The District will attempt to provide general education support services, instructional modifications, and alternative instructional approaches in order to address the student’s performance prior to a referral to the Committee on Special Education (CSE).
No student may be determined eligible for special education services due to lack of instruction in reading and math or due to limited English proficiency or who has not received RTI services.
The individual evaluation includes technically sound instruments that assess the relative contribution of cognitive, behavioral, physical and developmental factors. Selected evaluation materials will not be discriminatory with regards to a student’s race, language or culture.
Assessment tools are used to provide information that directly assists the evaluator with determining the educational needs of students. Student data will be used to inform and improve instruction.
We provide special education services that meet the individual needs of the child,which are developmentally appropriate and strength-based. These services are planned in collaboration with all the child-serving systems involved in the child's life and are provided in a supportive learning environment.
A process is developed to ensure that all appropriate special education services, related services and program modifications will support the student’s progress in the general curriculum. All special education instruction will be based on the New York State Common Core learning standards.
We recognize that the child’s family is the primary support system for the child and participates in all stages of the decision-making and planning process.
We recognize and respect the behavior, ideas, attitudes, values, beliefs,customs, language, rituals, ceremonies and practices characteristic of the child's and family's ethnic group.
All instructional staff (administrators, general education teachers, special education teachers, and paraprofessional staff) is supported in developing the knowledge, skills, and attitudes to design learning environments and instruction to meet the needs of diverse learners, including those with significant disabilities.
Related services provided to special education students will be educationally relevant, evidence-based and will support the student’s learning. These services will be provided to the student in a manner that is least disruptive to the child’s learning.
Special education services and supports will be based on peer-reviewed research and will be evaluated regularly to ensure that they continuously improve.
Learning is continuous in the life span of a child and all children can learn.
Self-advocacy and self-determination are foundation skills needed by all children.
Some students that have a disability that impacts their ability to learn, but is not severe enough to warrant special education services, have a 504 plan. These students, typically diagnosed with attention deficit hyperactivity disorder (ADHD), a mild learning disability, an auditory processing disorder, or a health related issue (i.e., cancer, diabetes, mental illness), receive classroom accommodations/modifications (copy of notes, verbal cues to stay on task, reduced classroom assignments) or test accommodations (i.e. extended time, test in location with fewer distractions, simplified directions). These accommodations are recorded on a 504 Accommodation Plan. A 504 Accommodation Plan, like the IEP, is a legal document.