MAMARONECK UNION FREE SCHOOL DISTRICT

SPECIAL EDUCATION PLAN

DISTRICT POLICIES, PRACTICES AND PROCEDURES FOR ASSURING APPROPRIATE EDUCATIONAL SERVICES AND DUE PROCESS

IN EVALUATION AND PLACEMENT OF STUDENTS WITH DISABILITIES

BOARD OF EDUCATION

Ms. Nancy Pierson

President

Ms. Ann LoBue Vice President

Ms. Melany Gray Mr. Roger Martin Secretary Trustee Ms. Robin Nichinsky Mr. James Needham Trustee Trustee

Mr. Stanley Futterman Trustee

The District Plan is required under NY State Mandates (Part 200), and changes to the Plan will be made periodically in accordance with new Federal and State mandates, or new major District Special Education programs/services.

CENTRAL OFFICE ADMINISTRATION

Dr. Robert Shaps Superintendent of Schools

Dr. Anthony Minotti

Assistant Superintendent for Student Support Services,

Ms. Annie Ward Assistant Superintendent for Curriculum & Instruction

Ms. Meryl Rubinstein

Assistant Superintendent for Business Operations

Ms. Lori Freeman Director of Special Education

STATEMENT OF ASSURANCES

The Board of Education of the Mamaroneck Union Free School District as a part of a long standing commitment to excellence in education for all students supports the provision of special education and related services for students with disabilities under the auspices of the Committee on Special Education and the Committee on Preschool Special Education. In full support of State and Federal laws pertaining to students with disabilities, it is the intent of this Board of Education to assure that the educational needs of special education students are appropriately met. By action of the Board of Education in a regularly scheduled meeting, the Board has adopted the Special Education District Plan. Adopted: _______________________________ _____________ President, Board of Education Date

A copy of the District Plan can be found on the District website under Student Support ices and the SEPTA website.

Table of Contents SECTION 1 – INTRODUCTION…………………………………………………………..………1

VISION FOR MAMARONECK SCHOOLS ................................................................................. 2 MISSION OF STUDENT SUPPORT SERVICES ......................................................................... 2 2013-2014 SPECIAL EDUCATION BOE PRIORITIES............................................................... 2 MAMARONECK - LARCHMONT SEPTA .................................................................................. 3

WHAT IS SEPTA? .......................................................................................................................... 3 SEPTA’S MISSION ........................................................................................................................ 3

DISTRICT WORKSHOPS ............................................................................................................. 4 COMMONLY USED ACRONYMS AND DEFINITIONS........................................................... 5 SPECIAL EDUCATION PHILOSOPHY & GOALS .................................................................... 7 GENERAL BOARD OF EDUCATION POLICIES ...................................................................... 8 IMPLEMENTATION OF SCHOOL-WIDE APPROACHES ....................................................... 9 AND PRE-REFERRAL INTERVENTIONS ................................................................................. 9

RESPONSE TO INTERVENTION – (RTI) ................................................................................. 10 GENERAL RECOMMENDATIONS ........................................................................................... 12 PARENT NOTIFICATION IN RESPONSE TO INTERVENTION ........................................... 13 CASE CONFERENCE/TEAM MEETING .................................................................................. 15 INSTRUCTIONAL SUPPORT TEAM ........................................................................................ 15 RTI/IST – INITIAL REFERRALS .................................................................................................. 16

SECTION 2 - COMMITTEE ON PRESCHOOL SPECIAL EDUCATION……………..……17 CONTINUUM OF SERVICES .................................................................................................... 18 COMMITTEE ON PRESCHOOL SPECIAL EDUCATION ....................................................... 18 PROGRAM RECOMMENDATIONS ......................................................................................... 18 RELATED SERVICES ................................................................................................................. 19 SPECIAL EDUCATION ITINERANT SERVICES (SEIT) ........................................................ 20 SPECIAL CLASS IN AN INTEGRATED SETTING (SCIS) ..................................................... 20 SPECIAL CLASS (HALF OR FULL DAY) ................................................................................ 21

RESIDENTIAL SPECIAL EDUCATION PROGRAMS AND SERVICES ............................... 21 SECTION 3 - CONTINUUM OF SPECIAL EDUCATION SERVICES…………….………..22

CONTINUUM OF SERVICES .................................................................................................... 23 COMMITTEE ON SPECIAL EDUCATION (CSE) .................................................................... 23 TRANSITIONAL SUPPORT SERVICES ................................................................................... 23 CONSULTANT TEACHER SERVICES ..................................................................................... 23 RELATED SERVICES ................................................................................................................. 23 RESOURCE ROOM ..................................................................................................................... 24 INTEGRATED CO-TEACHING SERVICES ............................................................................. 25 SPECIAL CLASS ......................................................................................................................... 25 OUT-OF-DISTRICT PLACEMENT ............................................................................................ 25 HOME AND HOSPITAL INSTRUCTION ................................................................................. 25 DECLASSIFICATION SUPPORT SERVICES ........................................................................... 26 LEAST RESTRICTIVE ENVIRONMENT (LRE) ...................................................................... 26 INTEGRATED CO-TEACHING MODELS ................................................................................ 27 INTEGRATED CO-TEACHING ................................................................................................. 27 INTEGRATED CO-TEACHING DISTRICT STRUCTURE ...................................................... 28 TRANSITION PLANNING ......................................................................................................... 29 STUDENT EXIT SUMMARY ..................................................................................................... 30 KEY ELEMENTS OF SUCCESSFUL TRANSITION PLANS AND SERVICES ..................... 30

SECTION 4 - DIPLOMA CREDENTIAL REQUIREMENTS…………………………….…..32 DIPLOMA/CREDENTIAL REQUIREMENTS ........................................................................... 33 STUDENT EXIT SUMMARY FORM......................................................................................... 37 INSTRUCTION FOR SKILLS AND ACHIEVEMENT COMMENCEMENT CREDENTIAL 38

SECTION 5 - INDEPENDENT EDUCATIONAL EVALUATIONS………………………..…39

INDEPENDENT EDUCATIONAL EVALUATIONS ................................................................ 40 RESOURCES FOR INDEPENDENT EVALUATIONS ............................................................. 41 BOARD OF EDUCATION FUNDING OF INDEPENDENT EVALUATIONS........................ 41

SECTION 6 - SPECIAL EDUCATION PROGRAMS/RELATED SERVICES…………..…..42 CONTINUUM OF DISTRICT SPECIAL EDUCATION SERVICES ....................................... 43 SCHOOL-AGED SPECIAL EDUCATION ................................................................................. 44 DECLASSIFICATION SUPPORT SERVICES ........................................................................... 44 RELATED SERVICES ................................................................................................................. 44 SPEECH AND LANGUAGE THERAPY .................................................................................... 45 SCHOOL PSYCHOLOGICAL SERVICES ................................................................................. 45 SCHOOL SOCIAL WORKER ..................................................................................................... 45 COUNSELING ............................................................................................................................. 45 SOCIAL SKILLS PROGRAMS AND SUPPORTS .................................................................... 46 DIALECTICAL BEHAVIOR THERAPY ................................................................................... 47 PHYSICAL AND OCCUPATIONAL THERAPY ...................................................................... 48 ITINERANT SERVICES FOR STUDENTS WITH HEARING IMPAIRMENTS .................... 48 ITINERANT SERVICES FOR STUDENTS WITH VISUAL IMPAIRMENTS ....................... 48 ORIENTATION AND MOBILITY SERVICES .......................................................................... 49 ACCESS TO ASSISTIVE TECHNOLOGY DEVICES AND SERVICES ................................. 49 PRE-K SPECIAL EDUCATION .................................................................................................. 51 ELEMENTARY LEVEL SPECIAL EDUCATION ..................................................................... 51 RESOURCE ROOM PROGRAMS .............................................................................................. 52 CONSULTANT TEACHER SERVICES ..................................................................................... 52 INTEGRATED CO-TEACHING SERVICES ............................................................................. 52 NON-CATEGORICAL CLASSES (SPECIAL CLASS) ............................................................. 53 CATEGORICAL CLASSES (SPECIAL CLASS) ....................................................................... 54 SECONDARY SPECIAL EDUCATION ..................................................................................... 54 SECONDARY RESOURCE ROOM............................................................................................ 54 CONSULTANT TEACHER SERVICES (INDIRECT/DIRECT) ............................................... 54 CONSULTANT TEACHER SERVICES/SPECIAL CLASS SKILLS ........................................ 54 INTEGRATED CO-TEACHING SERVICES/SPECIAL CLASS SKILLS ................................ 55 SPECIAL CLASS (ENGLISH, MATH, SS, SCIENCE & READING) ....................................... 55 TRANSITION ACADEMY .......................................................................................................... 56 STEP 1 & 2: .................................................................................................................................. 56 THERAPEUTIC AND ACADEMIC SUPPORT CLASS (TASC) .............................................. 57

SECTION 7 – DISTRICT SPECIAL EDUCATION DATA……………………………….…...58 STUDENTS WITH DISABILITIES BY AGE GROUP AND SETTING .................................. 59 TOTAL NUMBER OF STUDENTS IN SPECIAL EDUCATION OVER TIME ....................... 60 CLASSIFICATION OF SCHOOL AGE STUDENTS BY DISABILITY OVER 4 YEARS ...... 61 STUDENTS WITH DISABILITIES RESULTS OF STATE ASSESSMENTS .......................... 62 MAMARONECK UFSD DECLASSIFICATION RATE ............................................................ 63 NYSED REGENTS EXAMS & SPECIAL EDUCATION PERFORMANCE - ENGLISH ....... 64 NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME – MATH ............................................................................................................................. 65 NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME - HISTORY ........................................................................................................................ 67 NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME - SCIENCE ......................................................................................................................... 68 NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME - CHEMISTRY ................................................................................................................... 69 POST SECONDARY PLANS AND SPECIAL EDUCATION ................................................... 70 GRADUATION RATE AND SPECIAL EDUCATION .............................................................. 71 SPECIAL EDUCATION-BOCES 3 YEARS ............................................................................... 72 SPECIAL EDUCATION BUDGET STATUS 2013-14 BOCES DETAIL.................................. 73

SPECIAL EDUCATION BUDGET STATUS OCCUPATIONAL EDUCATION ..................... 74 SPECIAL EDUCATION BOCES NON- PUBLIC ...................................................................... 75 SUMMARY OF DISTRICT PERSONNEL ................................................................................ 76 SPECIAL EDUCATION OUT OF DISTRICT ............................................................................ 77 SPECIAL EDUCATION- IDEA GRANT .................................................................................... 78 STUDENT SUPPORT SERVICES REVENUES ........................................................................ 79 SPECIAL EDUCATION BUDGET ............................................................................................. 80

SECTION 8 - MISCELLANEOUS MANDATES………………………………….……………81 SPACE ALLOCATION FOR SPECIAL EDUCATION PROGRAMS ...................................... 82 METHODS FOR EVALUATING PROGRAM OBJECTIVES ................................................... 82 PLAN TO ENSURE AVAILABILITY OF INSTRUCTIONAL ................................................. 83 MATERIALS IN ALTERNATIVE FORMATS .......................................................................... 83 IDENTIFICATION OF THE NEEDS OF STUDENTS RESIDING IN THE DISTRICT . 83 ACCESS TO AND CONVERSION OF ELECTRONIC FILES ............................................. 84 ORDERING TIMELINES ............................................................................................................ 84 SELECTION AND PROCUREMENT OF INSTRUCTIONAL MATERIALS ......................... 84 PROCEDURES FOR NEW ENTRANTS DURING THE SCHOOL YEAR ............................. 85

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SECTION 1

INTRODUCTION

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MAMARONECK UFSD SPECIAL EDUCATION PLAN

VISION FOR MAMARONECK SCHOOLS

• We value the individual strengths, abilities and interests of all

students.

• The success of all students with disabilities is the collective responsibility of general education teachers, special education teachers, support staff, administrators, parents and students.

• All students have access to the general education curriculum based on the Common Core State Standards. Appropriate accommodations and/or modifications are provided to ensure students with disabilities access to and involvement within the general education curriculum falling along a continuum

MISSION OF STUDENT SUPPORT SERVICES

• Students with disabilities can achieve when provided opportunities to

access appropriate levels of supports in a range of settings striving towards an inclusive environment.

• The long-term goal is for each student with a disability to meet his or her individual potential and to become an engaged member of social, community, and work environments.

2013-2014 SPECIAL EDUCATION BOE PRIORITIES

• Implement new, discipline-based co-teaching model at Hommocks to

increase student performance.

• Study Common Core State Standards to individualize instruction and improve student performance for students with disabilities in special classes.

• Review classification and placement processes for students in special classes.

• Continue to improve therapeutic counseling structures for psychologists and social workers to support students with social and emotional needs.

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MAMARONECK - LARCHMONT SEPTA

SEPTA parent representatives actively participated with the district Student Support Services administration and the BOE attorney to revise the previous BOE Special Education Plan. The Plan is no longer required as a mandate under the New York State Department of Education; however, the district administration and SEPTA believe that the plan is a “best practice” to monitor the effectiveness and expenses for Student Support Services in a systemic, systematic, and cohesive manner. The district staff and SEPTA collaborate to plan and provide programs and services for students with special needs and their parents. What is SEPTA? Parent Teacher association for people interested in the education of children with learning differences or special needs. SEPTA’s MISSION: Recognizing that students have a broad range of learning styles and abilities, SEPTA works to promote a quality learning experience for all children and to serve as a resource for all parents. What We Do:

• Serve as the only district-wide PTA serving families with children who have special needs or learning differences (Pre-K through 12).

• Sponsor education programs and speakers

• Provide grants to teachers and staff

• Assist parents and Student Support Services with Parent Members for CPSE and CSE meetings.

