Brooklyn Prospect Charter School Special Educational Needs (SEN) Policy

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Brooklyn Prospect Charter School Special Educational Needs (SEN) Policy"

Transcription

1 Our School Brooklyn Prospect Charter School Special Educational Needs (SEN) Policy Brooklyn Prospect Charter School (BPCS) is committed to supporting all students academic and personal growth, teaching the skills and habits of mind necessary for success in the global community, recruiting and training excellent teachers, and reflecting the diversity of Brooklyn s neighborhoods. We embrace racial, socioeconomic, and learner diversity. As we grow as an organization, we are committed to using our resources and personnel creatively to ensure that all students needs are met to the best of our ability. Our Special Education Needs Philosophy We believe that every learner has strengths and struggles and that, sometimes, those strengths and struggles reflect differences that require additional supports. The provision of specialized academic and social-emotional supports at our school corresponds directly with the continuum of need that exists. The students who require more supports receive them and the students who require fewer supports also get what they need. We recognize that plans for specialized supports may be permanent in some cases and not in others, and we offer a range of services to assist regardless of where our students fall. We accept students based on a lottery and hope to always approximate the district average in our population of students with disabilities. In accordance with the school s lottery process for admission, the special education programs at BPCS are completely inclusive, which means that all students learn in a general education setting and there are no selfcontained classrooms. Our programs are tailored to make post-secondary options a realistic choice for the vast majority of the special education population. Additionally we seek to offer students a place where the diversity of the student body is, itself, a source for learning. When we speak of diversity, we refer to the range of backgrounds and perspectives that exist in our student body, on our faculty and staff, and within our broader community of parents and other stakeholders. We seek to develop openminded learners. Recognizing and utilizing our diversity makes this possible. We believe that, often, modifications and accommodations that are made for one student with a learning difference can in fact be pedagogically appropriate for all students. Who We Serve Because we are a public charter school, we honor the outcomes of the annual lotteries that are held to admit new students to our program. When our lottery process is complete and families begin to enroll their students in our school, we identify incoming students with

2 special education needs. We conduct this process in two ways: by evaluating information that is brought to our attention by the New York State Department of Education and by conducting detailed intake interviews with our students and their families. Brooklyn Prospect serves students with special educational needs in a general education setting with the supports of either the Integrated Co-Teaching (ICT) or Special Education Teacher Support Services (SETSS) program model. At present, approximately 22% of our students have identified disabilities and Individualized Education Programs (IEPs). The majority of these students are classified as, but not limited to having, either a Specific Learning Disability, a Speech and Language Impairment, or Other Health Impairment (typically AD(H)D). Brooklyn Prospect does not have a gifted and talented program. We do offer accelerated sequences in math (starting in 7th grade) and Language A (starting in 9th grade) for students with strong skills. Additionally, classroom teachers differentiate the content, the process by which students explore and products that students create in order to provide challenge to all students. In the seventh-ninth grades, office hours are used to provide extension and enrichment sessions on a weekly basis for students who would benefit from accelerated or more challenging material. We currently have the resources to serve students with the following disability classifications: Learning disabilities (including dyslexia and dyscalculia) Speech and language impairments (including aphasia, dysphasia and articulation differences) Orthopedic impairments (physical disabilities affecting mobility) Emotional disturbances (such as chronic depression and anxiety-related concerns) Mild to moderate visual and hearing impairments Other health impairments (including ADHD, mild to moderate fine motor and executive function concerns, and chronic or acute health concerns like asthma, epilepsy, diabetes, etc.) Students who qualify for accommodations under Section 504 of the United States Rehabilitation Act. Beyond this list, Brooklyn Prospect s faculty and staff are committed to working with our student and families to find appropriate modifications, accommodations and supports. We are committed to using our resources and personnel creatively to find solutions that work for our students. We are limited in our capacity to serve students who qualify as having moderate to severe disabilities. In the rare cases where Brooklyn Prospect s supports are inadequate, we work with families to find a more appropriate placement.

