Port Washington Union Free School District Pupil Personnel Services

Transcription

1 Port Washington Union Free School District Pupil Personnel Services Presented by: Mehri Fryzel Executive Director of Pupil Personnel Services Marlon Villalva Curriculum Associate Leslie Anesta Associate Administrator of Pupil Personnel Services 1

2 Special Education Students with disabilities have special needs significant enough to warrant the provision of special educational services in accordance with an individualized education program. The term student with a disability means a student under the age of twenty-one who is entitled to attend public school and who, because of mental, physical or emotional reasons has been identified as having a disability and who requires special services and programs. In making a determination of eligibility for special education and related services, a student may not be identified as a student with a disability if the determinant factor for such determination is a lack of instruction in reading or math, or limited English proficiency, cultural or economic factors. 2

3 Definition The term special education means specially designed individualized or group instruction or special services or programs, and special transportation, provided at no cost to the parent, to meet the unique needs of students with disabilities. Such instruction includes but is not limited to instruction conducted in classrooms, special school, hospitals, institutions and if necessary the home. 3

4 LEAST RESTRICTIVE ENVIRONMENT The District provides a wide continuum of services and is committed to the policy of placing students in the least restrictive environment consistent with their needs. Least Restrictive Environment means that the placement of students with disabilities in special classes, separate schools or other removal from the regular educational environment occurs only when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be satisfactorily achieved. 4

5 Special Education Programs and Services: Resource Room Consultant Teacher Co-Teaching Special Class: Manorhaven K - 2 Guggenheim K, 1, 2 Daly 3, 4, 5 Weber 6, 7, 8 Schreiber 9, 10, 11, 12 Related Services 5

6 LRE in Action Behavioral Consultant Twenty eight (28) students with disabilities served in our district schools require the services of a Behavioral Consultant to be educated in a meaningful way. The cost associated with this level of intensive support is nearly $500,000 annually. This intensive level of support now available to our in district students has positively impacted the number of students referred for an out of district placement. 6

7 OUT-OF-DISTRICT PLACEMENT Students with disabilities whose needs are too intensive to be addressed appropriately in an indistrict special education program, may be placed in one of the following, listed from least restrictive to more restrictive: Special class operated by another school district BOCES program Private School (day) State Operated schools (Henry Viscardi, Mill Neck) Residential School Placement 7

8 School Age Students by Disability as of October 6, 2011 Disability Total 10/7/2009 Total 10/6/2010 Total 10/5/2011 Autism Emotional Disturbance Learning Disability Intellectual Disability Deafness Hearing Impairment Speech/Language Impairment Visual Impairment Orthopedic Impairment Other Health Impairment Multiple Disabilities Deaf-Blindness Traumatic Brain Injury Total *764 *Note: District of Location students are not included in this chart. Currently we have 33 DOL students. 8

9 Students Served In-District Where do they receive instruction? 80% or more of the school day inside the regular class 497 students 40-79% or more of the school day inside the regular class 97 students Less than 40% of the school day inside a regular class 91 students Total: 687 students 9

10 Students Served in Other Placements Other Public Schools 8 BOCES 32 Approved Private Day Schools And State Supported 27 Approved Residential Schools 10 TOTAL: 77 10

11 Student Placements 687 students 89.92% In District Other P.S. BOCES Private Day Approved Resid. 11

12 Out of District Placements by Grade Levels Elementary different school programs Middle School 13 8 different school programs High School different school programs TOTAL 77 students 12

13 Preschoolers with a Disability October 2011 Children between the ages of three and five years old can be considered for special education programs/services at a CPSE meeting. Current number of CPSE Students 86 Anticipated Referrals during 11/ Anticipated number of Preschoolers who will be found eligible after evaluation (based on previous years data) 60 Anticipated Preschoolers as of June

14 Educational Placements of Preschool Students with Disabilities Regular Early Childhood Program with Services Special Education Preschool Program Services provided at home or at service providers location 14

15 In District Staffing for CPSE and CSE Students Special Education Teachers: 46 FTE Speech Teachers: 14.3 FTE Psychologists: 10.6 FTE 15

16 Staff Funded Through our Federal IDEA Grant Approximately $693,000 or 66.8% of our grant is used to support the following district staff in our schools: Special Education Teachers Speech Teachers Psychologists 1.2 FTE 2.4 FTE 3.4 FTE 16

17 Student Post Secondary Plans June 2011 Report of Students with Disabilities June 2011 Postgraduate Plans Basis of Exit Number to Postsecondary Education Total 4-Year 2-Year Other Seek Military Adult College College Post Secondary Employment Service Services School Regents Diploma Local Diploma IEP Diploma Total

18 PROCEDURES TO IMPLEMENT LRE REQUIREMENTS The student will receive a comprehensive, nonbiased, individual evaluation to determine his/her educational needs. The CSE must review evaluation information to determine whether any additions or modifications to special education services are needed to enable the student to participate, as appropriate, in the general curriculum. Appendix 18

19 LRE A student s educational program will be developed with the meaningful involvement of the student s parent or guardian and teacher and the student, when appropriate. The Committee will include persons knowledgeable about the student, the meaning of the evaluation data, and the continuum of placement options. Appendix 19

20 LRE The Committee on Special Education or Committee on Preschool Special Education will first consider placement in general education with appropriate support for the student. The IEP must include statements of the student s present levels of academic achievement and functional performance, including how the student s disability affects involvement and progress in the general curriculum; or for preschool students, as appropriate, how the disability affects the child s participation in appropriate activities. Appendix 20

21 LRE Alternative placements, such as special classes, special schools or other removal from the general education environment, will be considered only when the CPSE/CSE determines that a student s education in regular classes cannot be satisfactorily achieved even with the use of supplementary aids and services. Appendix 21