How to Learn More: Check out the SEPTA website at: http://mamkschools.pta.org/septa/

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DISTRICT WORKSHOPS

MAMARONECK UFSD

STUDENT SUPPORT SERVICES 2013-2014 DISTRICT WORKSHOPS FOR PARENTS – TO DATE

District/SEPTA Workshops

• October 17 - 504 Accommodation Plans • October 21 - Road to College • November 14 - “Appy Hour”: Using Technology to Help Your

Child Learn • January 29 - It Does Get Easier… • February 12 - CPSE/CSE Transition • March 31 - Understanding IEP’s • April 24 - Career Development & Occupational Studies

(CDOS) - New Graduation Requirements • May 14 - Transition Fair

Workshops for Spanish Speaking Families

• October 10 - What is Special Education? • November 7 - What is a CSE? • December 5 - What is an IEP? • January 16 - “Appy Hour”: Using Technology to Help Your

Child Learn

Monthly Workshops for Parents with Children With Autism

• District Behavioral Psychologist

Monthly Padres Unidos – Spanish Speaking Parents Elementary, Middle, High School – Social Worker, Psychologists, Guidance Counselors

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COMMONLY USED ACRONYMS AND DEFINITIONS

Special Education

ADL Acquisition (or Activities) of Daily Living Skills

AU Autism

CPSE Committee on Preschool Special Education

CSE Committee on Special Education

DB Deaf/Blindness

ED Emotionally Disturbed

ESY Extended School Year (summer services)

HI Hearing Impairment

IEP Individualized Education Program

IESP Individualized Education Services Plan (for SWD that are parentally placed in a non-public school)

ID Intellectual Disability

LD Learning Disability

LEA Local Education Agency

LRE Least Restrictive Environment

MD Multiple Disabilities

MPSG Measurable Post-Secondary Goals

OHI Other Health Impairment

OI Orthopedic Impairment

PLP Present Level of Performance (also called MAPS, SPAM)

Academic, Management, Physical Development, Social Development

PP Parentally Placed (SWD placed in a non-public school)

PPS Pupil Personnel Services

SLI Speech/Language Impairment

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SWD Student with a Disability

TBI Traumatic Brain Injury

VI Visual Impairment

Federal Terms

AYP Adequate Yearly Progress

CDOS Career Development & Occupational Studies

FAPE Free and Appropriate Public Education

FERPA Families Educational Records Privacy Act

IDEA Individuals with Disabilities Education Act

OCR Office of Civil Rights

PBIS Positive Behavior Interventions and Supports

NCLB No Child Left Behind

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SPECIAL EDUCATION PHILOSOPHY & GOALS The Mamaroneck UFSD Board of Education subscribes to the concept that all students must be provided with quality instruction and opportunities for academic achievement. Recognizing its responsibilities towards students with disabilities, the Mamaroneck UFSD Board of Education has adopted the following statement of philosophy of special education which is the cornerstone of its programs.

• The goal of special education in Mamaroneck is to provide each student with individualized instruction which will allow the student to compensate for his or her disability, to overcome the disability where possible, and to assist the student to realize their potential.

• Where special education services are provided within or out of district, the services will be customized to address the nature and need of the student’s disability.

• The District is committed to the concept of the least restrictive environment for academic and extracurricular activities which allows for maximum contact and participation with non-disabled peers.

• To the extent possible the student with a disability will be educated within the local school, wherever possible.

• This District recognizes that in the development of all students, there are personal challenges to be overcome as growth evolves. Students with disabilities will be seen by staff as having particular strengths that can be enhanced and needs supported.

• This District is committed to help develop constructive attitudes, respect and understanding towards individuals with disabilities in order to promote independence of functioning to the greatest possible degree.

• In recognition of the necessity for parental support and involvement in the education of each student with a disability, total, open and fully available communication with parents is seen as desirable and essential.

• The Board of Education recognizes that an essential aspect of a successful special education program is the orientation and in-service training of the faculty.

• Professional development for all personnel who work with students with disabilities is necessary to assure that they have the skills and knowledge necessary to meet the unique needs of these students.

• It is the goal of the district to integrate into the school curriculum a program to elicit understanding and acceptance of individual differences. This will foster the acceptance of people with disabilities.

• The Board authorizes the Superintendent to provide in-service education for staff regarding the concept of the least restrictive environment.

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GENERAL BOARD OF EDUCATION POLICIES The district is committed to the development and implementation of an appropriate education for students with disabilities who reside in the district in accordance with the following administrative practices and procedures:

• to provide a free appropriate education in the least restrictive environment for resident students between the ages of three (3) and twenty-one (21) or until a regular high school diploma has been achieved by the student, whichever shall occur first;

• to ensure that students with disabilities have the opportunity to participate in school district programs to the maximum extent appropriate to the needs of each student, including non-academic curriculum and extracurricular programs and activities, which are available to all other students enrolled in the public schools of the district;

• to ensure that each preschool student with a disability residing in the district has the opportunity to participate in preschool programs, including timely evaluation and placement;

• to appoint and train appropriately qualified personnel including the members and chairpersons of the Committee on Special Education (CSE) and Committee on Preschool Special Education (CPSE), to carry out the functions required by law and regulations related to the education of students with disabilities;

• to implement the provisions of Section 200.6 (a) of the Commissioner’s Regulations and to provide special services or programs, to the extent appropriate to the needs of the student, to enable the student to be involved in and progress in the general education curriculum;

• to ensure that parents have received and understood the request for consent for evaluation of a preschool student;

• to ensure the confidentiality of personally identifiable data, information or records pertaining to a student with a disability. Such personally identifiable information will not be disclosed except in accordance with law;

• to implement school-wide approaches, which may include a response to intervention process, and pre-referral interventions in order to remediate a student’s performance prior to referral to the Committee on Special Education;

• to ensure the establishment of plans and policies for the appropriate declassification of students with disabilities;

• to ensure the selection and board appointment of impartial hearing officers consistent with law;

• to ensure that all instructional materials to be used in the schools of the district are available in a usable alternative format for each

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student with a disability in accordance with the student’s educational needs and course selections at the same time that such materials are available to non-disabled students;

• to ensure that each general education teacher, special education teacher and related service provider who is responsible for the implementation of a student’s IEP is provided a paper or electronic copy, including amendments to the IEP, prior to its implementation;

• to ensure that measurable steps are taken to recruit, hire, train and retain highly qualified personnel to provide special education programs and services;

• to ensure the establishment of guidelines for the provision of appropriate accommodations necessary to measure the academic achievement and functional performance of students with disabilities in the administration of district-wide assessments;

• to ensure that universal design principles are used, to the extent feasible, in developing and administering district wide assessment programs;

• to ensure that adequate and appropriate space is made available to meet the needs of preschool and school-age students with disabilities; and

• to ensure that students who reside in the district have received the protection of all other applicable State and Federal laws and regulations.

IMPLEMENTATION OF SCHOOL-WIDE APPROACHES

AND PRE-REFERRAL INTERVENTIONS

In accordance with the IDEA and Part 200 of the Commissioner’s Regulations, the district must develop a policy and implement a plan to establish Response to Intervention (RTI) pre-referral services to assist a student’s education process before consideration of referral to the Committee on Special Education (CSE). In keeping with this policy, it is the responsibility of the school’s principal and building level team to investigate all possible avenues of general education support services that would enable the student to achieve the learning standards. Such services may include, but are not limited to, Academic Intervention Services. These services must be afforded to all students who do not meet the minimum designated standards on State assessments, and to English Language Learners (ELL students) who do not achieve the annual CR Part 154 performance standards. A description of these services will be approved by the Board of Education and reviewed every two years. Supplemental instruction in English, Language Arts, Math, Social Studies, and Science as well as support services to deal with barriers to student progress such as attendance, discipline, health, family, nutrition, and transient issues will be afforded to students who score below level 3 on elementary or intermediate state assessments or who score below the local state designated performance levels on any one of the state examinations required for graduation. All school-wide approaches to provide remediation activities for

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students who are at risk of not meeting state standards or meeting graduation requirements will be considered prior to making referrals to the CSE. These approaches may also include but are not limited to extra teacher or teacher aide/assistant support, student or volunteer tutorial assistance, counseling support, and computer-assisted programs. The principal shall notify each student’s parents whenever Academic Intervention Services (AIS) are provided. These school-wide approaches shall serve as pre-referral interventions prior to consideration of special education programs through the Committee on Special Education (CSE). The referral form to the CSE used by district staff will describe, in writing, intervention services, programs used to remediate the student’s performance prior to services, or instructional methodologies, including any supplementary aids or support services provided, or the reasons why no such attempts were made. The principal and/or building level team shall maintain a record of pre-referral interventions implemented for each student. Each referral shall be reviewed to determine its appropriateness and whether pre-referral interventions have been adequately utilized, and if further interventions are deemed necessary. Within ten (10) days of receipt of a referral to the CSE, the building administrator may request a meeting with the parent or person in parental relationship to the student, the student, and the referring person, if a staff member, to determine whether the student would benefit from additional general education support services as an alternative to special education. These services may include, but are not limited to: Speech and Language Improvement Services, Academic Intervention Services, and any other services designed to address the learning needs of the student and maintain the student’s placement in general education. At this meeting, if there is a written agreement that with the provision of additional general education support services the referral is unwarranted, the referral shall be deemed withdrawn and the building administrator shall provide a copy of this agreement to the Chairperson of the CSE, the referring person, the parent or person in parental relationship, and the student if appropriate. The copy of the agreement will be in the native language of the parent and will name the additional general education support services that will be provided as well as the length of time of each service. This agreement will be placed in the student’s cumulative educational record file. If there is no written agreement reached at this meeting, the required timelines of the CSE will be maintained. These pre-referral interventions will not be utilized as a barrier to prevent appropriate referrals for special education services, but shall be used to assess the ability of the student to benefit from regular education services

RESPONSE TO INTERVENTION – (RTI) In accordance with Part 100.2 (ii), the district's process to determine if a student responds to scientific, research-based instruction shall include the following minimum requirements:

• appropriate instruction delivered to all students in the general education class by qualified personnel;

• appropriate instruction in reading shall mean scientific research-based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary

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development, reading fluency (including oral reading skills) and reading comprehension strategies;

• screenings applied to all students in the class to identify those students who are not making academic progress at expected rates;

• instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards;

• repeated assessments of student achievement which should include curriculum measures to determine if interventions are resulting in student progress toward age or grade level standards;

• the application of information about the student's response to intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services; and

• written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides information about:

o the amount and nature of student performance data that will be collected and the general education services that will be provided.

o strategies for increasing the student's rate of learning; and o the parents' right to request an evaluation for special education

programs and/or services.

• A school district shall select and define the specific structure and components of the response to intervention program, including, but not limited to, the criteria for determining the levels of intervention to be provided to students, the types of interventions, the amount and nature of student performance data to be collected and the manner and frequency for progress monitoring.

• A school district shall take appropriate steps to ensure that the staff has the knowledge and skills necessary to implement a response to intervention program and that such program is implemented.

Response to Intervention (RTI) is an initiative designed to ensure that all students benefit from standards-based curriculum, high-quality instruction, appropriate interventions, and close monitoring of progress. RTI aims to close achievement gaps by identifying minor learning challenges early and intervening so that they do not become insurmountable gaps. RTI is a multi-tiered, problem-solving approach that identifies students at risk in academic and behavioral areas early and provides them with systematically applied, research-based instructional strategies at increasing levels of intensity and frequency. An April, 2008 memorandum from the NYS Education Department requires all districts in New York State to complete an RTI plan for reading in grades K-4 by

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July 1, 2012. "To ensure that underachievement in a student suspected of having a learning disability is not due to lack of appropriate instruction in reading, all school districts in NYS must have an RTI process in place as part of their process to determine if a student in Grades K-4 is a student with a learning disability in the area of reading." As NYS districts develop RTI plans in elementary reading, the regulations for Academic Intervention Services (AIS) continue to be in effect for students in other academic disciplines and grade levels. In keeping with this mandate, Mamaroneck's RTI web site currently describes curriculum and tiered interventions in reading from Kindergarten through Grade 5. In practice, quality differentiated instruction and targeted interventions are in place in reading at the elementary, middle school, and high school levels in Mamaroneck. Additionally, AIS are provided in mathematics at the elementary and secondary levels. Going forward, the district RTI site will be updated to reflect the shift from Academic Intervention Services to Response to Intervention in reading at the secondary level and mathematics at the elementary and secondary levels. The district also continues to explore the tenets of Universal Design for Learning, recognizing that UDL is a cornerstone of all student-centered instructional settings.

GENERAL RECOMMENDATIONS Parents are children's first teachers; the impact of a stimulating, language-rich home environment on children's literacy development is well-established. Parents' involvement in children's education begins at birth. Fortunately, the most instinctive and pleasurable forms of interaction with babies, toddlers, and young children all nurture their eventual development as readers: talking to them; posing questions and answering theirs; playing games; visiting parks, libraries, and museums; sharing jokes; telling stories; and reading (and rereading!) favorite books aloud. Use the links on the left navigation bar to find more information and resources about reading to and with your child. Once children are in school, parents should get to know their children's teachers, learn about curriculum, and monitor and support children's progress in the following ways:

• Attend Back-to-School Night. Dates for each grade and school are published on the district calendar and Web site. Teachers share important information about curriculum, assessments, field trips, grading practices, and preferred modes of communication. Parents unable to attend should contact teachers for handouts and/or archived presentations and let teachers know the best ways and times to reach them.

• Participate actively in parent conferences. Elementary parent conferences are scheduled twice a year, in November and April. These are an important opportunity to discuss your child's progress with his/her teacher. Expect to review assessment data and see samples of your child's work. For more information about preparing for elementary conferences, read this article from Special EDition.

• Read Achievement Reports carefully. Parents of Kindergarteners receive a year-end report in June; parents of first through fifth graders receive reports in January and June. The Achievement Reports

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document student progress in each academic content area and contain an overall narrative. Parents should contact their child's teacher with follow-up questions, including the specific ways they can support their child's progress at home.

• Read the school's weekly newsletter(s). At each elementary school, there is both a weekly school newsletter and a weekly PTA newsletter. These are posted on each school's Web site. At the middle and high schools, parents should subscribe to the weekly PTA e-newsletters, HMXpress and Tiger Bytes, by contacting the PTA. The Special Education PTA publishes Special EDition and SEPTA E-News, both of which are posted on the SEPTA Web site.

• Join Parent/Teacher Association(s). Attend monthly meetings and/or read minutes posted on the PTA's Web page above.

• Attend parent coffees and curriculum presentations advertised in school newsletters. Some, such as Orientation to Kindergarten, HMX, and MHS, are annual events; others such as MHS Coffee and Conversation are regularly-scheduled venues for dialogue with administrators and teachers; and still others are scheduled throughout the year to provide information about current district initiatives.

• Talk to your child frequently! Engage him/her in conversation (not interrogation) about his/her schoolwork, activities, and peer interactions. Be fully present; make sure that for at least a few minutes each day, you're both unplugged and tuned in to each other.

• Be proactive. If you have questions and/or concerns about your child's academic, behavioral, or social/emotional development, reach out to his/her teacher, school psychologist, administrator, or other appropriate personnel. Share your observations from home.

PARENT NOTIFICATION IN RESPONSE TO INTERVENTION

All of the above means will help parents monitor their children's progress and communicate effectively with teachers. While it is expected that schools involve parents and keep them informed about students' progress, Response to Intervention includes specific parent notification requirements. Specifically, parents must be notified in writing if their child needs an intervention beyond those that are provided to all students in the Tier 1 classroom. Notification must describe the amount and kind of data the school will collect to monitor students' progress, the nature of the intervention the student will receive, and parents' right to request an evaluation for special education services. Parents have the right to initiate a referral to the District’s Committee on Special Education at any time. However, in deciding whether and when to do so, parents may wish to consider that the information obtained in the RTI process can be very valuable in determining whether their child has an educational disability and, if so, the types of supports that would be helpful in addressing such disability.

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In Mamaroneck, teachers keep parents apprised of students' ongoing progress through formal (parent conferences, Achievement Reports) and informal means. To address learning differences and/or deficits in Tier 1, the teacher differentiates and targets his/her teaching through structures such as guided reading and individual conferences. S/he collects data on the effectiveness of Tier 1 interventions. If need be, s/he convenes a case conference to seek input from colleagues on additional interventions. If it is determined that a child will receive Tier 2 or Tier 3 services in addition to Tier 1 classroom instruction, parents will be notified in writing. If a meeting of the Instructional Support Team (IST) is convened, parents are informed and should attend. See Case Conference and IST, Tier 2 and Tier 3.