3 Our Mandate As a public charter school, we follow local, state, and federal laws that govern the delivery of special education services in New York (state and city) and the United States. The Individuals with Disabilities in Education Act of 2004 (IDEA) guides us to educate our students in academic settings where they require the least amount of specialized supports to succeed (least restrictive environment, or LRE). This federal law also outlines the process by which all public school students are referred, evaluated, identified, and serviced for special education. BPCS students are referred for special education services when they have not demonstrated growth with the universal supports that we have in place for all students. Examples of the these supports include an advisory program, scaffolded note-taking sheets, organizational training, academic/behavioral tracking sheets, an intensive reading program, student-specific executive function interventions, and tutorial sessions. When students are referred for special education services, we respond by collaborating with the New York Department of Education Committees on Special Education (CSE) to conduct the assessments needed to determine eligibility for specialized instruction. When the evaluation process is over, we work with our district s CSE representative to determine whether or not the student in question is eligible to receive special education services. If the student is ineligible, we work with the student s family to implement additional accommodations and supports that may help, sometimes including those provided for under Section 504 of the Rehabilitation Act. If the student is eligible, we convene a meeting with the student s family to discuss implementing an Individualized Education Program (IEP) that will provide services and accommodations to facilitate the student s academic development. BPCS IEPs identify students strengths and areas of need, and outline progress goals that guide students learning and movement toward access and mastery of grade-level standards. Our IEPs also detail any modified promotional criteria for students who may not independently meet standard promotional criteria of grade-level standards. We conduct annual meetings to update student IEPs with developmentally-appropriate learning goals, and the CSE conducts triennial evaluations and meetings to revisit student eligibility for services. We adhere to the Americans with Disabilities Act (ADA) to provide accommodations to students with physical disabilities, and we also look to the principle of Universal Design for Learning to ensure that our logistical practices align with our vision to truly be a school for all students.

4 Our Team Though all teachers at BPCS play roles in supporting all students, we maintain a team of learning specialists who are dedicated to the task of coordinating and implementing instruction and supports for students with special learning needs. Learning specialists are certified, or working towards certification, in teaching students with disabilities in grades 5-9 or grades They have, or are pursuing, master s degrees in the field of special education, and will strive to meet any and all international requirements in these areas. Our high school learning specialists have or are pursuing dual certifications in the subject areas in which they teach. Our learning specialists are divided between two programs: Integrated Co-Teaching (ICT) and Special Education Teacher Support Services (SETSS). ICT learning specialists also function as subject-area experts across grade levels in English Language Arts (ELA), Humanities, Math, and Science. They share planning, teaching, and evaluation responsibilities with their subject-area counterparts. Our SETSS team provides both pushin and pullout support to students, primarily in ELA and Math. BPCS also benefits from the services of an on-site speech language therapist and an on-site counselor. Other related services are provided off-site in conjunction with the CSE. Services to Students As a school, we have developed a Response to Intervention (RtI) model to support all students. The RtI model outlines interventions for all students in our school depending on the levels of services that they need to thrive academically and socially. Students who need a fairly typical range of supports receive them in a general education setting, while students who need more individualized supports receive them in ICT classrooms or in pullout sessions with learning specialists, related service providers, the Assistant Principal for School Culture, the Deans of Students, or other appropriate school personnel. Students in ICT or SETSS receive the majority of their instruction in a general education setting. ICT students are further supported by learning specialists in each of their core subject classes. Instruction and assessment in these classes may be differentiated or modified depending on student needs. SETSS students are further supported by learning specialists in their ELA/Math classes, and by daily pullout to bolster learning. BPCS provides many accommodations and modifications to supports its students with special needs, including but not limited to: Extended time Counseling services Speech services Modification of materials/information in the classroom

5 One-to-one or small group instruction Visual support of written materials Audio support of written materials Multi-formatted directions Assistive technology Preferential seating Behavior/Academic tracking plans As an organization, we strive continually to ensure that our students with special needs are receiving all of the accommodations and modifications listed in their learning plans. The student support services team works to ensure that subject-area teachers are aware of which students require additional accommodations or modifications. The student support services team members meet weekly with subject-area teachers so that they may successfully implement differentiated instruction to support their learners. Student Assessments To diagnose gaps in learning and to assess students progress in mastering specified academic goals, we administer the following assessments: New York State standardized tests Teachers College running record developmental reading assessment Fountas and Pinnell Benchmark Reading Assessment Regents Examinations (grades 9-12) Wilson series of assessment tools that gauge decoding/fluency/spelling skills in developing readers (WIST, WADE, etc.) Transitional and vocational surveys and assessments Subject-area benchmark and interim examinations School based testing and teacher observation Achievement Network interim testing Our staff members are qualified to administer all of the assessments listed above. When students are referred for special education eligibility evaluations, we work with our CSE representative to administer the appropriate assessments that include, but are not limited to: The battery of assessments needed to conduct a psycho-educational assessment that complies with federal and local regulations Assessments needed to determine whether a speech and language impairment exists Various psychiatric assessments to whether a student has an emotional disturbance

