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

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1 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 to provide our students with a quality education that addresses academic, physical, emotional needs, and social skills to enable them to become self-advocates and contributing members of society. The Corning-Painted Post Area School District has a continuing commitment to provide free and appropriate educational programs in the least restrictive environment for the students with disabilities that it serves. Definition of a Student with a Disability A student with a disability, as defined in section 4401(1) of Education Law, has not reached the age of 21 prior to September 1 st and is entitled to attend public schools pursuant to section 3202 of the Education Law and, because of mental, physical or emotional reasons, has been identified as having a disability and requires special services and programs approved by the department. The terms used in this definition are defined as follows: Autism - A student who manifests a behaviorally defined syndrome which occurs in children of all levels of intelligence. The essential features are typically manifested prior to 30 months of age and include severe disturbances of developmental rates and/or sequences of responses to sensory stimuli, of speech, of language, of cognitive capacities, and of the ability to relate to people, events and objects. Deafness - A student with a hearing impairment which is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance. Deaf- Blindness - A student with a concomitant hearing and visual impairment, the combination of which causes such severe communication and other developmental and educational problems that the student cannot be accommodated in special education programs solely for students who are deaf or blind. Emotional Disturbance - A student with an inability to learn which cannot be explained by intellectual, sensory or health factors and who exhibits one or more of the following characteristics over a long period of time and to a marked degree: An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; Inappropriate types of behavior or feelings under normal circumstances; A generally pervasive mood of unhappiness or depression; or A tendency to develop physical symptoms or fears associated with personal or school problems. The term does not include socially maladjusted students unless it is determined that they are emotionally disturbed. Hearing Impairment - A student with a hearing impairment, whether permanent or fluctuating, which adversely affects the child's educational performance but which is not included under the definition of deaf in this section.

2 Intellectual Disability - A student who, concurrent with deficits in adaptive behavior, consistently demonstrates general intellectual functioning that is determined to be 1.5 standard deviations or more below the mean of the general population on the basis of a comprehensive evaluation which includes an individual psychological evaluation. Learning Disability - A student with a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, neurological impairment, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include students who have learning problems which are primarily the result of visual, hearing or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. A student who exhibits a discrepancy of 50 percent or more between expected achievement and actual achievement determined on an individual basis shall be deemed to have a learning disability. Multiple Disabilities - A student with two or more disabilities that result in multisensory or motor deficiencies and developmental lags in the cognitive, affective, or psychomotor areas, the combination of which cause educational problems that cannot be accommodated in a special education program solely for one of the impairments. Orthopedic Impairment - A student who is physically disabled and who has a severe orthopedic impairment, which adversely affects educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputation, and fractures or burns which cause contractures). Other Health Impairment - A student who is physically disabled and who has limited strength, vitality or alertness due to chronic or acute health problems, including but not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes or Tourette Syndrome, which adversely affects educational performance. Speech or Language Impairment - A student with a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment, which adversely affects educational performance. Traumatic Brain Injury - A student with an injury caused by an external physical force or by certain medical conditions such as stroke, encephalitis, aneurysm, anoxia or brain tumors with resulting impairments that adversely affect educational performance. The term includes open or closed head injuries or brain injuries from certain medical conditions resulting in mild, moderate or severe impairments in one or more areas, including cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. The term does not include injuries that are congenital or caused by birth trauma. Visual Impairment - A student with a visual disability which, even with correction, adversely affects a st educational performance. The term includes both partially seeing and blind students.