Mamaroneck has structures in place to support teachers in implementing instructional interventions to remediate and accelerate student progress. Through team meetings, case conferences and Instructional Support Team protocols, teachers, support staff, specialists and administrators come together to share data from universal screenings, ongoing informal assessments and student work to inform decision-making. The purpose is to collectively plan for specific, measurable, attainable, realistic and timely instructional interventions to target areas of need. The team develops an action plan which is closely monitored over a specific amount of time to determine the effectiveness of the interventions implemented. As a case progresses from team meetings or case conferences to Instructional Support Team meetings, the level of diagnostic assessment and problem-solving increases to understand and plan for students who are not responding to targeted interventions and who therefore need a specialized approach to learning.

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CASE CONFERENCE/TEAM MEETING The purpose of the case conference/team meeting is to provide a supportive setting in which referring teachers and/or counselors can describe problems that their students are encountering, and have team members assist by recommending useful and realistic classroom curriculum or instructional interventions. The case conference/team meeting can provide staff with support while providing a structured forum for problem solving. Parents are invited, when appropriate.

INSTRUCTIONAL SUPPORT TEAM

The IST serves as a committee to document previous interventions and continued problem solving. The IST assesses student performance, develops an Instructional Support Plan for students experiencing learning difficulties, and monitors student progress with specific interventions across disciplines and grades. Depending on the circumstance, the multi-disciplinary IST can include the following members: general education classroom teachers, special education teachers, speech and language specialist, psychologist, administrator, parent, reading specialist, occupational therapist, social worker, ESL teacher, physical therapist, coaches, etc., to share their area of expertise. The IST meeting process includes the following:

• Introduce the issue and process

• Hear statement from referring teacher/counselor

• Shares student strengths and interests

• Shares concerns

• Share pertinent data, i.e., report cards, standardized scores, information and formal assessment results, etc.

• Group discussion

• Ask clarifying questions (i.e., What does student know? What can student do? How does student think? What does he/she do when struggling?)

• Identify priorities/issues

• Brainstorm interventions

• Select realistic strategies/interventions

• Write an Instructional Support Plan (ISP) that describes measurable interventions.

• Determine follow up, assign responsibilities, and close meeting

• Schedule follow up meeting to review interventions, with measurable criteria to demonstrate student progress.

• Parent receives a copy of the ISP

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For further information on RTI, visit our website at: http://www.mamkschools.org/group_profile_view.aspx?id=ab2f3ea9-10b3-4263-8b23-f4f4c92ebdf3

• Parent may request a Special Education evaluation notwithstanding the District’s proposed pre-referral Response to Intervention services.

• Students with Disabilities are eligible for AIS services.

RTI/IST – INITIAL REFERRALS

Elementary 2012-2013 Elementary 2013-2014 • RTI/IST Meetings - 103 • RTI/IST Meetings - 80 • Initial CSE Referral by Staff - 37 • Initial CSE Referral by Staff - 34 • Initial CSE Referrals by Parents - 21 • Initial CSE Referrals by Parents - 24 • Initial CSE Identified Students - 46 • Initial CSE Identified Students - 26

Middle School 2012-2013 Middle School 2013-2014

• RTI/IST Meetings - 46 • RTI/IST Meetings - 15 • Initial CSE Referral by Staff - 9 • Initial CSE Referral by Staff - 6 • Initial CSE Referrals by Parents - 11 • Initial CSE Referrals by Parents - 11 • Initial CSE Identified Students - 12 • Initial CSE Identified Students - 11

High School 2012-2013 High School 2013-2014

• RTI/IST Meetings - 16 • RTI/IST Meetings - 10 • Initial CSE Referral by Staff - 3 • Initial CSE Referral by Staff - 2 • Initial CSE Referrals by Parents - 3 • Initial CSE Referrals by Parents - 3 • Initial CSE Identified Students - 6 • Initial CSE Identified Students - 5

*Data collected up to 4/7/14

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SECTION 2

COMMITTEE ON PRESCHOOL SPECIAL

EDUCATION

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CONTINUUM OF SERVICES COMMITTEE ON PRESCHOOL SPECIAL EDUCATION

A Preschool Student with a Disability refers to a preschool student who has been identified by the Committee on Preschool Special Education (CPSE) and is eligible to receive preschool programs and services. To be identified as having a disability, a preschool student shall exhibit a significant delay or disorder in one or more functional areas related to cognitive, language and communicative, adaptive, social-emotional or motor development which adversely affects the student’s ability to learn. Such delay or disorder shall be documented by the results of the individual evaluation which includes, but is not limited to, information in all functional areas obtained from a structured observation of a student’s performance and behavior, a parental interview and other individually administered assessment procedures, and when reviewed in combination and compared to accepted milestones for student development indicate:

• a twelve (12) month delay in one or more functional area(s), or

• a 33 percent delay in one functional area, or a 25 percent delay in each of two functional areas, or,

• if appropriate standardized instruments are individually administered in the evaluation process, a score of 2.0 standard deviations below the mean in one functional area, or a score of 1.5 standard deviations below the mean in each of two functional areas; or

• the preschool student meets the criteria as Autism, Deafness, Deaf-Blindness, Hearing Impairment, Orthopedic Impairment, Other Health Impaired, Hearing Impairment, Traumatic Brain Injury, or Visual Impairment including Blindness.

PROGRAM RECOMMENDATIONS

The CPSE must consider the appropriateness of services to meet the student’s needs in the least restrictive environment in the following order:

• related services only

• special education itinerant services only

• related services in combination with special education itinerant services (SEIT)

• special class in an integrated setting (SCIS)

• an integrated special education preschool program

• a half-day special class program

• a full-day special class program The Committee shall first consider providing special education services in a setting where age-appropriate peers without disabilities are typically found.

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RELATED SERVICES Related services defined in Section 4401 of Education Law include speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, medical services as defined in this section, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and appropriate support services and includes the early identification and assessment of disabling conditions in students. The term does not include a medical device that is surgically implanted, the optimization of that device’s functioning, maintenance of that device or the replacement of such device. Related services are provided at a site determined by the Board of Education including, but not limited to:

• an appropriate or licensed pre-kindergarten

• a Head Start Program

• the worksite of the provider

• the student’s home*

• a hospital

• a state facility

• a student care location *Students are entitled to related services in the home if the Board of Education determines that documented medical or special needs indicate that the student should not be transported to another site.

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SPECIAL EDUCATION ITINERANT SERVICES (SEIT) Special Education Itinerant Service are services provided by a certified special education teacher of an approved program on an itinerant basis at a site determined by the Board of Education including, but not limited to:

• an approved or licensed pre-kindergarten

• the work site of the provider

• a Head Start program

• a student’s home*

• a hospital

• a state facility

• a student care location Changes of location for the provision of services may occur without the review of the CPSE.

• Direct Services: Services provided by a certified special education teacher of an approved program on an itinerant basis at a site determined by the Board including but not limited to an approved or licensed prekindergarten or head start program; the student’s home; a hospital; a State facility; or a child care location as defined in section 4410 of the Education Law. Services shall be for the purpose of providing specialized individual or group instruction and/or indirect services to preschool students with disabilities.

• Indirect Services: Consultations provided by a certified special education teacher to assist the student’s teacher in adjusting the learning environment and/or modifying instructional methods to meet the individual needs of a preschool student with a disability who attends an early childhood program.

Special Education Itinerant Services are provided not less than two hours per week, and the total number of students with disabilities assigned to the special education teacher should not exceed 20. Related services may be provided in addition to SEIT services in accordance with the student’s IEP.

SPECIAL CLASS IN AN INTEGRATED SETTING (SCIS)

SCIS programs are defined as those programs employing a special education teacher and one or more supplementary school personnel in a classroom made up of no more than twelve (12) preschool students with and without disabilities, or a classroom that is made up of no more than twelve (12) preschool students with disabilities staffed by a special education teacher and one or more supplementary school personnel that is housed in the same physical space as a preschool class of students without disabilities taught by a non-special education teacher.

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SPECIAL CLASS (HALF OR FULL DAY) A special class is defined as a class consisting of students with disabilities who have been grouped together because of similar individual needs for the purpose of being provided a special education program in a special class, where:

• the chronological age range within special classes shall not exceed 36 months;

• the maximum class size shall not exceed 12 preschool students with at least one teacher and one or more supplementary school personnel assigned to each class. If the CPSE recommends a preschool student to an approved program which has no space in the specific class which will meet the student’s unique needs as recommended on the IEP, the approved program may temporarily increase the enrollment of a class up to a maximum of 13 preschool students for the remainder of the school year. If the attendance during the instructional time exceeds 12 students, another staff member shall be assigned to the class; and

• services shall be provided not less than 2 ½ hours per day, 2 days per week.

RESIDENTIAL SPECIAL EDUCATION PROGRAMS AND SERVICES This program is a minimum of five hours per day, five days a week, for twelve months. Placements in residential programs must be approved by the Commissioner in accordance with 200.6 (I) of the Commissioner’s Regulations.

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SECTION 3

CONTINUUM OF

SPECIAL EDUCATION SERVICES

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CONTINUUM OF SERVICES COMMITTEE ON SPECIAL EDUCATION (CSE)

TRANSITIONAL SUPPORT SERVICES

When specified in a student’s Individualized Education Program, transitional support services are provided to a teacher on a temporary basis to aid in the provision of an appropriate educational program to the student with a disability who is transferring to a general education program or to a less restrictive program or service. These services are temporary and do not continue beyond one year. These services may be provided by the building psychologist, a special education teacher, a speech/language therapist, physical therapist, occupational therapist or other appropriate professional who understands the specific needs of the student with a disability.

CONSULTANT TEACHER SERVICES

Consultant teacher services shall be for the purpose of providing direct and/or indirect services to students with disabilities who attend general education classes, including career and technical education, and/or to students’ general education teachers. These services shall be recommended by the Committee on Special Education to meet a student’s specific needs and the student’s Individualized Educational Program (IEP) shall indicate the general education classes in which the student will receive consultant teacher services. Consultant teacher services shall be provided in accordance with the following provisions:

• Each student with a disability requiring consultant teacher services shall receive direct and/or indirect services consistent with the student’s IEP for a minimum of two hours each week, except that the CSE may recommend that a student with a disability who also needs resource room services in addition to consultant teacher services, may receive a combination of such services consistent with the student’s IEP for not less than three hours per week.

• The total number of students with disabilities assigned to a consultant teacher shall not exceed twenty (20).

RELATED SERVICES

Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, medical services as defined in this section, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and appropriate support services and includes the early identification and assessment of disabling conditions in students. The term

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does not include a medical device that is surgically implanted, the optimization of that device’s functioning, maintenance of that device, or the replacement of such device.

• The frequency, duration and location of each service shall be in the IEP based on the individual student’s need for the service.

• Speech/language services will be provided a minimum of one (1) 30-minute session each week. Total caseload for teachers will not exceed sixty-five (65).

• When a related service is provided to a number of students at the same time, the number of students in the group shall not exceed five.

RESOURCE ROOM

The resource room program is for the purpose of supplementing the general or special classroom instruction of students with disabilities who are in need of such supplemental programs.

• The instructional group in each resource room period does not exceed five (5) students, who are grouped according to their similarity of need.

• Students shall spend a minimum of three (3) hours per week in a resource room program except that the CSE may recommend that for a student with a disability who also needs consultant teacher services in addition to resource room services may receive a combination of such services consistent with the student’s IEP for not less than three hours per week. Student will not spend more than 50 percent of the day in the resource room program.

• The total number of students assigned to a resource room teacher shall not exceed twenty (20) at the elementary level and twenty-five (25) at the middle and high school levels.

• Resource room services may be provided either in a pull-out or push-in program or a combination of both.

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INTEGRATED CO-TEACHING SERVICES Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students.

• The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided that the number of students with disabilities in such classes shall not exceed 12 students.

• School personnel assigned to each class shall minimally include a special education teacher and a general education teacher.

• Additional personnel, including supplementary school personnel, assigned to such classes by the district, may not serve as the special education teacher.

SPECIAL CLASS

A special class is defined as a class consisting of students with the same disabilities or with differing disabilities who have been grouped together because of similar individual needs for the purpose of being provided a special education program. The chronological age range of students who are less than sixteen (16) years of age shall not exceed thirty-six (36) months.

OUT-OF-DISTRICT PLACEMENT

Students with disabilities whose needs are too intensive to be addressed appropriately in an in-district 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

• a BOCES program

• an approved Private School (day)

• State Operated School

• an approved Residential Placement

HOME AND HOSPITAL INSTRUCTION

Students with disabilities who are recommended for home and/or hospital instruction by the CSE shall receive instruction as follows:

• elementary school students will be provided a minimum of five (5) hours per week;

• secondary school students will receive a minimum of ten (10) hours of instruction per week, preferably two (2) hours daily.

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DECLASSIFICATION SUPPORT SERVICES

Students exiting special education may be considered for declassification services. Declassification support services are defined in the Part 100 Regulations. Testing accommodations may be continued as recommended by the CSE. If a student has been receiving special education services but the Committee on Special Education determines that the student no longer requires such services and can be placed in a general education program on a full-time basis, the recommendation shall:

• identify the declassification support services,

• indicate the projected date of initiation, and

• frequency and duration of such services, not to exceed one year.

LEAST RESTRICTIVE ENVIRONMENT (LRE) Under the mandates of IDEA, the CSE must review learning opportunities for students with special needs in the least restrictive environment, to the maximum extent possible with general education age appropriate peers, in the general education setting, with appropriate accommodations, modifications and staff materials and equipment resources. These general education settings may include academic, elective courses, and extracurricular activities.

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INTEGRATED CO-TEACHING MODELS

INTEGRATED CO-TEACHING

Students who need special education services are required to meet the same rigorous curriculum as their typical peers. In an effort to meet the demands of the Common Core State Standards, the plan for the 2014-2015 school year is to place as many students with disabilities into a general education setting with support. Integrated co-teaching (ICT) is a service on the continuum of Special Education services is designed to meet the individual student’s IEP goals and meet the need to access the general education curriculum.

Integrated Co-teaching Models

One teach/One observe One teach/One support Station teaching Parallel Teaching Alternative Teaching Team Teaching

Teacher roles

One Teacher leads instruction/One Teacher collects data. No more

than 10% of time.

One Teacher leads instruction/One Teacher

supports individual students.

Divide class into heterogeneous groups/ Groups led by teachers

in separate stations.

Parallel teaching is similar to station teaching and

alternative teaching, except in parallel teaching two groups learn identical content and groups are

heterogeneous.

Divide class into homogeneous

groups/Groups led by teachers in separate

locations.

Co-equal whole group teaching.