6 Our CSE provides the appropriate related service providers to administer the listed assessments in the event that there are no on-site staff members qualified to do so. We partner with our CSE to communicate the results of these evaluations to our parents, and to work with our families to implement recommendations for specialized instruction and related services. Student Records To promote accountability and to maintain updated and clear information for all of our students with disabilities, we will continue to build a record-keeping system that helps us organize and communicate our students needs. This system will house documents that include students IEPs, completed psycho-educational and neuropsychological evaluations, formal observation/session notes, and any other documentation regarding the provision of special education services to students. Our SEN records are confidential. Learning specialists and related service providers have access to these student files. Other members of our staff and faculty (subject-area teachers, administrators, etc.) wishing to view the records may work with learning specialists to review files. We will provide families and government agencies with copies of these records upon written request. When students move to different educational institutions, we will ensure that their special education records move with them. Maintaining Our Special Education Needs Policy Our SEN policy will be coordinated by our team of learning specialists, in conjunction with subject-area teachers and school administrators, to ensure that the vision and objectives detailed in this document are aligned with our mission and that of the International Baccalaureate program. Our SEN policy will be monitored primarily by our learning specialists, with feedback from stakeholders at multiple points throughout the year. We will maintain a virtual version of this document that may be accessed by all members of the school community including teachers, administrators, students, and parents. The document will also be available in hard copy for any members of the community who want it.

SPECIAL EDUCATION NEEDS POLICY

SPECIAL EDUCATION NEEDS POLICY SPECIAL EDUCATION NEEDS POLICY Vanguard High School Special Education Needs Policy 1 VANGUARD HIGH SCHOOL INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM Rationale/Purpose The IB Program at Vanguard High School

More information

Service Delivery Models

Service Delivery Models Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of

More information

St. Matthias IB MYP Special Needs Policy

St. Matthias IB MYP Special Needs Policy St. Matthias IB MYP Special Needs Policy Vision for Inclusion of the Archdiocese of Chicago The heart and spirit of our Archdiocesan Catholic Schools reveals itself in the faith conviction that all God

More information

Rockridge Secondary School Special Education Policy

Rockridge Secondary School Special Education Policy Rockridge Secondary School Special Education Policy [B]ecoming more inclusive is a matter of thinking and talking, reviewing and refining practice, and making attempts to develop a more inclusive culture

More information

Comprehensive Special Education Plan. Programs and Services for Students with Disabilities

Comprehensive Special Education Plan. Programs and Services for Students with Disabilities Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively

More information

ACTION 100 and Students Receiving Special Education Services

ACTION 100 and Students Receiving Special Education Services ACTION 100 and Students Receiving Special Education Services Approximately 12% of students in grades K-12 currently receive special education services. These students include: those with diagnosed learning

More information

Drafted March 2014. This special needs policy will help to ensure that: This policy addresses students in the following categories:

Drafted March 2014. This special needs policy will help to ensure that: This policy addresses students in the following categories: Peebles Elementary Special Needs Policy Drafted March 2014 Philosophy We believe that all learners have unique needs. We believe that all stakeholders share a responsibility to intervene with effective

More information

ATTLEBORO PUBLIC SCHOOLS. Office of Special Education 2015-2016

ATTLEBORO PUBLIC SCHOOLS. Office of Special Education 2015-2016 ATTLEBORO PUBLIC SCHOOLS Office of Special Education 2015-2016 PROGRAM DESCRIPTIONS Page 1 Attleboro Public Schools Preschool Special Education Programs Special education regulations 603 C.M.R 28.04 govern

More information

Riverdale High School. International Baccalaureate Diploma Programme. Special Educational Needs and Inclusion Policy 2014-2015

Riverdale High School. International Baccalaureate Diploma Programme. Special Educational Needs and Inclusion Policy 2014-2015 Riverdale High School International Baccalaureate Diploma Programme Special Educational Needs and Inclusion Policy 2014-2015 INTRODUCTION AND PURPOSE The purpose of this document is to 1. Communicate to