3 Individualized Education Plan (IEP) The Individualized Education Plan (IEP) is a document that specifies the special education programs and services to be provided by the school district to meet the educational needs of a student with a disability. The IEP must include: o the individual needs of the student including academic, social, physical and management needs; o the disability classification of the student; o annual goals that are consistent with the student's needs; o For preschoolers with a disability and students who take the New Your State Alternate Assessment, short-term objectives necessary to meet the annual goals; o the recommended placement or program, including class size; o the extent to which the student will participate in general education; o projected dates for the initiation and reviews of special education and related services, and the amount of time the student will receive such services; o a description of any specialized equipment needed for the student to benefit from education; and o a list of testing accommodations and classroom modifications needed by the student. The program of each student with a disability is reviewed at least annually. A re-valuation is completed every three years to determine continuing eligibility for special education services. Least Restrictive Environment (LRE) Least restrictive environment means that placement of students with disabilities in special classes, separate schools, and other removal from the general educational environment occurs only when the nature of severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved. The placement of an individual student with a disability in the least restrictive environment shall: o provide the special education services needed by the student; o provide for the education of the student with other students who do not have disabilities to the maximum extent appropriate to the needs of the student; and o be located as close as possible to the student s home. Committee on Special Education (CSE)/ Committee on Pre-school Special Education (CPSE) The CPSE/CSE is a multidisciplinary team consisting of a chairperson, special education teacher, school psychologist, general education teacher, parent, student where appropriate, and any other individuals with relevant information for determining a student s need for special education programs and services. The CPSE is responsible for children with disabilities ages 3-5. The CSE is responsible for children with disabilities ages This committee develops an Individual Education Plan to meet the needs of each student with a disability.

4 Program Descriptions Pre-School Special Education Evaluations and specially planned individual or group instructional services or programs are provided to eligible children, ages 2 ½ -5, who may have disabilities that affect their learning. The CPP School District Preschool Special Education Evaluation Team is a Steuben County New York State approved pre-school evaluation site. An eligible child classified as a Preschool Student with a Disability can receive one or more of the following special education programs and services, as recommended by the CPSE: speech/language therapy, occupational therapy, physical therapy, special education itinerant teacher, or special class. Consultant Teacher (CT) Services Consultant Teacher services are provided by a certified special education teacher to students identified with a disability within the general education setting. The consultant teacher works with general education staff to modify and adapt the curriculum as necessary to meet individual student needs. The minimal amount of time for Consultant Teacher services is two hours weekly (this can be combined direct and indirect). Direct CT: The Special Education teacher provides support to the student in the general education classroom. Indirect CT: The Special Education teacher consults with general education staff to provide support. Integrated Co-Teaching Integrated Co-Teaching is provided by a certified special education teacher and a general education teacher to an integrated group of students in a general education classroom. Integrated Co-Teaching is provided in specific content areas as indicated on the IEP. Resource Room Resource Room services provide specially designed instruction to students identified with disabilities. This instruction is given by a certified special education teacher individually or in a small group setting for at least 3 hours a week. The maximum number of students in an instructional group may not exceed 5. Supplemental or specialized instruction is utilized to help students progress in the general education curriculum while addressing the individual needs as stated in the IEP. Adaptive Physical Education Adaptive physical education means a specially designed program of developmental activities suited to the interests, capabilities, and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation and the activities of the regular physical education program. Students will receive adaptive physical education as indicated by their IEP.

5 Self-Contained Classes A self-contained class provides specially designed primary instruction to a group of students in a small student to teacher ratio. Students are grouped based on similarity of needs and receive their primary instruction separate from their nondisabled peers. As determined by the CSE, students may participate for part of their day in mainstreamed classes with their nondisabled peers. 15:1 Program The 15:1 program is designed for students in grades 2 through 12 who exhibit learning delays to the extent that they have not shown adequate progress in the general education setting. There may be up to 15 students in the class with one full time certified special education teacher. Instruction is prescribed in each student s IEP and is conducted in a supportive, self-contained setting. Students in a 15:1 are working towards grade level expectations and receive additional individualized instruction that is adapted to their instructional needs. At the secondary level, students work towards a Regents level diploma. 12:1:1 Academic Delay (AD) Program The 12:1:1 AD program is designed for students with cognitive delays and significant learning difficulties. There may be up to 12 students in the class, staffed by a certified special education teacher and at least one teaching assistant. Each student s program includes instruction that follows New York State Learning Standards with a focus on skills of daily living. This program provides a high level of classroom structure with adult support. Supports such as social skills training, visual environmental cues, and alternative communication devices allow for student success. Collaboration among the Special Education Teacher, Speech- Language Pathologist, Occupational Therapist/Assistant and the Physical Therapist fosters the development of skills and support for the individual student in the specialized areas of communication, socialization, sensory-motor processing, behavior management, and academics. At the elementary level, transitional services support the student from one classroom to the next. At the high school level, transitional services prepare students for their lives when they leave school. 12:1:4 Multiply Disabled Program The 12:1:4 program is designed for students with severe delays and multiple disabilities who need highly structured and individualized instruction. There may be up to 12 students in the class with a certified special education teacher and at least one teaching assistant for every three students. The curriculum focuses on functional academic skills geared to the individual student s ability and is based on the New York State Alternate Assessment Standards, independent living skills and prevocational/vocational experiences. The Special Education Teacher, Speech- Language Pathologist, Occupational Therapist, Physical Therapist, and Vision Specialist support the students in the specialized areas of communication, socialization, sensory-motor processing, behavior management, and academics.