Whole group/ small group instruction Whole group Whole group

Two or Three groups. One group works

independently. Two groups Two groups Whole group

Teachers “can observe a lot by just watching.” Yogi

BerraIndividual supports More differentiation Smaller class size More differentiation

Both teacher actively teaching

Heterogeneous Heterogeneous Both teachers actively teaching

Both teachers actively teaching

Heterogeneous

Instructional intensity Instructional intensity Instructional intensityExciting opportunities

Seth teaches Declaration of Independence

Seth teaches Declaration of Independence

Seth teaches “Bill of Particulars” with group in front of class.

Seth and Anthony divide the class in half.

Group students by reading level. Seth teaches original text in front of room.

Anthony observes student recently exhibiting behavior concerns

Anthony circulates to refocus and help with tough vocabulary, etc.

Anthony teaches Preamble in back of room. 2 day lesson.

Anthony brings his half to a second room, where he teaches identical lesson.

Anthony teaches abridged version in back of room.

Advantages

At National Archives in DC, in front of original, longhand version, both teach in coequal partnership.

Example

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INTEGRATED CO-TEACHING DISTRICT STRUCTURE

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TRANSITION PLANNING

Measurable post-secondary goals and recommendations for transition services and activities must be included in each student's IEP beginning not later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate), and updated annually.

The IEP must include:

•measurable post-secondary goals in the areas of training, education, employment and, where appropriate, independent living skills. These goals must be based on age-appropriate transition assessments1;

•the student’s needs as they relate to transition from school to post-school activities, including the courses of study to be provided to the student to reach those goals;

•annual goals that document the knowledge/skills the student is expected to achieve that will incrementally prepare him/her to meet the post-secondary goals; and

•transition services/activities the student will need to facilitate his/her movement from school to post-school activities. Transition services are a coordinated set of activities developed for a student with a disability, designed to improve his/her academic and functional achievement in order to facilitate the student's movement from school to post-school activities. Coordinated means the CSE has recommended a combination of activities that will lead the student to reach his/her post-secondary goals, including instruction, related services, community experiences, development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and a functional vocational evaluation.

Students must be invited to CSE meetings when transition goals and services will be discussed. If a student does not attend, the district must take steps to ensure the student’s preferences and interests are considered. The school district must also invite a representative of a participating agency that is likely to be responsible for providing or paying for transition services. Parental consent (or the consent of the student who is age 18 or older) must be obtained prior to inviting other agency representatives. If the invited agency does not attend, the school must take steps to involve the agency in the planning of any transition services.

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STUDENT EXIT SUMMARY Federal law requires that the school district provide a student with a disability a summary of the student’s academic achievement and functional performance prior to school exit for a student whose eligibility for special education services terminates due to graduation from secondary school with a regular diploma or due to exceeding the age eligibility for a free appropriate public education (FAPE) under State law. A student with a disability exiting with a Career Development and Occupational Studies Credential or Skills and Academic Achievement Credential prior to the end of the school year in which he/she turns age 21 must also receive the student exit summary and it is recommended that students with disabilities exiting with a High School Equivalency Diploma also be provided this summary.

The purpose of the Student Exit Summary is to provide the student with a written report that provides essential information to consider as the student transitions from secondary school. The Student Exit Summary should be a useful and relevant document that summarizes individual student abilities, skills, needs and limitations and provides recommendations to support successful transition to adult living, learning and working. The Student Exit Summary should be designed to assist the student in establishing eligibility for reasonable accommodations and supports in postsecondary settings, the workplace and community and to aid the student in accessing adult services as appropriate. It should help the student better understand the impact of his/her disability and articulate individual strengths and needs as well as supports that would be helpful in post-school life.

KEY ELEMENTS OF SUCCESSFUL TRANSITION PLANS AND SERVICES

The goal of transition planning is to identify and provide students with opportunities and necessary supports while they are in school that will lead the student to achieve his/her post-secondary goals for lifelong learning, community participation, and work for pay. The process of transition planning requires a partnership among the student, family and school, and, as appropriate, other agencies that can provide transition activities for the student. By its very nature, transition planning is a collaborative effort and must be thought of as an on-going process across multiple school years. The provision of meaningful and effective transition services requires the district to have appropriate instructional, career and work-related and community experiences available to students.

In the development of transition service plans, schools should consider the following key factors to ensure the most successful transition for students with disabilities to adult life.

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•The results of age-appropriate transition assessments provided to the student.

•Engagement of the parent and student as partners so that the parents’ concerns for the education of their child and the student’s needs, strengths, preferences and interests are considered and documented.

•Collaboration with participating State and community agencies to provide the student with appropriate services that will assist the student to meet his or her post-school goals.

•Instruction toward the Career Development and Occupational Standards (CDOS).

•Opportunities for career development activities, including in-school and out-of-school job training and career and technical education (CTE) coursework in order to enhance employment opportunities and outcomes for the student.

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SECTION 4

DIPLOMA CREDENTIAL REQUIREMENTS

33

DIPLOMA/CREDENTIAL REQUIREMENTS Diploma Type Available to Requirements Regents All Student

Populations • Credit: 22 units of credit distributed as follows: 4 English

language arts (ELA), 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 Language other than English (LOTE), 2 Physical Education, 3 ½ Electives

• Assessment: 5 required Regents exams with a score of 65 or better as follows: 1 Math, 1 Science, ELA, Global History and Geography, US History and Government

http://www.p12.nysed.gov/part100/pages/1005.html#regentsdiploma Regents (through appeal)

All Student Populations

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives.

• Assessment: 4 required Regents exams with a score of 65 or better and 1 Regents exam with a score of 62-64 for which an appeal is granted by the local district per Commissioner’s Regulation section 100.5(d)(7) as follows: 1 Math, 1 Science, ELA, Global History and Geography, US History and Government

http://www.p12.nysed.gov/part100/pages/1005.html#regpasscore Regents with Honors

All Student Populations

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives

• Assessment: 5 required Regents exams with a computed average score of 90 or better as follows: 1 Math, 1 Science, ELA, Global History and Geography, US History and Government

http://www.p12.nysed.gov/part100/pages/1005.html#diplomaHonors Regents with Advanced Designation

All Student Populations

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives. In addition, a student must earn an additional 2 units of credit in LOTE or a 5 unit sequence in the Arts or Career and Technical Education (CTE). These credits can be included in the 22 required credits.

• Assessment: 8 required Regents exams with a score of 65 or better as follows: 3 Math, 2 Science, ELA, Global History and Geography, US History and Government; and either a locally developed Checkpoint B LOTE examination or a 5 unit sequence in the Arts or CTE

http://www.p12.nysed.gov/part100/pages/1005.html#regentsAD Regents with Advanced Designation with an

All Student Populations

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives. In addition, a student must earn an additional 2 units of

34

annotation that denotes Mastery in Math

credit in LOTE or a 5 unit sequence in the Arts or CTE. These credits can be included in the 22 required credits.

• Assessment: Meets all assessment requirements for the Regents with Advanced Designation (see above) and, in addition, scores 85 or better on each of 3 Regents Examinations in Mathematics

See section 100.5(b)(7)(x) http://www.p12.nysed.gov/part100/pages/1005.html#regentsAD

Regents with Advanced Designation with an annotation that denotes Mastery in Science

All Student Populations

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives. In addition, a student must earn an additional 2 units of credit in LOTE or a 5 unit sequence in the Arts or CTE. These credits can be included in the 22 required credits.

• Assessment: Meets all assessment requirements for the Regents with Advanced Designation (see above) and, in addition, scores 85 or better on each of 3 Regents Examinations in Science

See section 100.5(b)(7)(x) http://www.p12.nysed.gov/part100/pages/1005.html#regentsAD

Regents with Advanced Designation with Honors

All Student Populations

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives. In addition, a student must earn an additional 2 units of credit in LOTE or a 5 unit sequence in the Arts or CTE. These credits can be included in the 22 required credits.

• Assessment: 8 required Regents exams with a computed average score of 90 or better as follows: 3 Math, 2 Science, ELA, Global History and Geography, US History and Government; and either a locally developed Checkpoint B LOTE examination with a score of 65 or a 5 unit sequence in the Arts or CTE

http://www.p12.nysed.gov/part100/pages/1005.html#diplomaHonors Local Students with

disabilities with an individualized education program or section 504 Accommodation Plan

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives.

• Assessment: Low Pass Safety Net Option1: 5 required Regents exams with a score of 55 or better as follows: 1 Math, 1 Science, 1 ELA, 1 Global History and Geography, 1 US History and Government; http://www.p12.nysed.gov/part100/pages/1005.html#assessment, or;

• Regents Competency Test (RCT) Safety Net Option

for students entering grade 9 prior to September 2011: Passing score on corresponding RCT if student

35

does not achieve a score of 55 or higher on the Regents examination http://www.p12.nysed.gov/specialed/publications/localdiplomaoptions-may2011.htm; or

• Compensatory Safety Net Option: Scores between 45-54 on one or more of the five required Regents exams, other than the ELA or mathematics exam, but compensates the low score with a score of 65 or higher on another required Regents exam. Note: a score of at least 55 must be earned on both the ELA and mathematics exams. A score of 65 or higher on a single examination may not be used to compensate for more than one examination for which a score of 45-54 is earned.

http://www.p12.nysed.gov/specialed/publications/safetynet-compensatoryoption.html

Local Diploma (through Appeal)

All Student Populations

• Credit: 22 units of credit distributed as follows: 4 ELA, 4 Social Studies, 3 Science, 3 Mathematics, ½ Health, 1 Arts, 1 LOTE, 2 Physical Education, 3 ½ Electives.

• Assessment: 3 required Regents exams with a score of 65 or better and 2 Regents exams with a score of 62-64 for which an appeal is granted by the local district per Commissioner’s Regulation section 100.5(d)(7) as follows: 1 Math, 1 Science, ELA, Global History and Geography, US History and Government

http://www.p12.nysed.gov/part100/pages/1005.html#regpasscore

Local Diploma, Regents Diploma, Regents Diploma with Advanced Designation (with or without Honors), with a Career and Technical Education Endorsement

All Student Populations

• Credit: Completes all credit requirements as listed above for specific diploma types and completes an approved CTE program.

• Assessment: Achieves a passing score on State assessments as listed above for specific diploma types and successfully completes the technical assessment designated for the particular approved CTE program which the student has completed.

http://www.p12.nysed.gov/part100/pages/1005.html#carteched

Nondiploma High School Exiting Credentials Credential Type

Available to Requirements

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Career Development and Occupational Studies (CDOS) Commencement Credential

Students with disabilities other than those who are assessed using the NYS Alternate Assessment (NYSSA)

• Completes a career plan; demonstrates attainment of the commencement level CDOS learning standards in the area of career exploration and development, integrated learning and universal foundation skills; satisfactorily completes the equivalent of 2 units of study (216 hours) in CTE coursework and work-based learning (including at least 54 hours of work-based learning); and has at least 1 completed employability profile;

OR • Student meets criteria for a national work readiness

credential Credential may be a supplement to a regular diploma, or, if the student is unable to meet diploma standards, the credential may be awarded as the student’s exiting credential provided the student has attended school for not less than 12 years, excluding Kindergarten. http://www.regents.nysed.gov/meetings/2013Meetings/April2013/413p12accesa1Revised.pdf

Skills and Achievement Commencement Credential

Students with severe disabilities that are assessed using NYSAA

All students with severe disabilities who attend school for not less than 12 years, excluding Kindergarten graduate with this credential which must be accompanied by a summary of the student’s levels of achievement in academic and career development and occupational studies. http://www.p12.nysed.gov/specialed/publications/SACCmemo.htm http://www.p12.nysed.gov/part100/pages/1006.html

1Note: the low pass (55-64) option for general education students to earn a local diploma has been phased out and students who entered high school in 2008 and thereafter no longer have access to this option. There are still students in our K-12 system that entered grade 9 in 2007 or earlier and still have access to this option. Seal of Biliteracy – Requirements to be determined

37

SKILLS AND ACHIEVEMENT COMMENCEMENT CREDENTIAL: REQUIREMENTS

The Board of Education or trustees of a school must issue a Skills and Achievement Commencement Credential to each student with a severe disability in accordance with the following rules: 1. Only students with disabilities who have been instructed and assessed on the alternate performance level for the State learning standards are eligible for this credential award. 2. The credential may be awarded any time after such student has attended school for at least 12 years, excluding kindergarten or received a substantially equivalent education elsewhere; or at the end of the school year in which a student attains the age of 21. 3. The credential would not be considered a regular high school diploma in accordance with State standards or for federal accountability purposes. 4. The credential must be similar in form to the diploma issued by the school district or nonpublic school, except that there shall appear on the credential a clear annotation to indicate the credential is based on achievement of alternate academic achievement standards. 5. The credential must be issued together with a summary of the student’s academic achievement and functional performance (Student Exit Summary) and must include documentation of the student’s:

• achievement against the Career Development and Occupational Studies (CDOS) learning standards http://www.p12.nysed.gov/cte/cdlearn/;

• level of academic achievement and independence as measured by NYSAA;

• skills, strengths, interests; and

• as appropriate, other achievements and accomplishments. 6. For students less than 21 years old, the credential must be provided with a written assurance that the student continues to be eligible to attend the public schools of the school district in which the student resides without payment of tuition until the student has earned a regular high school diploma or until the end of the school year in which the student turns age 21, whichever occurs first. SKILLS AND ACHIEVEMENT COMMENCEMENT CREDENTIAL:

STUDENT EXIT SUMMARY FORM 1. Level of achievement and independence for each of the CDOS standards, including, but not limited to:

• career development;

• integrated learning; and

• universal foundation skills including: basic skill in reading, writing, listening, speaking, math and functional math;

• thinking skills;

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• personal qualities;

• interpersonal skills;

• use of technology;

• managing information and resources; and system skills. 2. Academic skills, as measured by the State assessment for students with severe disabilities (i.e., NYSAA); and 3. Strengths and interests and, as appropriate, other student achievements and accomplishments.

INSTRUCTION TO PREPARE STUDENTS FOR THE SKILLS AND

ACHIEVEMENT COMMENCEMENT CREDENTIAL In order for students to develop the competencies that must be documented with the credential award, students must be provided instruction in CDOS learning standards and be provided opportunities, as appropriate, to engage in instructional and work preparation experiences, both in school and, whenever possible and appropriate, in the community. Schools are encouraged to review their curriculum instruction for students with severe disabilities to ensure that such students have maximum opportunities to achieve their highest academic and career development potentials. The Learning Standards for CDOS include key ideas, performance indicators describing expectations for students, and sample tasks suggesting evidence of progress toward the standards (see http://www.p12.nysed.gov/cte/cdlearn/documents/cdoslea.pdf). The Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum is a companion document to the CDOS learning standards. It further develops the core content for each learning standard and career major. The document is also rich with teacher developed classroom activities that help students achieve the CDOS standards (see http://www.p12.nysed.gov/cte/cdlearn/cdosresourceguide.html).