More information

Special Education Needs Policy

Special Education Needs Policy Special Education Needs Policy Lincoln Park Academy International Baccalaureate Diploma Program Lincoln Park Academy Special Education Needs Policy 1 Lincoln Park Academy INTERNATIONAL BACCALAUREATE DIPLOMA

More information

Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy

Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy Horizons on the Hudson Elementary School Newburgh, New York IB, Primary Years Program Special Education Policy Special Education Philosophy At Horizons on the Hudson, we maximize inclusion for all students

More information

Annual Public Notice of Special Education Services and Programs for Students with Disabilities

Annual Public Notice of Special Education Services and Programs for Students with Disabilities 1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and

More information

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed

More information

Serving Students with Unique Needs: students with disabilities

Serving Students with Unique Needs: students with disabilities Serving Students with Unique Needs: students with disabilities Celia Reed, RSE-TASC trainer Rebecca DeBottis, Region 7 Coordinator 1 Objectives for the Session: Identify what special education regulations

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

Global engagement. An International Baccalaureate education for all

Global engagement. An International Baccalaureate education for all Learning stories Language and learning Inclusive education Global engagement Multiple programme schools Learning stories from the IB continuum share examples of good practice from IB World Schools in order

More information

CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES

CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,

More information

PROGRAMS FOR EXCEPTIONAL CHILDREN. Vision, Mission, Guiding Beliefs 3. PEC Roadmap Executive Summary 4. PEC Roadmap Progress 5

PROGRAMS FOR EXCEPTIONAL CHILDREN. Vision, Mission, Guiding Beliefs 3. PEC Roadmap Executive Summary 4. PEC Roadmap Progress 5 PROGRAMS FOR EXCEPTIONAL CHILDREN ROADMAP ACTION 2014-2017 TABLE OF CONTENTS Vision, Mission, Guiding Beliefs 3 PEC Roadmap Executive Summary 4 PEC Roadmap 2014-15 Progress 5 PEC Roadmap 2015-16 Action

More information

2015-2016 Instructional Management Plan

2015-2016 Instructional Management Plan Greenwood Public School District Dr. Montrell Greene, Superintendent Dr. June Leigh, Director of Curriculum 2015-2016 Instructional Management Plan Greenwood Public School District Academic Education Department

More information

Newton Public Schools. Guide to Special Education Programs and Related Services

Newton Public Schools. Guide to Special Education Programs and Related Services Newton Public Schools Guide to Special Education Programs and Related Services January 2013 1 of 49 pages The Newton Public Schools Guide to Special Education Programs and Related Services provides an

More information

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools

Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Basic Skills Teachers Intervention Specialists & Instructional Assistants Support Services Handbook 2013-2014 Audubon Public Schools Rationale A plan is in place for the 2013-14 school year to continue

More information

EDUCATION RELATED EDUCATIONAL INTERVENTION: EVALUATION, EDUCATION AND THE LAW

EDUCATION RELATED EDUCATIONAL INTERVENTION: EVALUATION, EDUCATION AND THE LAW National(Association(of(Pediatric(Nurse(Practitioners,(April(2013 EDUCATION RELATED EDUCATIONAL INTERVENTION: EVALUATION, EDUCATION AND THE LAW Once a pediatric healthcare provider recommends that a child

More information

Mastery-Based Learning. Guidelines for Implementation June 3, 2015

Mastery-Based Learning. Guidelines for Implementation June 3, 2015 Mastery-Based Learning Guidelines for Implementation June 3, 2015 Foreword Guidelines for Mastery-Based Learning Introduction In accordance with the Connecticut General Statutes (C.G.S.) Section 10-221a(f)(3)

More information

BUILDING CURRICULUM ACCOMMODATION PLAN

BUILDING CURRICULUM ACCOMMODATION PLAN BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION

More information

Multi-Tiered Systems of Support Response to Instruction and Intervention (RTI²) June 2016 Tie Hodack & Susan Jones Tennessee Department of Education

Multi-Tiered Systems of Support Response to Instruction and Intervention (RTI²) June 2016 Tie Hodack & Susan Jones Tennessee Department of Education Multi-Tiered Systems of Support Response to Instruction and Intervention (RTI²) June 2016 Tie Hodack & Susan Jones Tennessee Department of Education Districts and schools in Tennessee will exemplify excellence

More information

HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS

HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS Hopkinton Public Schools provides programs for students in need of special education from the ages of three through twenty-one,

