community. This program is designed to be a prerequisite for the 15:1:2 Life Skills Program at the high school.
Life Skills Class (15:1:2)
This class provides students whose levels of academic achievement are significantly below grade level, primarily classified as Mentally Retarded, with services to prepare them to be contributing members of the community and productive members of the workforce. Strong emphasis is placed on transition planning and school-to-work experiences.
Transition Services
These services are provided to all classified students beginning at age twelve in order to ensure appropriate educational and career planning. The district has appointed a Transition Coordinator to assist with these efforts.
Transitional Support Services
These services are provided for a teacher upon the recommendation of the Committee of Special Education and shall be specified in the student's IEP.
Home Tutoring Service
This service is provided to all classified students who are unable to attend an educational program for a specific reason (medical, emotional, behavioral). Home tutoring is also provided in the interim to students seeking a private placement. Tutoring services are customized to assist with future placement in the least restrictive environment.
Out of District Services
Hamilton-Fulton-Montgomery BOCES
Contracted services are provided through H-F-M BOCES for students whose needs dictate programs not currently available in-district as follows:
- BEST - basic Education and Skills Training (12:1:1)
- APP - Academic Preparation Program (12:1:1)
- Life Skills (12:1:4)
- PACE - Pupils Adjusting to Community Environments (8:1:1)
- Multiply Handicapped (12:1:4)
- CIPC - Children in Crisis Program (6:1:2)
- Career Preparation Program (12:1:1)
- Hearing Impaired (12:2:1)
Private Placements
Based upon need, students may be placed in day treatment programs or residential placements. Placements are made to provide students with the support and services that cannot be addressed in a less restrictive environment. |
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