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SECTION 5

INDEPENDENT EDUCATIONAL EVALUATIONS

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INDEPENDENT EDUCATIONAL EVALUATIONS

At the time of CSE initial or reevaluation, the Office of Special Education will inform parents of their right to an independent educational evaluation by providing them with a copy of the Procedural Safeguards Notice. If the parents disagree with the evaluation conducted by the CSE, parents may request an independent educational evaluation at district expense. A parent is entitled to only one independent educational evaluation at public expense each time the school district conducts an evaluation with which the parents disagree. The names, addresses and telephone numbers of appropriate public and private agencies and other professional resources where independent educational evaluations may be obtained will be provided to the parents upon request. The school district may ask for the parent’s reason why he or she objects to the public evaluation. The school district has a right to initiate an impartial hearing to demonstrate that its evaluation is appropriate or that the evaluation obtained by the parent does not meet school district criteria. If a hearing officer determines that the district’s evaluation was appropriate or the evaluation obtained by the parent did not meet school district criteria, the parent has the right to an independent educational evaluation, but not at public expense. Any independent educational evaluation whether paid for by the parent or by the school district, will be reviewed by the CSE and taken into consideration in its decision with respect to the provision of a free appropriate public education. If parents intend to seek funding for the cost of the evaluation they must adhere to following criteria:

• the qualifications of the evaluator(s) and the location of the evaluation shall be the same as the criteria which the district uses when it initiates an evaluation;

• psychologists must be licensed by the State of New York as clinical psychologists or certified as school psychologists. If certified as a school psychologist, the evaluator must conduct the evaluation in a school setting;

• other evaluators should be appropriately certified in the area of their specialty by the New York State Education Department, must have experience in the area of their specialty and must have experience with students of a similar age;

• the evaluation will take place in the boundaries within Westchester County and/or the Metropolitan area.

• the tests performed must be norm-referenced for individual evaluation appropriate for the age and educational level of the student, and measure the same cognitive, motor, and affective skills as district tests;

• the cost of an independent evaluation requested by a hearing officer shall be at district expense; and

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• reimbursement will not be in excess of the reasonable cost of such evaluation, less the portion of such costs paid through insurance or Medicaid payments.

• In the absence of unusual circumstances, costs will be deemed reasonable and allowable in accordance with the following fee schedule that will be reviewed annually:

RESOURCES FOR INDEPENDENT EVALUATIONS Upon approval from the Committee on Special Education, parents may obtain a list of resources and suggested individuals with whom to contact for an outside evaluation in the Office of Student Support Services.

BOARD OF EDUCATION FUNDING OF INDEPENDENT EVALUATIONS

The cost to reimburse parents for Independent Educational Evaluations was determined from an average in 2014 of surrounding communities in Westchester County. A final bill for the evaluation must be presented to the BOE prior to any reimbursement to the parents. The parents must agree to allow the CSE to use the completed evaluations(s) for future planning for the student.

Psycho-Educational Evaluation $ 2,500.00 Neurological Evaluation $ 1500.00 Educational Evaluation $ 700.00 Speech/Language Evaluation $ 700.00 OT Evaluation $ 700.00 PT Evaluation $ 700.00 Psychiatric Evaluation $ 1500.00 Neuropsychological Evaluation $ 3,000.00 Audiological Evaluation $ 500.00 CAP Evaluation $ 750.00 Assistive Technology Evaluation $ 1,000.00 Comprehensive Evaluation – Autism $ 3,000.00

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SECTION 6

MAMARONECK SCHOOL DISTRICT

SPECIAL EDUCATION PROGRAMS/RELATED

SERVICES

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CONTINUUM OF DISTRICT SPECIAL EDUCATION SERVICES

Related Services

● Speech and Language● Occupational Therapy Direct service ● Skills development Special Education Teacher Highly specialized instruction

● Physical Therapy ● to student General Education teacher Class ratios include:

● Counseling Services Indirect service ● all instruction in the ● 12:1:2

● Parent Training ●consultation with general general education classroom ● 8:1:2

education teacher on

behalf of student

● Speech and Language● Occupational Therapy Direct service ● Skills development Special Education Teacher Highly specialized instruction

● Physical Therapy ● to student General Education teacher Class ratios include:

● Counseling Services Indirect service ● all instruction in the ● 15:1:1

●consultation with general general education classroom ● 12:1 (Skills)

● Parent Training education teacher on ● 12:1:2

behalf of student ● 8:1:2

● Speech and Language● Occupational Therapy Direct service ● Skills development Special Education Teacher Highly specialized instruction

● Physical Therapy ● to student General Education teacher Class ratios include:

● Counseling Services Indirect service ● all instruction in the ● 15:1

●consultation with general general education classroom ● 12:1:2

● Parent Training education teacher on ● 8:1:2

behalf of student

Special Class

HIGH

SCH

OOL

Consultant Teacher Resource Room Integrated Co-Teaching

Programs

ELEM

ENTA

RY Consultant Teacher Resource Room Integrated Co-Teaching

MID

DLE

SCHO

OL

Consultant Teacher Resource Room Integrated Co-Teaching

Special Class

Special Class

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SCHOOL-AGED SPECIAL EDUCATION The Mamaroneck Union Free School District operates a variety of programs and services for youngsters who possess disabilities. These services are provided to district residents at no cost and in the least restrictive environment upon the recommendation of the MUFSD Committee on Special Education and with the approval of the MUFSD Board of Education. These services are available to students with disabilities through the end of the school year during which their 21st birthday occurs, or until a high school diploma/credential has been attained, whichever shall occur first. A description of each of the Special Education Program options prioritized from least restrictive to more restrictive follows:

DECLASSIFICATION SUPPORT SERVICES

Upon the recommendation of the Committee on Special Education, this service may be provided to a student with a disability who is making the transition into a general education program. Its goal is to provide support to a youngster who no longer requires special education services, while monitoring the progress of the student during the transitional period. This support may be provided to the youngster's regular education teacher as the student makes the transition to a totally mainstreamed program. Each student is assigned to a certified special education teacher for this purpose. The student’s progress is reviewed on a regularly scheduled basis, usually at the conclusion of each marking period. A student is eligible for this service at any age or grade level.

RELATED SERVICES Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, medical services as defined by regulation, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students. The CSE recommends any related service that is appropriate to a youngster’s individual needs. The district employs psychologists, social workers, school counselors, speech and language therapists, consulting occupational therapists, certified consulting occupational therapy assistants (COTA), certified physical therapists to provide their respective services. Due to the low incidence of students with disabilities that require other related services, the district contracts with BOCES and/or private agencies when other services are needed.

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SPEECH AND LANGUAGE THERAPY

The goal of speech and language therapy is early identification of communication disorders and therapeutic remediation of articulation and phonological deficits, stuttering, voice disorders, and receptive and expressive language problems, which adversely affect a youngster’s educational performance. This is a district-wide program with services provided by 12 full-time certified speech and language therapists. Services are rendered either individually or in small groups of two to five youngsters for the mandated minimum of two 30-minute sessions weekly. The services are provided on a push-in or pull-out basis and the location of the service is indicated on each student’s IEP. The extent and duration of the services are prescribed by the Committee on Special Education and are reviewed at least on an annual basis.

SCHOOL PSYCHOLOGICAL SERVICES

The following major areas of responsibility are assigned to school psychologists: assessment; observation; test administration and interpretation; participation in the Committee on Special Education (CSE), referral, evaluation and placement; monitoring of student progress; pre-referral intervention; consultation with teachers; student and parent counseling; and liaison activities with community agencies and other professionals. Additional functions relating to special education students include: assisting teachers in the development of interventions to help students in achieving Individualized Education Program (IEP) goals; performing Functional Behavioral Assessments and developing, monitoring and updating Behavior Intervention Plans; coordinating CSE annual review meetings; and conducting reevaluations.

SCHOOL SOCIAL WORKER

Within the Department of Special Education, the social worker provides mandated individual and group counseling to students to assist them in the development of self-esteem, coping and self-advocacy skills, as well as appropriate social skills. The following services are also provided: monitoring students’ progress; attending CSE and IST meetings, providing parent education; intervening during crisis, and serving as general liaison between school and home.

COUNSELING Counseling as a related service is provided to those youngsters whose psychosocial needs interfere with their benefiting from education. The focus of school-based counseling must be on the school-related difficulties of the youngster with a disability, and is designed to assist the youngster in overcoming social, emotional or learning difficulties that interfere with the educational process. Counseling services improve communication and interaction between the youngster and school personnel in order to enable the youngster to be more

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productive. Counseling also addresses those social skills that students need to function appropriately. Counseling services are provided district-wide by the school psychologists; at the high school, the school social worker shares in the provision of mandated school counseling. At the middle school, each of the school counselors provide some mandated counseling. The extent and duration of the services are prescribed by the Committee on Special Education and are reviewed at least once annually.

SOCIAL SKILLS PROGRAMS AND SUPPORTS

Elementary Level: Psychologists, social worker or speech therapists in all elementary schools meet with groups of students to facilitate social skills in small group and classroom settings. Social skills include: - self-awareness & management - communication - problem-solving & decision making - relationship skills (initiate, build & maintain positive social relationships) - responsible decision making - friendship circles Other Opportunities for Developing Positive Social Skills- (Examples include) The Big Brother Big Sister is a program that represents school community service. The goal of this program is to develop social skills and leadership responsibility in our 5th grade students who volunteer to help “mentor” Kindergarten students during their recess time. Student Council: The goal of Student Council is to make a better place by strengthening relationships within the school community and raising awareness for important worldwide causes. Leadership with HEART: Student club to foster compassion and respect for other people, animals and the environment. Peer buddies: Classroom buddies are assigned to help facilitate play at recess. Peer mediation: 4th and 5th grade students trained in conflict resolution. Students utilize skills to resolve conflicts with younger students at recess. Reading buddies: 5th grade students are paired with younger students for partner reading. Middle School Level: Lunch Bunch Groups: Run by psychologists and guidance counselors. Focus on facilitating social skills development through casual lunch group interaction. TASC program: Children receive direct social skills instruction and support through individual and group counseling sessions provided by psychologist. High School Level: Be A Friend Club: For students who would like to befriend some of our neediest special education students and help them with their social skill development by being companions to them in a variety of ways and settings here at the high school. This year, the “Be A Friend” Club has a group of 13 general education students who have made strong commitments to developing “friendships” with our special education students. The relationships that develop have a profound effect

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on all members of the club. The club requires a serious commitment of the advisors and volunteers. Circle of Friends: Co-ed social skills group that meets weekly during lunch in the cafeteria and in the psychologist’s office. The goal of the group is to create a safe environment in which students can develop a sense of belonging while they practice the skills necessary to develop and maintain relationships. Various activities are used to help students to develop self-awareness. TASC: A therapeutic program for incoming 9

th/10th graders. Social skills promoted

through regular counseling sessions with school psychologist. Social Skills Group: Special education students in Advisory and Transition Academy participate in a weekly social skills group led by a school psychologist. The Lounge: The goal was to design and implement an alternative area for students who struggle to find social connections during the lunch period. The target population for the lunch lounge are students who struggle with social skills. The Lounge is open twice a week and supervised by either a school psychologists or a social worker. Cafe Thursday: Creating authentic learning opportunities to promote healthy social activities for all MHS students. Monthly afterschool social activities co-sponsored by the Rye Y and RADAR. Students are supervised by school staff, social workers, psychologists and guidance counselors.

DIALECTICAL BEHAVIOR THERAPY

Dialectical Behavior Therapy (DBT) for adolescents is an effective treatment for people who have difficulty controlling their emotions and behaviors. It addresses the relationship between the individual and his/her environment. In a school setting, students receiving DBT treatment will learn how to regulate their emotions and develop more adaptive social skills/coping strategies. Mamaroneck High School is currently providing a DBT program to High School students. Treatment helps students learn to express and regulate their emotions through different modules such as interpersonal effectiveness and walking the middle path. Students are also able to decrease their social anxiety through DBT. All of the High School psychologists and social workers have been trained by the Cognitive Behavioral Consultants of Westchester and continue to be supervised on a bi-weekly basis. The District has also provided training in a prevention curriculum in conjunction with Cognitive Behavioral Consultants of Westchester (CBCW). This program includes mindfulness, distress tolerance, emotion regulation and social interactions. All of the middle and elementary psychologists as well as representatives from the social work department and guidance staff have begun training in prevention techniques. The Dialectical Behavior Therapy skills group is designed for children aged 9 – 12 who are experiencing a range of social and emotional difficulties at home and school. The new program, entitled DBT Skills for Life, promotes social-emotional development by increasing attention control through mindfulness skills, improving interpersonal effectiveness skills, regulating emotions and giving children crisis management tools through the distress tolerance skills.

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Pilot DBT skills groups were started this year (2013-2014) in all elementary schools as well as the Hommocks. Next year (2014-2015), the district will continue to support training and supervision of staff to ensure DBT skills groups at the elementary and middle school levels.

PHYSICAL AND OCCUPATIONAL THERAPY

-CONSULTATION SERVICES Physical Therapy as a related service is directed towards developing and maintaining the student's physical potential for independence in all education-related activities. A major focus of physical therapy is to develop the youngster's ability to safely negotiate the school environment. Occupational Therapy is concerned with the impact of a student's disability on his or her learning performance and ability to independently execute the functional tasks required in the school environment. Occupational therapy focuses on how the student receives and interprets the sensory information that is used in coordination with the motor control needed to meet the demands of the environment. The occupational therapist assesses skill levels and provides remediation in the areas of deficit such as postural control, motor planning, visual perceptual skills, hand skill development and sensory processing. The therapist may also provide alternative materials and environmental modifications to facilitate independence and generalization of those skills. Occupational therapy may be provided individually, in a small group, or as a consult to the classroom teacher, based on the recommendation of the CSE.

ITINERANT SERVICES FOR STUDENTS WITH HEARING IMPAIRMENTS – CONSULTATION SERVICES

Hearing Itinerant Services are designed to provide direct specialized instruction to students, ages five (5) to twenty one (21) years of age, with hearing impairments who are enrolled in a general or special education program. Specialized instruction in speech, reading and auditory training are provided by a teacher of the deaf and hard of hearing. These services are necessary in order for students to benefit from their primary educational program.

ITINERANT SERVICES FOR STUDENTS WITH VISUAL

IMPAIRMENTS – CONSULTATION SERVICES

Vision Itinerant Services are designed to provide direct, specialized instruction to students, ages five (5) to twenty one (21) years of age, with visual impairments who are enrolled in a general or special education program by a teacher of the visually impaired. The teacher of the vision impaired (TVI) meets individually with the student and trains the youngster in the use of residual vision, and the listening, organizational and tactual skills that are specific to the youngster's individual situation. This related service includes direct instruction in the use of various optical aids, large print books, worksheets, orientation and mobility services, tactile and

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recorded material and current technology. Depending on the needs of the student, the TVI may teach the student to read Braille and write using a Braillewriter. Teachers may also assist students in acclimating themselves to new instructional environments and may assist other teachers in meeting the student’s educational needs. Due to the low incidence of youngsters with visual impairments that require this specialized service, the district generally contracts with BOCES, private agencies, or certified individuals to provide this service when needed.