More information

School Support System Report and Support Plan. Compass Charter School. October 17-18, 2012

School Support System Report and Support Plan. Compass Charter School. October 17-18, 2012 Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Compass Charter School October 17-18, 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

Selected Readings: NYCTF Guide to NYC Special Education Classroom Settings

Selected Readings: NYCTF Guide to NYC Special Education Classroom Settings Selected Readings: NYCTF Guide to NYC Special Education Classroom Settings To enhance the observation experience, please find helpful information below on what you can expect to encounter within special

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Special Education Program Descriptions 2016-17

Special Education Program Descriptions 2016-17 Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

Pine-Richland School District Gifted Education Plan. Gifted Guidelines from the Pennsylvania Department of Education, August 2010

Pine-Richland School District Gifted Education Plan. Gifted Guidelines from the Pennsylvania Department of Education, August 2010 Table of Contents Mission Statement... 1 Vision Statement... 1 Philosophy of Gifted Education... 1 Gifted Guidelines from the Pennsylvania Department of Education, August 2010... 1 Strategic Goals for

More information

IAC Ch 27, p.1. conducting classroom sessions with middle and secondary school students. The practicum consisting

IAC Ch 27, p.1. conducting classroom sessions with middle and secondary school students. The practicum consisting IAC Ch 27, p.1 282 27.3 (272) Specific requirements for professional service license endorsements. 27.3(1) Elementary professional school counselor. a. Authorization. The holder of this endorsement has

More information

Special Needs Policy International Baccalaureate Diploma Programme Washington-Lee High School Last Revised July 2015

Special Needs Policy International Baccalaureate Diploma Programme Washington-Lee High School Last Revised July 2015 Special Needs Policy International Baccalaureate Diploma Programme Washington-Lee High School Last Revised July 2015 Introduction and Purpose The purpose of this document is to Communicate to all stakeholders

More information

School Support System Report and Support Plan. Paul Cuffee Charter School December 2012

School Support System Report and Support Plan. Paul Cuffee Charter School December 2012 Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Paul Cuffee Charter School December 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

The Framework for Gifted Endorsement Guidelines

The Framework for Gifted Endorsement Guidelines The Framework for Gifted Endorsement Guidelines March/2015 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania

More information

MCD OUTCOME COMPONENT SCHOOL PLAN

MCD OUTCOME COMPONENT SCHOOL PLAN Federal Requirement, District publications and forms are available Search and Serve Response to Intervention (RtI) approach shall be one of several components of the process of determining a Specific Learning

More information

Michigan Merit Curriculum High School Graduation Requirements

Michigan Merit Curriculum High School Graduation Requirements Michigan Merit Curriculum High School Graduation Requirements 45 Understanding Michigan s graduation requirements will enable you to help your child obtain a high school diploma and ultimately succeed

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Understanding Special Populations. New Licensed Staff Induction Program

Understanding Special Populations. New Licensed Staff Induction Program Understanding Special Populations New Licensed Staff Induction Program Module Overview/Purpose Through planning, support, and execution, District 214 requires that all staff become familiar with how to

More information

Gifted Intervention Specialist

Gifted Intervention Specialist Gifted Intervention Specialist Endorsement Grades K-12 2008 Ohio Modified /CEC/NAGC Program Standards An endorsement of a teacher license, valid for teaching the subject or learners named, shall be issued

More information

NYC Department of Education Flexible Programming Guide. March 2012

NYC Department of Education Flexible Programming Guide. March 2012 NYC Department of Education Flexible Programming Guide (Using the Full Continuum of Special Education Programs and Services) March 2012 Updated March 20, 2012 Page 1 For too long, educating students with

More information

Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners

Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners Table 1100.1 Required Assessments and Qualified Examiners by Type of Disability Disability Assessments Required Qualified Examiners AUTISM School School Professional Licensed to provide a DEAF-BLINDNESS

More information

OPERATING STANDARDS FOR IDENTIFYING AND SERVING GIFTED STUDENTS

OPERATING STANDARDS FOR IDENTIFYING AND SERVING GIFTED STUDENTS OPERATING STANDARDS FOR IDENTIFYING AND SERVING GIFTED STUDENTS Ohio Administrative Code 3301-51-15 March 2008 3301-51-15 Operating standards for identifying and serving gifted students. (A) Definitions

More information

State of Colorado K-12 Mandate

State of Colorado K-12 Mandate State of Colorado K-12 Mandate Below is a partial list of state and federal mandates for school districts in Colorado: Minimum Number of Days of Instruction Every child who has attained the age of six

More information

Charles A. Szuberla, Jr.