6 8:1:2 Language Delayed/ASD Program The 8:1:2 program is designed for students who need a highly structured classroom incorporating language and behavior supports. There may be up to 8 students in the class with a certified special education teacher and at least two teaching assistants. Collaboration among the Special Education Teacher, Speech- Language Pathologist, Occupational Therapist, Physical Therapist, and Autism Psychologist, fosters the development of skills and support in the areas of communication, socialization, sensory-motor processing, behavior management, and academics. Parent and family counseling are required components of this program. The curriculum corresponds with guidelines from the NYS Autism Program Quality Indicators (APQI) and the NYS Standards for Education. 8:1:1 Emotional Disturbance (ED) Program The 8:1:1 ED program is designed for students whose learning is impacted by their behavioral or management needs. There may be up to 8 students in the class with a certified special education teacher and at least one teaching assistant. In addition, a certified social worker provides individual, group, and family counseling and daily classroom support. Students in the 8:1:1 ED program may work towards grade level expectations with additional individualized instruction that is adapted to meet their learning and behavioral needs. At the secondary level, students work towards a Regents Diploma.. Special Education Related Services Related Services are designed to assist students in benefiting from other special education services or in accessing the curriculum. Related services provide developmental, corrective, and other supportive services as needed to assist a student with a disability. Related services most commonly accessed in the Corning-Painted Post Area School District include, but are not limited to: speech and language therapy, occupational therapy, physical therapy, school counseling, skilled nursing, Teacher of the Blind or Visually Impaired, and Teacher of the Deaf or Hearing Impaired. Speech and Language Therapy Speech and Language services are direct and indirect services provided by a certified Speech/Language Pathologist or Teacher of Students with Speech and Language Disabilities. Speech and Language services are provided to students aged who have been identified by the CPSE or CSE as having a communication difficulty. Students may receive services in individual or small groups sessions, or in the classroom using a collaborative model. Indirect services are provided to teachers in a consultation model.

7 Occupational Therapy (OT) Occupational therapy services can be provided in a variety of ways for students identified as having fine motor, self-help, or sensory processing deficits. Based on educational needs, time may be used to work directly with the student, to consult with the teaching staff or parent, or to address equipment/modification needs. Occupational Therapists and Certified Occupational Therapy Assistants provide the services and support academic outcomes. Physical Therapy (PT) Physical Therapy is provided to students who have been identified as having needs related to positioning and mobility. Physical Therapists provide environmental modifications for students in order to enhance the academic success of the student. Physical therapy services address a student s range of motion, strength, posture, balance and equilibrium as it relates to gross motor development and mobility in the school environment. In addition, Physical Therapists are available to consult with families and school personnel to ensure successful participation in the school environment. Counseling Counseling support is provided by certified Social Workers or School Psychologists. Counseling sessions may be individual or group. The frequency and type is indicated by each student s IEP. Skilled Nursing School nurses provide supportive health services during the school day as indicated by the IEP. Visually Impaired/Hearing Impaired Services Students with significant visual or hearing concerns may receive additional support from a certified teacher of the vision or hearing impaired. The services may either be direct support working with the student or working in collaboration with the classroom teacher. The Corning-Painted Post Area School District employs its own Teacher of the Blind and Visually Impaired and contracts with GST BOCES for Teacher of the Deaf services. For more information contact the Director of Pupil Personnel Services at (607) Helpful Sources of Information: New York State Education Department- Corning-Painted Post Area Schools-