ORIENTATION AND MOBILITY SERVICES –

CONSULTATION SERVICES Orientation and mobility training provides sequential instruction to students with visual impairment or those who are blind in the use of their remaining senses to determine their position within the environment and in techniques for safe movement from one place to another. Orientation is the process of using sensory information to establish and maintain one’s position in the environment; mobility is the process of moving safely and efficiently within one’s environment. The goal of orientation and mobility service is to train students to travel safely and independently in a variety of environments. Due to the low incidence of youngsters with visual impairments that require this specialized service, the district generally contracts with BOCES, private agencies, or certified individuals to provide this service when needed. ACCESS TO ASSISTIVE TECHNOLOGY DEVICES AND SERVICES

The District is committed to ensuring that assistive technology devices and/or services are made available to a student with a disability, when appropriate, as part of the student’s Individualized Education Program (IEP) or 504 plans. The IEP or 504 plan must describe any specialized equipment and adaptive devices needed for the student to access the curriculum. IDEA and ADA require each school district to ensure that assistive technology devices and/or services are made available to a preschool or school-age student with a disability as part of the student’s education, related services or supplementary aids or services. IDEA defines assistive technology devices and assistive technology services, as follows: Assistive technology devices means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability. This term includes augmentative and alternative communication devices and assistive listening devices. This term does not include a medical device that is surgically implanted, or the replacement of such a device. Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. The AT services include: The evaluation of the needs of a student with a disability, including a

functional evaluation of the student in the student’s customary environment; Purchasing, leasing, or otherwise providing for the acquisition of assistive

technology devices by students with disabilities;

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Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing assistive technology devices;

Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

Training or technical assistance for a student with a disability, or if appropriate, that student’s family; and

Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to employ, or are otherwise substantially involved in the major life functions of that student.

A student’s need for assistive technology is determined through the individual evaluation. The district’s CSE/CPSE or 504 Multidisciplinary Team is responsible for this functional evaluation of the student. The need to conduct an assistive technology consult/evaluation must be considered for students on a case-by-case basis. Since assistive technology services within an IEP are provided as part of the student’s special education instruction, related services and/or other supplementary aids and services, they must be provided by an appropriately licensed or certified individual in accordance with Section 200.6 of the Regulations of the Commissioner of Education. The district’s plan for assistive technology includes:

• Exploring new technologies and their potential for helping students access the curriculum.

• Increasing capacity by maintaining a well-stocked and up-to-date library of assistive technology devices.

• Developing building-based knowledge of assistive technology through the work with assistive technology teams.

• Increasing access to assistive technology for all students with learning challenges, in keeping with the district’s RTI plan and the principles of Universal Design for Learning.

For more information visit our AT website at: http://ww3.mamkschools.org/at/

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PRE-K SPECIAL EDUCATION

Mamaroneck’s special education preschool classes provide an environment where children love to learn. Large and bright classrooms incorporate imaginative themes with fun learning centers for math, science, dramatic play, music, creative arts and computers. The program is currently housed within the Central School. Classes are designed to serve children who have delays in communication, motor and/or social development that requires that their educational needs be met in a smaller classroom setting than can be provided in a mainstream preschool. A highly experienced and caring staff provides an environment that is both nurturing and designed to promote independence. Children learn through discovery and hands-on experience as they develop positive self-esteem and a love of learning. The aim of the program is to help each child reach his or her goals to the best of their ability. Three types of special education classes are offered. These include:

• half day special class in an integrated setting, for students who benefit from integration with typical peers but may require support throughout the school day to achieve their individual goals;

• half day special class; for students who require a smaller, more structured academic environment in which to learn

• full day special class; for students with more intensive behavioral/academic needs who may require a higher level of individualized instruction.

Supports available to students include the program’s team of licensed special education teachers, teaching assistants, speech therapists, occupational therapists, physical therapists and social worker. All work collaboratively as an integrated team to provide students with a positive learning experience. Occupational and physical therapists are able to utilize the resources of a sensory gym located within the school. Parent support and involvement is an integral part of the program. Weekly discussion groups and workshops are facilitated by the school social worker, who is available to parents on an individual basis as well. The program is funded and regulated by the New York State Department of Education and the Westchester County Department of Health. Transportation is provided for eligible children. The program, which incorporates cognitive development, language and communication skills, social skills and activities of daily living, is aligned with the New York State Prekindergarten Learning Standards adopted by the Board of Regents in January 2011. At this time, Mamaroneck’s preschool special education program is only accepting referrals from students residing within the school district.

ELEMENTARY LEVEL SPECIAL EDUCATION Three of the four elementary schools in the MUFSD are currently organized kindergarten through grade five. The fourth school serves preschool through grade five. To the extent possible, each youngster with a disability is educated within the neighborhood school of attendance.

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RESOURCE ROOM PROGRAMS The resource room program is supplemental in nature and is designed to assist youngsters in remediating skill deficits and in dealing more effectively with assignments from their general education classes. The program consists of identification and diagnostic assessment and small group and/or individualized instruction in basic academic skills, oral and written language, study and organizational skills. Encouragement and emotional support are also provided. Ongoing consultation with general education classroom teachers is an integral part of this program in both meeting educational needs as well as in helping students develop basic skills and competency in content areas. The instructional group in each resource room period does not exceed five students. Each resource room period is instructed by a special education teacher. Students shall spend a minimum of three hours per week receiving resource room services and shall not spend more than 50 percent of their time during the day in the resource room program. The CSE may recommend that a student with a disability who also needs consultant teacher services in addition to resource room services may receive a combination of such services for not less than three hours per week. The total number of students assigned to a resource room teacher will not exceed 20 at the elementary level and 25 at the middle and high school levels. The service is provided using a pull-out service.

CONSULTANT TEACHER SERVICES

Consultant teacher services shall be for the purpose of providing direct and/or indirect services to students with disabilities who attend regular education classes, including career and technical education classes, and/or to such students’ regular education teachers. Such services shall be recommended by the Committee on Special Education to meet the specific needs of a student with a disability. The student's Individualized Education Program (IEP) shall indicate the regular education classes in which the student will receive consultant teacher services. Consultant teacher services shall be provided in accordance with the following provisions: (1) The total number of students with disabilities assigned to a consultant teacher shall not exceed 20. (2) Each student with a disability requiring consultant teacher services shall receive direct and/or indirect services consistent with the student's IEP for a minimum of two hours each week, except that the CSE may recommend that a student with a disability who also needs resource room services in addition to consultant teacher services, may receive a combination of such services consistent with the student’s IEP for not less than three hours each week.

INTEGRATED CO-TEACHING SERVICES

The Board of Regents approved amendments to section 200.6 of the Regulations of the Commissioner of Education relating to the continuum of special education

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services which states that a school district may include integrated co-teaching services in its continuum of services. Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students. The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided the number of students with disabilities in such classes shall not exceed 12 students. School personnel assigned to each class shall minimally include a special education teacher and a general education teacher. Additional personnel assigned to such classes by the district may not serve as the special education teacher. While this option, unlike other continuum options, is not required to be available for all students with disabilities, school districts are strongly encouraged to phase this practice into its schools. An important component of this program is the ongoing collaboration between the general and special education teacher. Modifications in curriculum, methodologies, assessments, assignments and environment are assessed and individualized for each student, in accordance with the needs specified in the each youngster’s IEP. The speech pathologists, as well as the remedial reading and math teachers, also provide supportive and/or consultative services to these students. The district provides ongoing support to the professional and paraprofessional staff associated with the inclusion program through staff development opportunities, common planning time and administrative support that focuses on co-teaching strategies and curriculum adaptations/modifications.

NON-CATEGORICAL CLASSES (SPECIAL CLASS)

The elementary special education classes that are non-categorical currently serve youngsters who are classified as having a disability by the Committee on Special Education. Students are grouped according to similarity of need and as per the four grouping criteria - levels of academic achievement, social development, physical development, and management needs - defined in 8 NYCRR200.6(a)(3). There are no more than twelve students per class roster through grade 5 and fifteen students in grades 6 through 12 and the age span between the youngest and oldest student is less than or equal to 36 months. Each full time class is staffed by a certified special education teacher, a teacher assistant and an aide. The district wholeheartedly supports the concept of the least restrictive environment. The special education students attend the mainstream art, music, library, and physical education classes when appropriate, as well as eat lunch and go to recess, with a general education class. Additionally, many of the elementary special education students are included in one or more academic subject as per the recommendation of the CSE and as specified in their Individual Education Programs. The students could spend as little as 2 hours per day up to the maximum of five hours daily in their special education class, according to their individual needs. Therefore, although the class roster may have a maximum of twelve students listed, there are many opportunities for smaller group and individualized instruction.

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CATEGORICAL CLASSES (SPECIAL CLASS) There are also two 8:1:2 special education classes which meet the educational, language, and social behavioral needs of severely disabled students. In 1998, the Regents set a statewide goal to significantly decrease the percentage of students with disabilities educated in segregated settings. In September 2008, the district established a second 8:1:2 class of students classified with autism allowing the district to bring students back from Out of District Programs. This also now allows the district to provide programs in district from Pre-K to grade 12.

SECONDARY SPECIAL EDUCATION

The Mamaroneck UFSD Hommocks Middle School consists of grades 6 through 8, and Mamaroneck High School serves grades 9 – 12. Secondary special education in Mamaroneck is a departmentalized program which was established in order to more effectively meet the educational needs of a population of students with disabilities in relation to Part 100 curriculum requirements and to adhere to the concept of the least restrictive environment. All secondary level students with disabilities in Mamaroneck UFSD participate in a departmentalized program.

SECONDARY RESOURCE ROOM

The secondary level resource room program consists of identification and diagnostic assessment, and direct individualized, small group instruction in strategic behaviors that students need to master concepts and information. These include organization of time, priority goal setting, appropriate study skills, academic reinforcement, and communication skills. Transfer of the skills or strategies acquired to the academic demands of general education setting is provided. Students are prepared to become self-advocates in expressing academic needs and are aided in identifying and utilizing services to support academic needs. Ongoing consultation with general education teachers is an integral part of this resource program.

CONSULTANT TEACHER SERVICES (INDIRECT/DIRECT)

Consultant teacher services are provided for students with mild to moderate disabilities in reading, writing, math and/or study skills who require moderate supervision and/or accommodations to be successful in general education classrooms. The special education teacher consults with the general education teachers to assist in the modifications necessary to meet the individual needs of students.

CONSULTANT TEACHER SERVICES/SPECIAL CLASS SKILLS

This is for students at the high school with moderate deficits in reading, writing, math and/or study skills that require some support in the general education classes

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to be successful. The special education teacher provides support in the form of direct and indirect services to facilitate general education participation. The academic areas requiring support through CTS in the classroom will be based on individual need. Students will attend a special skills class (15:1) four times a week that will reinforce and support general education instruction through remediation of basic skills, pre-teaching, re-teaching, modification and study and organization support to reinforce primary instruction.

INTEGRATED CO-TEACHING SERVICES/SPECIAL CLASS SKILLS Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students. The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided the number of students with disabilities in such classes shall not exceed 12 students. School personnel assigned to each class shall minimally include a special education teacher and a general education teacher. Additional personnel assigned to such classes by the district may not serve as the special education teacher. Co-Teaching is currently a program for students in the middle school. Students can also attend a special skills class if needed to support requirements of general education classes and to meet goals in the IEP. An important component of this program is the ongoing collaboration between the general and special education teacher. Modifications in curriculum, methodologies, assessments, assignments and environment are assessed and individualized for each student, in accordance with the needs specified in the each youngster’s IEP. The district provides ongoing support to the professional and paraprofessional staff associated with the inclusion program through staff development opportunities, common planning time and administrative support that focuses on co-teaching strategies and curriculum adaptations/modifications.

SPECIAL CLASS (ENGLISH, MATH, SS, SCIENCE & READING) The secondary special education classes are non-categorical and currently serve youngsters who are classified as being disabled through the Committee on Special Education. Students are grouped according to similarity of need and as per the four grouping criteria - levels of academic achievement, social development, physical development, and management needs - defined in 8 NYCRR200.6(a)(3). This is for students with more significant deficits in reading, writing, math and/or study skills that interfere with the ability to function in the general education classroom that require small group instruction (15:1) and significant program modifications in order to work successfully in academic subjects. The special education teacher provides direct instruction in the academic subjects (English, Math, Social Studies, Science, and Reading.) The special instruction is equivalent to general education instruction in the academic subjects. Materials, facets of the curriculum and assignments are modified to meet the needs of students.

56

TRANSITION ACADEMY

This is for students in grades 9-12 with cognitive, communication or social skills deficits that impact their functioning in the whole school environment. These students are typically preparing to be employed following high school and will be obtaining a Skills and Achievement Commencement Credential through Transition Academy (15:1). Some students are taking academic classes outside of this program and are provided with intensive academic support needed for success in these classes. Other students receive functional academic instruction aimed at supporting needs for improved independent living skills. Many students also receive instruction in literacy skills. Additionally, students with social emotional need work closely with faculty and support staff to develop a successful transition. Individual and/or group learning opportunities are provided within the school and in the community to teach students vocational skills necessary for obtaining employment after graduation. The High School Transition Counselor provides students and families with the assistance necessary to develop appropriate post-secondary transition plans. Families are educated about and connected to post-secondary services including Adult Career and Continuing Education Services-Vocational Rehabilitation (ACCES-VR), Office for People with Developmental Disabilities (OPWDD), SSI/Medicaid and Medicaid Service Coordination, Adult Day Habilitation programs and recreation and respite programs.

STEP 1 & 2: STEP 1 (middle school grade age) and STEP 2 (high school age) is for students with severe cognitive, communication or social skills deficits that impact their functioning in the whole school environment. In high school, these students are typically preparing to obtain a Skills and Achievement Commencement Credential through STEP (12:1+2). These students receive individualized instruction according to their cognitive and developmental levels. The class provides a non-equivalent, modified curriculum that includes daily life skills, behavior management and social skills training. The High School Transition Counselor provides students and families with the assistance necessary to develop appropriate post-secondary transition plans. Families are educated about and connected to post-secondary services including Adult Career and Continuing Education Services-Vocational Rehabilitation (ACCES-VR), Office for People with Developmental Disabilities (OPWDD), SSI/Medicaid and Medicaid Service Coordination, Adult Day Habilitation programs and recreation and respite programs.

57

THERAPEUTIC AND ACADEMIC SUPPORT CLASS (TASC)

TASC is a program for students with deficits in the social/emotional and to a lesser degree the academic domain in both the middle and high school. The TASC (Therapeutic and Academic Support Class) (8:1+1) will allow for access to general education classes with support as student's emotional state allows. If a student needs to be in the smaller class setting, he/she will be provided with that setting for specific academic classes. A Special Education teacher will provide direct instruction or will supervise a support staff to provide the instruction. Students will be grouped with students who present with similar needs for daily support in TASC for a Skills period. Students will attend mainstream classes with the support of a Teacher Assistant or the Special Education teacher. A psychologist is attached to the program to provide support with social/emotional skill development.