Charles A. Szuberla, Jr. THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:

More information

AUSTIN INDEPENDENT SCHOOL DISTRICT INTERNAL AUDIT DEPARTMENT SPECIAL EDUCATION AUDIT PROGRAM

AUSTIN INDEPENDENT SCHOOL DISTRICT INTERNAL AUDIT DEPARTMENT SPECIAL EDUCATION AUDIT PROGRAM SPECIAL EDUCATION GENERAL: Texas Administrative Code 89.1001 Special Education Services shall be provided to eligible students in accordance with all applicable federal law and regulations, state statutes,

More information

A New Continuum of Services

A New Continuum of Services A New Continuum of Services For Special Education Students January, 2016 Every student is a general education student Approximately 13% of Seattle Public School students receive special education services.

More information

Executive Summary. Bel Air Elementary

Executive Summary. Bel Air Elementary Minot Public School District #l Mr. Mike Fogarty, Principal 501 25th St NW Minot, ND 58703-1869 Document Generated On February 13, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's

More information

SECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD

SECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD SECTION 9: SPECIAL EDUCATION PROGRAMS AND SERVICES SPECIAL EDUCATION PLACEMENTS PROVIDED BY THE BOARD The RCDSB continuously reviews its Special Education programs and services. Input is received from

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

Special Needs Policy

Special Needs Policy 2014-15 Special Needs Policy International Baccalaureate Programme Standards and Practices Standard A: Philosophy The school s educational beliefs and values reflect IB philosophy. A.9: The school supports

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014

Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014 Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED

More information

NORWIN SCHOOL DISTRICT JOB DESCRIPTION. Director of Special Education and Student Services

NORWIN SCHOOL DISTRICT JOB DESCRIPTION. Director of Special Education and Student Services NORWIN SCHOOL DISTRICT JOB DESCRIPTION JOB ANALYSIS Under the direction of the Assistant Superintendent of Elementary Education, and in cooperation with the Superintendent and other Administrators, the

More information

NAAS - inacol Standards for Quality Online Programs

NAAS - inacol Standards for Quality Online Programs NAAS - inacol Standards for Quality Online Programs Institutional Standards Institutional standards address the organization's vision, mission, philosophy and beliefs. The institutional standards define

More information

STAFF DEVELOPMENT in SPECIAL EDUCATION

STAFF DEVELOPMENT in SPECIAL EDUCATION STAFF DEVELOPMENT in SPECIAL EDUCATION Roles and Responsibilities of the Special Education Teacher AASEP s Staff Development Course Roles and Responsibilities of the Special Education Teacher Copyright

More information

Middleborough Public Schools

Middleborough Public Schools Middleborough Public Schools Pupil Personnel Services Special Education Program Descriptions 2011-2012 pg. 1 Special Education Mission Statement The Special Education Department is committed to providing

More information

Gifted & Talented Program Description

Gifted & Talented Program Description Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To

More information

http://www.bls.gov/oco/ocos070.htm Teachers Special Education

http://www.bls.gov/oco/ocos070.htm Teachers Special Education http://www.bls.gov/oco/ocos070.htm Teachers Special Education * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings * OES Data

More information

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Barrington Public Schools January 2016 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois 60107 Phone: 630-540-3900 Fax: 630-540-3908

9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois 60107 Phone: 630-540-3900 Fax: 630-540-3908 9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois 60107 Phone: 630-540-3900 Fax: 630-540-3908 Our Vision is to provide HOPE, enlightenment and excitement for our students, families,

More information

Higher Education Committee P-12 Education Committee. John L. D Agati. Ken Slentz. School Counseling Regulations. Date: October 18, 2013

Higher Education Committee P-12 Education Committee. John L. D Agati. Ken Slentz. School Counseling Regulations. Date: October 18, 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 To: From: Higher Education Committee P-12 Education Committee John L. D Agati Ken Slentz Subject: School Counseling

More information

Bremen Public Schools High Ability Plan Grades K-12 2015

Bremen Public Schools High Ability Plan Grades K-12 2015 Bremen Public Schools High Ability Plan Grades K-12 2015 Philosophy Bremen Public Schools recognizes each child s academic individuality and his or her right to learn. Students with an exceptional ability

More information

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention

More information

RtI Response to Intervention

RtI Response to Intervention DRAFT RtI Response to Intervention A Problem-Solving Approach to Student Success Guide Document TABLE OF CONTENTS Introduction... 1 Four Essential Components of RtI... 2 Component 1... 3 Component 2...

More information

Online Special Education Instruction

Online Special Education Instruction Online Special Education Instruction The New LRE for TODAY S DIGITAL NATIVES 4 Strategies for Problem Solving Draw It Make a Chart, Table, or Graph Find A Pattern 2 4? 8? 12 Write A # Sentence 51 17 x

More information

PROPOSED PROGRAM MODIFICATIONS 5/4/2010

PROPOSED PROGRAM MODIFICATIONS 5/4/2010 PROPOSED PROGRAM MODIFICATIONS 5/4/2010 Radnor Township School District 2010-2011 What the District Maintains 2 After proposed $3-4 million budget reduction: Recommended class size Integrated classes Co-taught

More information

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL)

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL) MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement

More information

A SHARED PATH TO SUCCESS

A SHARED PATH TO SUCCESS Dennis M. Walcott, Chancellor Michael R. Bloomberg Mayor Dennis M. Walcott Chancellor A SHARED PATH TO SUCCESS A PARENT S GUIDE TO SPECIAL EDUCATION SERVICES FOR SCHOOL-AGE CHILDREN welcome Dear Families,

More information

Edwards-Knox Central School. Special Education District Plan 2013-2014

Edwards-Knox Central School. Special Education District Plan 2013-2014 Edwards-Knox Central School Special Education District Plan 2013-2014 Page 1 I. Introduction General Description of District and Special Education Services The Edwards-Knox Central School district is dedicated

More information

GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL

GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL TABLE OF CONTENTS INTRODUCTION OBJECTIVES OF MANUAL PROGRAM DESCRIPTION FUNDING SOURCES LPAC ELIGIBILITY TESTING AND CLASSIFICATION MEETINGS

More information

Alternative Education Q &A

Alternative Education Q &A Alternative Education Q &A 1. What is alternative education? Alternative Education is designed to meet the needs of highly at-risk students who are not succeeding in the traditional setting. In alternative

More information

FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers

FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers FREQUENTLY ASKED QUESTIONS Regarding the Proposal to Phase Out Secondary Learning Centers 1. What is the current proposal regarding secondary learning centers? Rising Grade 6 students currently attending

More information

Wythe County Public Schools Comprehensive Plan 2013-2019

Wythe County Public Schools Comprehensive Plan 2013-2019 Wythe County Public Schools Comprehensive Plan 2013-2019 VISION Educating Students for Success in a Changing World MISSION The mission of Wythe County Public Schools, in partnership with our community,

More information

Boulder Valley School District Effective Specialized Service Professionals Standards Social Workers and Psychologists

Boulder Valley School District Effective Specialized Service Professionals Standards Social Workers and Psychologists Child Development Standard I: Social Workers/Psychologists demonstrate mastery of and expertise in the domain for which they are responsible Element a: School social workers/psychologists demonstrate knowledge

More information

The College of Saint Elizabeth Report Narrative

The College of Saint Elizabeth Report Narrative Program Overview and Mission The College of Saint Elizabeth Report Narrative The College of Saint Elizabeth has been recognized as a leader in teacher education since its founding over 100 years ago. In

More information

College of Education. Special Education

College of Education. Special Education 357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements

More information

School-based Support Personnel

School-based Support Personnel L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program

More information

SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL

SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL 2014-2015 1 Jonesville Middle School SchoolWide Title I Plan 2014-2015 Committee Members Dr. Lynn Metcalfe, Principal Brian Huff, Principal Designee LaVerne

More information

CALIFORNIA SPECIAL EDUCATION MANAGEMENT INFORMATION SYSTEM (CASEMIS) SERVICE DESCRIPTIONS. San Diego Unified SELPA

CALIFORNIA SPECIAL EDUCATION MANAGEMENT INFORMATION SYSTEM (CASEMIS) SERVICE DESCRIPTIONS. San Diego Unified SELPA 210 Family training, counseling, and home visits(ages 0-2 only): This service includes: services provided by social workers, psychologists, or other qualified personnel to assist the family in understanding