58

SECTION 7

DISTRICT SPECIAL EDUCATION

DATA

- Student Information - Budget Information

59

STUDENTS WITH DISABILITIES BY

AGE GROUP AND SETTING

6-11 12-13 14-17 18-21 Total 6-11 12-13 14-17 18-21 Total80% or more 111 67 164 5 347 122 72 156 9 35940% to 79% 23 23 48 1 95 36 33 46 3 118Less than 40% 78 15 11 5 109 56 4 7 4 71Total 212 105 223 11 551 214 109 209 16 548

6-11 12-13 14-17 18-21 Total 6-11 12-13 14-17 18-21 TotalSeparate School 4 2 9 1 16 4 3 6 2 15Residential Facility 0 0 2 1 3 0 0 2 0 2

Hospital (In-patient)0 0 0 0 0 0 0 0 0 0

Home Placement by CSE 0 0 1 0 1 0 0 0 0 0Total 4 2 12 2 20 4 3 8 2 17

6-11 12-13 14-17 18-21 Total 6-11 12-13 14-17 18-21 Total

Incarcerated 0 0 0 0 0 0 0 0 0 0Home Schooled 0 0 0 0 0 0 0 0 0 0Parentally Placed in Nonpublic School 34 5 11 0 50 27 4 14 2 47Total 34 5 11 0 50 27 4 14 2 47

2013-14 2012-13Students with Disabilities by Age Group and Setting

Age GroupType of Setting Age Group

Type of SettingAge Group Age Group

Time INSIDE regular classroom

Age Group Age Group

60

TOTAL NUMBER OF STUDENTS IN SPECIAL EDUCATION OVER TIME

61

CLASSIFICATION OF SCHOOL AGE STUDENTS BY DISABILITY OVER 4 YEARS

Disability 2013-2014 2012-2013 2011-2012 2010-2011

Autism 24 26 23 20

Emotional Disturbance

26 29 30 34

Learning Disability 314 316 313 314

Intellectual Disability

3 5 6 7

Deafness 2 1 1 1

Hearing Impairment

4 6 4 4

Speech or Language Impairment

59 75 76 75

Visual Impairment 1 2 2 2

Orthopedic Impairment

0 0 0 2

Other Health Impairment

155 160 152 134

Deaf-Blindness 0 0 0 0

Traumatic Brain Injury

5 5 5 4

Total 613 646 637 622

62

STUDENTS WITH DISABILITIES RESULTS OF STATE ASSESSMENTS

• Declassification rate for Mamaroneck students versus NYS over the last 3 years

• Grades 3-8 ELA, Math results for Students with Disabilities over the last 3 years

• Regents results for Students with Disabilities in o ELA o Algebra, Geometry, Algebra2/Trigonometry o Global History, US History o Living Environment, Earth Science

• Post Secondary plans for Students with Disabilities • Graduation Rates over the past several years

63

MAMARONECK UFSD DECLASSIFICATION RATE

YearDeclassified

StudentsDeclassification

Rate2009-2010 35 6.2%2010-2011 30 5.2%2011-2012 20 3.4%2012-2013 18 3.0%

Average Declassification rate for New York State: 3.5%

Special Education in New York State

The Nelson A. Rockefeller Institute of Government

64

NYSED REGENTS EXAMS AND SPECIAL EDUCATION

PERFORMANCE OVER TIME - ENGLISH

English Regents

Mamaroneck High School 65 85Subject Year Students Proficiency College Ready

Comprehensive English 2012-13 60 80% 23%Comprehensive English 2011–12 55 75% 27%Comprehensive English 2010–11 41 83% 24%Comprehensive English 2009–10 33 70% 24%

At or AboveStudents with Disabilities

New York State 65 85Subject Year Students Proficiency College Ready

Comprehensive English 2011–12 30,411 53% 8%Comprehensive English 2010–11 32,356 59% 9%Comprehensive English 2009–10 28,678 54% 7%

Students with DisabilitiesAt or Above

65

NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME – MATH

Math Regents

New York State 65 85Subject Year Students Proficiency College Ready

Integrated Algebra 2011–12 42,832 41% 2%Integrated Algebra 2010–11 43,472 44% 3%Integrated Algebra 2009–10 40,356 46% 2%

Students with DisabilitiesAt or Above

Mamaroneck High School 65 85Subject Year Students Proficiency College Ready

Integrated Algebra 2012-13 48 83% 6%Integrated Algebra 2011–12 46 65% 4%Integrated Algebra 2010–11 61 72% 3%Integrated Algebra 2009–10 42 74% 7%

Hommocks Middle School 65 85Subject Year Students Proficiency College Ready

Integrated Algebra 2012-13 9 100% 78%Integrated Algebra 2011–12 12 100% 42%Integrated Algebra 2010–11 9 100% 67%Integrated Algebra 2009–10 8 100% 50%

At or AboveStudents with Disabilities

Students with DisabilitiesAt or Above

66

NYSED REGENTS EXAMS AND SPECIAL EDUCATION

PERFORMANCE OVER TIME - MATH

Math Regents

Mamaroneck High School 65 85Subject Year Students Proficiency College Ready

Geometry 2012-13 21 96% 10%Geometry 2011–12 30 80% 17%Geometry 2010–11 20 95% 15%Geometry 2009–10 20 75% 0%

Algebra 2/Trigonometry 2012-13 12 50% 17%Algebra 2/Trigonometry 2011–12 13 69% 15%Algebra 2/Trigonometry 2010–11 5 20% 0%Algebra 2/Trigonometry 2009–10 7 71% 43%

At or AboveStudents with Disabilities

New York State 65 85Subject Year Students Proficiency College Ready

Geometry 2011–12 10,438 48% 6%Geometry 2010–11 10,838 53% 6%Geometry 2009–10 10,232 48% 5%

Algebra 2/Trigonometry 2011–12 3,137 43% 9%Algebra 2/Trigonometry 2010–11 3,802 47% 10%Algebra 2/Trigonometry 2009–10 2,626 45% 11%

Students with DisabilitiesAt or Above

67

NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME - HISTORY

History Regents

Mamaroneck High School 65 85Subject Year Students Proficiency College Ready

Global History and Geography 2012-13 48 75% 42%Global History and Geography 2011–12 60 73% 27%Global History and Geography 2010–11 68 60% 28%Global History and Geography 2009–10 47 72% 36%

U.S. History and Government 2012-13 58 74% 40%U.S. History and Government 2011–12 50 82% 38%U.S. History and Government 2010–11 42 86% 48%U.S. History and Government 2009–10 32 94% 44%

At or AboveStudents with Disabilities

New York State 65 85Subject Year Students Proficiency College Ready

Global History and Geography 2011–12 36,339 40% 6%Global History and Geography 2010–11 36,974 41% 7%Global History and Geography 2009–10 33,949 42% 8%

U.S. History and Government 2011–12 29,816 51% 13%U.S. History and Government 2010–11 28,081 54% 16%U.S. History and Government 2009–10 26,351 60% 17%

Students with DisabilitiesAt or Above

68

NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME - SCIENCE

Science Regents

Hommocks Middle School 65 85Subject Year Students Proficiency College Ready

Physical Setting/Earth Science 2012-13 61 72% 23%Physical Setting/Earth Science 2011–12 56 80% 34%Physical Setting/Earth Science 2010–11 43 84% 26%Physical Setting/Earth Science 2009–10 47 89% 36%

Students with DisabilitiesAt or Above

New York State 65 85Subject Year Students Proficiency College Ready

Physical Setting/Earth Science 2011–12 17,818 46% 10%Physical Setting/Earth Science 2010–11 19,151 47% 9%Physical Setting/Earth Science 2009–10 18,561 51% 10%

Students with DisabilitiesAt or Above

69

NYSED REGENTS EXAMS AND SPECIAL EDUCATION PERFORMANCE OVER TIME - CHEMISTRY

Chemistry Regents

New York State 65 85Subject Year Students Proficiency College Ready

Living Environment 2011–12 32,367 52% 8%Living Environment 2010–11 33,203 58% 9%Living Environment 2009–10 31,555 54% 8%

Physical Setting/Chemistry 2011–12 2,774 58% 8%Physical Setting/Chemistry 2010–11 3,270 64% 9%Physical Setting/Chemistry 2009–10 3,437 58% 6%

Students with DisabilitiesAt or Above

Mamaroneck High School 65 85Subject Year Students Proficiency College Ready

Living Environment 2012-13 58 74% 40%Living Environment 2011–12 50 86% 34%Living Environment 2010–11 60 83% 33%Living Environment 2009–10 51 78% 24%

Physical Setting/Chemistry 2012-13 16 87% 6%Physical Setting/Chemistry 2011–12 16 81% 13%Physical Setting/Chemistry 2010–11 9 100% 0%Physical Setting/Chemistry 2009–10 11 100% 27%

At or AboveStudents with Disabilities

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POST SECONDARY PLANS AND SPECIAL EDUCATION

Mamaroneck High School Graduates 2010 2011 2012 2013 Average All Years New York State*4 Year College 17 16 25 32 49.5% 14%2 Year College 14 13 9 12 26.4% 37%Seeking Employment 10 4 4 6 13.2% 16%Attend an Adult Services Program 2 3 2 0 3.8% 4%Attend Other Post-secondary School 1 0 2 3 3.3% 5%Other Known Plan 0 0 1 2 1.6% 2%Unknown 0 3 0 1 2.2% 19%

Total: 44 39 43 56

* New York State Post-secondary Plans for Students with Disabilities 2011-12

71

GRADUATION RATE AND SPECIAL EDUCATION

New York State Four Year Graduation Rate for Students with Disabilities 2011-12: 49%

Year Total Students Graduates Non Graduates Graduation Rate2012-13 43 33 10 76.7%2011-12 40 29 11 72.5%2010-11 48 41 7 85.4%

72

SPECIAL EDUCATION-BOCES 3 YEARS

BOCES ProgramNo. Tuition No. Tuition No. Tuition

AIIM Program 3 $335,974.00 3 $373,725.37 0 $0.00 Gifted - Irvington 4 $250,779.00 2 $128,520.00 1 $70,268.00 Putnam NW 1 $34,850.00 Rockland 1 $46,623.00 1 $72,567.00 1 $131,267.00 TSP 0 $0.00 2 $98,891.00 0 $0.00 TSP Regular 1 $70,709.00 2 $161,088.00 2 $95,187.00* TSP Fragile 1 $51,330.00 2 $98,891.00 3 $213,976.00 TSP Collaborative 0 $0.00 0 $0.00 0 $0.00 TSP/DD 2 $142,709.00 0 $0.00 1 $83,030.00

IDT (Intensive Day Program 3 $12,075.00 4 $24,675.00 0 $25,000.00**

BASIS Program 0 $0.00 3 $14,750.00 3 $46,000.00 Teacher for the Deaf (Non Public Schools

5 $187,491.00 5 $133,770.00 1 $66,000.00

Audiology 0 $0.00 2 $378.00 4 $9,078.00 Occupational Education 0 $0.00 $135,000.00 $139,460.00

Total 21 $1,132,540.00 26 $1,242,255.37 16 $879,266.00 Initial Budget $1,008,000.00 $1,300,000.00 $977,071.00

*1 Student withdrawn Nov. 8, 2013

**$25,000 for anticipated placements

2011-2012 Actual 2012-2013 Actual 2013-2014 Projected

73

SPECIAL EDUCATION BUDGET STATUS 2013-14

BOCES DETAIL

Name Program Tuition Related Services Total Budget Variance

Southern BOCES1 TSP DD 41,624.00 41,406.00 83,030.00 166,307.00 83,277.00 2 AIIM - - - 89,922.00 89,922.00 3 TSP Reg 16,835.00 - 16,835.00 - (16,835.00) 4 Gifted 57,290.00 12,978.00 70,268.00 75,087.00 4,819.00 5 TSP Reg 78,352.00 - 78,352.00 78,352.00 - 6 TSP Frag 78,352.00 - 78,352.00 78,352.00 - 7 TSP - - - 78,352.00 78,352.00 8 TSP Frag 57,272.00 - 57,272.00 - (57,272.00) 9 TSP Frag 78,352.00 - 78,352.00 - (78,352.00)

Sub Total 408,077.00 54,384.00 462,461.00 566,372.00 103,911.00

Rockland BOCES10 Rockland 53,415.00 77,852.00 131,267.00 74,744.00 (56,523.00)

Sub Total 461,492.00 132,236.00 593,728.00 641,116.00 47,388.00

IDT-BOCES 25,000.00 25,000.00 25,000.00 -

Sub Total 25,000.00 25,000.00 -

BOCES Services11 Central Audiology 210.00 210.00 216.00 6.00 12 MAS Audiology 6,600.00 6,600.00 - (6,600.00) 13 Murray Audiology 168.00 168.00 173.00 5.00 14 Chats Audiology 2,100.00 2,100.00 - (2,100.00) 15 Central BASIS 18,000.00 18,000.00 (18,000.00) 16 BASIS 10,000.00 10,000.00 - (10,000.00) 17 Hommocks BASIS 18,000.00 18,000.00 (18,000.00)

Basis - Annual Budget 46,000.00 40,000.00 (6,000.00) Sub Total 55,078.00 40,389.00 (14,689.00)

Totals 673,806.00 706,505.00 32,699.00 Budget 706,505.00 Total BOCES Special Education 673,806.00 Variance 32,699.00

74

SPECIAL EDUCATION BUDGET STATUS OCCUPATIONAL EDUCATION

Name Program Tuition Related Service

Total Budget

AM Secondary

1 Cosmetology 14,442.30

2 EPS 14,442.30

3 Cosmetology 14,442.30

4 Plumbing 14,442.30

5 Culinary Arts 14,442.30

PM Introductory

6 Auto Trades 23,921.00

Secondary

7 Culinary Arts 14,442.30

8Commercial Art

14,442.30

9Construction/Plumbing

14,442.30

10

Office Information Technology*

*Paid for by Mt. Vernon School District

Totals 139,459.00 25,000.00 Budget 25,000.00 Budget Adjustment

114,460.00

Revised Budget

139,460.00

139,459.00 Variance 1.00 Total BOCES Occ Ed

75

SPECIAL EDUCATION BOCES

NON- PUBLIC

Name School Program Related Services

Total Budget Variance

1* WHHS Teacher-Deaf $66,000 $66,000 $86,520 $20,520

2* WDS Teacher-Deaf $0 $0 $25,956 $25,956

3* WDS Teacher-Deaf $0 $0 $2,163 $2,163

4* $0 $0 $19,467 $19,467

Totals $66,000 $134,106 $68,106 Budget $134,106

$66,000 Variance $68,106

($16,752)New Budget $51,354

Total BOCES Non-Public

Budget Adjustment

*BOCES services for non-public schools are reimburseable through BOCES Aide

76

SUMMARY OF DISTRICT PERSONNEL ELEMENTARY, SECONDARY, AND DISTRICT-WIDE

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14CERTIFIED STAFF ACTUAL ACTUAL ACTUAL ACTUAL ACTUAL ACTUAL ACTUALPsychologists 8.75 10.35 10.75 10.45 9.75 11.15 11.75Behavior Specialist 1.00 1.00 1.00Transition Counselor 1.00 1.00 1.00 1.00 1.00 1.00PreK Special Education Teachers 2.50 2.50 2.50 - - 2.00 2.00K-12 Special Education Teachers 51.00 54.00 51.00 55.00 55.10 55.80 57.70Teaching Assistants 58.00 52.50 46.00 49.50 45.50 45.50 46.00Social Workers 5.85 5.85 5.85 5.85 6.15 5.50 5.45Assistant Technology Teacher 1.00 1.00 1.00 1.00 1.00 1.00Augmentative Evaluator 0.50 0.50 0.50 0.50*Non-Public Speech 1.00 1.00 1.00 1.00 1.00 1.20 1.20*Non-Public Psychologist 0.30 0.60 0.40 0.40Speech Therapists 10.30 9.30 9.30* Services are reimbursable from District of Location