More information

Orange County Schools 2013-2016. Program Overview

Orange County Schools 2013-2016. Program Overview Orange County Schools 2013-2016 Academically/Intellectually Gifted Program Overview Table of Contents Mission, Vision and Core Beliefs.2 Identification and Performance Rubric...3 Alternative Assessments

More information

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION K-12 Literacy, Restructuring of the Learning environment at the middle and high school levels, and proficiency based graduation

More information

SPECIAL EDUCATION Frequently Asked Questions (FAQs)

SPECIAL EDUCATION Frequently Asked Questions (FAQs) TABLE OF CONTENTS Special Education Evaluation and Eligibility 1. What is Special Education?... 3 2. What is IDEA (Individuals with Disabilities Education Act)?... 3 3. What can parents do when they suspect

More information

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District

YOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports

More information

Orange County Small Learning Communities Site Implementation Checklist

Orange County Small Learning Communities Site Implementation Checklist Orange County Small Learning Communities Site Implementation Checklist Cohort V, Year 2, 2006-07 OCDE SLC Goals: 1. Increase student academic performance in literacy & mathematics 2. Provide personalized

More information

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International

More information

Primary Purpose: Qualifications:

Primary Purpose: Qualifications: Job Title: Special Education Occupational Therapist Wage/Hour Status: Exempt Reports to: Principal Pay Grade: AP 2 Dept./School: Assigned Campus Date Revised: 4/2011 Primary Purpose: The Occupational Therapist

More information

School Support System Report and Support Plan. Bristol Warren Regional School District October - November 2010

School Support System Report and Support Plan. Bristol Warren Regional School District October - November 2010 Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Bristol Warren Regional School District October - November 2010 1 SCHOOL

More information

Commission on Teacher Credentialing. Education Specialist Clear Program Standards

Commission on Teacher Credentialing. Education Specialist Clear Program Standards Commission on Teacher Credentialing Education Specialist Clear Program Standards Clear (Induction) Program Standards Adopted by the Commission, March 2009 1 Program Standards for the Clear (Induction)

More information

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL

More information

SPECIAL EDUCATION PLAN

SPECIAL EDUCATION PLAN SPECIAL EDUCATION PLAN 2014-2017 Betty Santoro, Director of Special Education/Student Services Jenna Rufo, Manager of Special Education Frances Garner, Supervisor of Special Education CONTENTS OF THE PLAN

More information

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan

Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Plan Blackstone Academy Public Charter School February 2016 1 SCHOOL SUPPORT

More information

BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning

BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning Gifted and Talented Education Service Delivery Plan BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning BOONE COMMUNITY SCHOOL DISTRICT 2015-16 2 TABLE OF CONTENTS Mission and Vision..

More information

BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK

BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK PROGRAM OVERVIEW Philosophy: The Brookland School District believes that within its boundaries are students for whom the regular classroom

More information

Special Education Services. Serving Children Supporting Families Encouraging Success

Special Education Services. Serving Children Supporting Families Encouraging Success Special Education Services Serving Children Supporting Families Encouraging Success 1 If you have this brochure in your hand, then you are most likely asking: 1. Does PA Distance Learning Charter School

More information

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job.

SCHOOL PSYCHOLOGIST. Reasonable accommodation maybe made to enable a person with a disability to perform the essential functions of the job. ORANGE UNIFIED SCHOOL DISTRICT Orange, California CLASSIFICATION SPECIFICATION SCHOOL PSYCHOLOGIST DEFINITION Primary responsibility is to comply with federal, state and local regulations including civil

More information

ADHD Treatment Home Management and School Accommodations Robin K. Blitz, MD. ADHD DIAGNOSTIC CLINIC Week 3

ADHD Treatment Home Management and School Accommodations Robin K. Blitz, MD. ADHD DIAGNOSTIC CLINIC Week 3 ADHD Treatment Home Management and School Accommodations Robin K. Blitz, MD ADHD DIAGNOSTIC CLINIC Week 3 ADHD Target symptoms Behavioral / Emotional Improvements in: Self-esteem Behavior in public places

More information

Braintree Public Schools A Parent s Guide to Special Education Programs

Braintree Public Schools A Parent s Guide to Special Education Programs Braintree Public Schools A Parent s Guide to Special Education Programs The purpose of this guide is to provide a general overview of programs and specialized services that are available at the pre-school,

More information