77

SPECIAL EDUCATION OUT OF DISTRICT

State Approved O ut-of-District Private School

# of Students Tuition

# of Students Tuition

# of Students Tuition

# of Students Tuition

Andrus 0 $0.00 1 $18,932.00 1 $43,733.00 1 $46,400.00

Ardsley 1 $86,725.00 1 $89,280.00 0 $0.00 0 $0.00

Center for Discovery 1 $66,710.00 1 $66,400.00 2 $76,673.00 2 $126,145.00

CP of Westchester 1 $36,292.00 1 $36,621.00 1 $17,376.93 0 $0.00

Clearview 3 $123,811.20 3 $146,294.00 5 $201,724.00 5 $174,205.00

Community School 2 $85,620.00 1 $42,648.00 0 $0.00 0 $0.00

Devereux Foundation 0 $0.00 0 $0.00 1 $49,332.90 1 $52,610.00

Devereux Millwood 1 $56,061.00 1 $58,989.00 1 0 $0.00

Green Chimneys 1 $33,494.00 1 $36,577.00 0 $0.00 0 $0.00

Greenburgh Eleven 0 $0.00 0 $0.00 0 $0.00 0 $0.00

Greenburgh Graham 0 $0.00 0 $0.00 1 $25,889.88 0 $0.00

Hastings-on-Hudson 0 $0.00 2 $101,726.00 2 $235,990.69 0 $0.00

Hawthorn Cedar Knolls 0 $0.00 0 $0.00 1 $12,201.60 0 $0.00

Hawthorne Country Day/ Foundation 1 $35,366.00 1 $46,800.00 1 $40,892.00 1 $42,533.00

JA Coleman 1 $57,201.00 1 $59,160.00 1 $57,071.00 1 $58,784.00

Karafin 2 $55,890.00 1 $27,945.00 0 $0.00 1 $28,512.00

NY School for Deaf* 0 $0.00 1 $0.00 2 $8,969.50 2 $178,290.00

Rye School of Leadership 1 $34,840.00 1 $35,930.00 2 $55,140.00 1 $37,870.00

Summit School 2 $57,960.00 2 $58,435.00 1 $29,174.00 1 $30,050.00

White Plains STAR 1 $68,019.32 1 $67,089.00 2 $101,841.86 1 $69,102.00

Woods Services 2 $158,054.00 2 $104,858.00 1 $105,986.21 0 $0.00

Total 20 $956,043.52 22 $997,684.00 25 $1,061,996.57 17 $844,501.00

Initial Budget $1,318,596.00 $816,596.00 $916,596.00 $909,209.00

*Tuition Covered by District of Placement until 2013-14 School year

2010- 2011 Actual 2011-2012 Actual 2012-2013 Actual 2013-2014 Projected

78

SPECIAL EDUCATION- IDEA GRANT

2010-2011 2011-2012 2012-2013 2013-2014Section 611 School Age 1,283,291.00 1,114,078.00 1,131,064.00 1,090,562.00 Section 619- Pre-K 64,459.00 47,937.00 47,813.00 50,421.00

ARRA 611 Stimulus 727,459.00 727,574.00 - -

ARRA 619 Stimulus 30,304.00 44,755.00 - -Total 2,105,513.00 1,934,344.00 1,178,877.00 1,140,983.00

79

STUDENT SUPPORT SERVICES REVENUES

Revenues Received Budgeted Revenues Projected Revenues2012-2013 2013-14 2014-2015

Special Education Tuition $728,491 $500,000 $700,000

80

SPECIAL EDUCATION BUDGET

2011-12 2012-13 2013-14 Actual Actual

Expenditures Expenditures BudgetSalaries Teachers 6,244,638 6,118,526 6,225,656Salaries -Speech 1,318,131 1,164,857 1,213,327Salaries-Teaching Assistants 679,075 609,035 660,258Salaries - Administration 427,703 355,228 358,197Salaries-Summer 38,987 48,910 40,000Assistive Technology Teacher 0 113,766 113,766Salaries-Classified 359,688 322,191 246,001Salaries-Aides 1,076,542 1,208,380 1,404,221Salary Sub-Total 10,144,764 9,940,893 10,261,426

Instructional Equipment & Furniture 7,079 2,792 3,000Equipment Rental 0 0 0Legal-Special Education 108,952 75,149 110,000Consultants 667,927 560,068 609,070Equipment Repair 774 1,151 2,600Tuition-Special Ed 1,145,730 1,356,813 909,209Contingent Tuition 0 0 120,000Settlements 16,811 134,000 95,000Out of District Workshops 6,446 3,094 4,800Purchased Services 4,962 3,026 3,200Textbooks 500 0 500BOCES-Special Education 1,411,026 1,180,288 865,611Instructional Supplies 35,537 37,124 15,200Computer Software-Instruct 4,073 32,713 37,000Office Supplies 3,098 2,954 3,170Testing Supplies 17,419 28,116 25,000Library Books 2,000 0 0

0Sub-Total 13,577,098 13,358,180 13,064,786

Estimated benefits 4,362,249 4,274,584 4,412,413Grand Total 17,939,347 17,632,765 17,477,199

81

SECTION 8

MISCELLANEOUS MANDATES

82

SPACE ALLOCATION FOR SPECIAL EDUCATION PROGRAMS (200.2©(2)(iv)) It is the policy and practice of the Board of Education of the district to ensure, to the fullest extent possible, that students with disabilities residing in the district shall be educated within the school district. It is the policy and practice of the Board of Education to ensure, to the fullest extent possible, the allocation of appropriate space within the District for special education programs that meet the needs of school-age students with disabilities. Special education services shall not be denied simply because of a lack of appropriate space. The Mamaroneck UFSD will consider organizing new or additional special education classes whenever three (3) eligible students with similar educational needs who are not already placed in such a program (based upon CSE identification, classification and recommendation) are located in the district. When a present class exceeds the legal limit permitted by education law, a variance from the State Education Department will be obtained or a new class will be formed.

METHODS FOR EVALUATING PROGRAM OBJECTIVES

Through the use of assessment techniques including staff reports, interviews with faculty, parents and students, departmental meetings and site visits, formative data will be gathered relative to the success of the delineated objectives. The data will be analyzed to provide summary information to assist the district in decision-making regarding revisions and modifications of programs, services and procedures. The goal of the special education program in the district is to provide each youngster with individualized instruction designed to help each student compensate for his or her disability in order to more fully reach his or her potential. The methods used to evaluate the extent to which the objectives of the special education program have been achieved are:

• ongoing evaluation of pupil achievement using various standardized diagnostic tests, state assessments and other teacher-made assessments;

• annual reviews of students’ progress and programs, resulting in revised comprehensive IEPs;

• qualitative techniques such as teacher observations and conferences, classroom observations, anecdotal reports, and end-of-year student summaries;

• yearly departmental goal-setting by Assistant Superintendent for Student Support Services which is reviewed by the Superintendent of Schools;

• reevaluation of each pupil with a disability; and

• updates to the district plan as needed.

83

PLAN TO ENSURE AVAILABILITY OF INSTRUCTIONAL

MATERIALS IN ALTERNATIVE FORMATS

Section 200.2 of the Regulations of the Commissioner requires the Board of Education to establish a plan to ensure that every student with a disability who needs his or her instructional materials in an alternative format will receive those materials at the same time that they are available to non-disabled students. "Alternative format" is defined to mean any medium or format for the presentation of instructional materials, other than traditional print textbooks, that is needed as an accommodation for a disabled student enrolled in the school district. It may include, but not be limited to, Braille, large print, open and closed caption audio, or an electronic file in a format compatible with alternative format conversion software that is appropriate to meet the needs of the individual student. Information on accessible formats can be accessed at the NYSED P-12 Special Education website that was created to assist districts in their search for sources for accessible instructional materials (AIM): http://www.nysed.gov/specialed/aim/.

IDENTIFICATION OF THE NEEDS OF STUDENTS

RESIDING IN THE DISTRICT Advance planning in the selection and ordering of books will help ensure that students with disabilities receive their instructional materials at the same time as the other students in the class. If the CSE determines that a student needs his or her instructional materials in an alternative format, the IEP will specify the accommodations for the individual student and any related instruction and/or assistive technology devices needed for the student to access the alternative format materials. If the student needs instructional and assessment materials in alternative formats, the CSE should review the following considerations:

• What alternative format is needed?

• What instruction is needed for the student to use the alternative format materials?

• What assessment technology devices or services are needed for the student to access the alternative format materials?

• What supports for school personnel may be needed related to the alternative format(s) recommended?

• What assistance do the parents need to help them acquire skills necessary to support the child's use of the instructional materials and/or related assistive technology devices?

• What test accommodations might a student need related to the alternative formats?

84

ACCESS TO AND CONVERSION OF ELECTRONIC FILES

Instructional materials provided in electronic files can offer many flexible options for a student with a disability to access the curriculum when the files are used with a variety of technology and tools such as computer screens using highlighted and enlarged text, screen readers or Braille printers. Students will have access to appropriate software and hardware in order to provide these materials in an alternative format. This may include, but not be limited to, computers, printers, scanners, alternative keyboards, Braille note takers, tape recorders, screen readers, speaking browsers, screen magnification devices, scan and read, and Braille translation. The district will also access appropriate agencies and resource centers to assist in the conversion of materials into Braille format.

ORDERING TIMELINES

Braille and large-type booklets will be obtained from the State Education Department for the Elementary and Intermediate State assessments and each Regents and Regents Competency Examination. The Braille and large-type test booklets requested will be included in the regular shipment to the school. These tests will be ordered at the same time that tests are ordered for non-disabled students. If reproduction and/or reformatting of test booklets are required, written advance permission of the State Education Department will be obtained in sufficient time as to administer the test at the same time as administered to non-disabled students. If Braille or large-print conversions are requested, the district will request this conversion at least three months in advance of the exam. The district will inquire of publisher sales representatives about available formats. If the instructional materials are needed by the student cannot be purchased in alternative formats, the district will make reasonable efforts to adapt or convert the materials or provide substantially equivalent materials to the student in a format he or she can access. Consideration will be given as to sufficient time to convert these materials so that the student will be able to participate and progress in the general education curriculum.

SELECTION AND PROCUREMENT OF INSTRUCTIONAL MATERIALS

The district utilizes a textbook selection committee when considering the purchase of new textbooks or materials. The committee with be informed of the need to give preference to those vendors who agree to provide materials in alternative formats. When the district selects any new instructional materials for a course, consideration will be given, as one factor, if such materials are available from the vendor in the alternative format(s) needed by the student. Where different textbooks meet the district's criteria for a particular subject matter, the district will give preference to the vendor that agrees to provide materials in alternative formats·.

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PROCEDURES FOR NEW ENTRANTS

DURING THE SCHOOL YEAR When a new student enters the district, the CSE will review the student's previous IEP to determine if the IEP has specified the need for materials to be provided in an alternative format. If the IEP indicates !bat the student requires an alternative format, the district will immediately either provide the necessary software or hardware necessary for the conversion or contact the appropriate agency to either purchase or convert the materials. If a student requires additional materials in an alternative format, the special education teacher or school psychologist will be responsible for providing this information to the Executive Director of Special Education, who will be responsible for arranging the provision of materials in an alternative format. Section 200.2 of the Regulations of the Commissioner requires the Board of Education to ensure that all instructional materials to be used in the schools of the district are available in a usable alternative format, which shall meet the National Instructional Materials Accessibility Standard; in accordance with appendix C to part 300 of title 34 of the Code of Federal Regulations (Code of Federal Regulations, 2009 edition, title 34, part 300, appendix C, Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-0001; 2009 - available at the Office of Counsel, New York State Education Department, State Education Building Room 148, 89 Washington Avenue, Albany, NY 12234), for each student with a disability in accordance with the student's educational needs and course selections at the same time that such materials are available to nondisabled students. For purposes of this paragraph, alternative format is defined as any medium or format for the presentation of instructional materials, other than a traditional print textbook, that is needed as an accommodation for a student with a disability enrolled in the school district, including but not limited to Braille, large print, open and closed captioned, audio, or an electronic file. An electronic file must be compatible with at least one alternative format conversion software program that is appropriate to meet the needs of the individual student. The plan shall: (i) ensure that the district gives a preference in the purchase of the instructional materials it has selected for its students to those vendors who agree to provide such instructional materials in alternative formats; (ii) specify, when an electronic file is provided, how the format will be accessed by students and/or how the district will convert to an accessible format; (iii) specify the process to be used when ordering materials to identify the needs of students with disabilities residing in the district for alternative format materials; (iv)specify ordering timelines to ensure that alternative format materials are available at the same time as regular format materials are available; and (v) include procedures so that when students with disabilities move into the school district during the school year, the process to obtain needed materials in alternative formats for such students is initiated without delay; Obtaining accessible instructional materials in New York State There are four basic steps in regards to AIM. First, a school district must determine if there is a need for AIM. Second, the district must decide on the format necessary to meet the individual student’s needs. It is possible that an individual student may need different types of formats based on the environment in which he will be using

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the material. Third, the district must determine the appropriate route for acquiring the specialized format(s). Fourth, the school district must determine what, if any, additional assistive technologies are needed and develop a plan to implement these technologies. NYSED has developed two flowcharts that demonstrate the acquisition process. There is one flowchart for obtaining Braille and large print, and another flowchart for obtaining audio and digital text. Each flowchart has links to resources embedded within the document; it is recommended that districts use these materials together to provide a full understanding of the process:

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Identification of the Needs of Students Residing in the District Advance planning in the selection and ordering of books will help ensure that students with disabilities receive their instructional materials at the same time as the other students in the class. If the CSE determines that a student needs his or her instructional materials in an alternative format, the IEP will specify the accommodations for the individual student and any related instruction and/or assistive technology devices needed for the student to access the alternative format materials. If the student needs instructional and assessment materials in alternative formats, the CSE should review the following considerations:

• What alternative format is needed?

• What instruction is needed for the student to use the alternative format materials?

• What assessment technology devices or services are needed for the student to access the alternative format materials?

• What supports for school personnel may be needed related to the alternative format(s) recommended?

• What assistance do the parents need to help them acquire skills necessary to support the child’s use of the instructional materials and/or related assistive technology devices?

• What test accommodations might a student need related to the alternative formats?