Download
1 / 22
220 likes | 378 Vues
Special Education Annual Report 2012-2013 to the Board of Education Jamesville-DeWitt Central School District January 6 , 2014. OCM BOCES Programs. Preschoolers. Non-public Students. In-district programs. Incarcerated Youth. Charter Schools. Residential Schools.
E N D
Special Education Annual Report 2012-2013to the Board of EducationJamesville-DeWitt Central School DistrictJanuary 6, 2014
OCM BOCES Programs Preschoolers Non-public Students In-district programs Incarcerated Youth Charter Schools Residential Schools Overview of Jamesville-DeWitt Special Education Services
Special Education • Special Education is guided by The Individuals with Disabilities Education Act (IDEA) at the Federal level and Part 200 at the State level. • Students with Educational Disabilities are entitled to a Free and Appropriate Education (FAPE) from ages 3-21. • Special education is provided when a student with a disability requires specially designed instruction to meet their unique needs. • At school age student student must demonstrate an educational disability in one of 13 categories.
The Continuum of Services • Consultant Teacher Services • Related Services • Declassification Support Services • Resource Room Services • Special Class Services • Out-of-District Placements (BOCES) • Home/Hospital Instruction • Residential Placement
Least Restrictive Environment The Least Restrictive Environment (LRE), means that placement of students with disabilities in special classes, separate schools, or other removal from the regular educational environment occurs only when the nature or severity of the disability is such that even with the use of supplementary aids and services, educationcannot be satisfactorily achieved.
Questions to Consider when making program recommendations • What are the student’s present levels of function; academically, socially, behaviorally and physically? • What supports are in place? Are there others that can be added? These might include behavior plans, academic supports, counseling, or assistive technology. • Is the student making adequate yearly progress? Are they meeting their annual goals? • Is the student’s behavior significantly impacting the learning of others? • How is the environment impacting their behavior and ability to learn? • What is the intensity, duration, and frequency of the behavior? Do the behaviors create safety concerns for the student, other students, or staff?
OCM BOCES Programs • Students with Multiple Disabilities • SKATE, • STELLATA • TEAM • Intense Emotional and Behavior Needs • Transition Classes for Students with Emotional Disabilities • Crossroads • Transition Education Program • Students with Emotional Disabilities • Deaf and Hard of Hearing • Special Education GED
SKATE (Scaffolding Kids’ Abilities Through Education) The SKATE programs offer students on the autism spectrum the opportunity to learn in a format conducive to their abilities. Using a model that provides for a clearly organized, structured, modified environment, they provide instruction using parallel academic tasks of their nondisabled peers. As appropriate, students participate in the general education setting with their peers. • Disability profile/Diagnosis: Autism • Grade levels: K-12 • Staffing: Teacher, Teaching Assistants, Related Services, and Psychologist • Program locations: North Syracuse, West Genesee, East Syracuse, and Liverpool 3 JD students attended this program in the 2012-13 school year.
Stellata This program is designed to support students with a range of disabilities, but all possessing significant behavioral concerns. The program focuses on developing life skills, and encourages independence while addressing behaviors that impact the ability to function within the educational and social community. • Disability profile/Diagnosis: Autism, emotional disability, cognitive disabilities, and challenging behavior. • Grade levels: K-12 • Staffing: Teacher, Teaching Assistants, Related Services, and Psychologist • Program locations: Center based; Career Training Center (CTC), and McAvoy. 2 JD students attended this program in the 2012-13 school year.
TEAM(Toward Educational Achievement for the Multiply Disabled) This program is designed to support students with a range of disabilities, but all possessing significant behavioral concerns. The program focuses on developing life skills and encourages independence while addressing behaviors that impact the ability to function within the educational and social community. • Disability profile/Diagnosis: Students with severe multiple disabilities, with significant cognitive delays and/or significant medical needs • Grade levels: K-12 • Staffing: Teacher, Teaching Assistants, embedded Social Worker, Related Services and Psychologist (as needed) • Program locations: Baldwinsville, Lafayette 3 JD students attended this program in the 2012-13 school year.
Transition Classes for Students with Emotional Disabilities This program is designed to for students with significant behavioral concerns that can be successful in district based classes. • Disability profile/Diagnosis: Students are identified as having an emotional disability and may have a mental health diagnosis. All students demonstrate difficulty with behavioral expression of their emotions. • Grade levels: 1-9 • Staffing: Teacher, Teaching Assistants, embedded Social Worker, Related Services (as needed). • Program locations: LaFayette and Liverpool 2 JD students attended this program in the 2012-13 school year.
Students with Emotional DisabilitiesCrossroads, Transitional Education Program (TEP), and Students with Emotional Disabilities These programs are designed for student who need a moderate level of support for challenging behaviors. These behaviors significantly impact their ability to be successful in a typical educational educational program. The students in these programs have poor behavior skills. • Disability profile/Diagnosis: Primarily identified with an emotional disability, may also have a mental health diagnosis or learning disability • Grade levels: 5-12 • Staffing: Teacher, Teaching Assistant, Social Worker, Related Services (as needed), and intensive case management (as needed) • Program locations: Career Training Center (CTC), McAvoy, Henry Campus 6 JD students attended this program in the 2012-13 school year.
Students with Emotional DisabilitiesatKasson Road School and the Career Training Center (CTC) This program is designed for students with significant behavioral concerns. The staff has been trained in the use of Positive Behavior Interventions and Supports (PBIS) and Therapeutic Crisis Intervention. Students who have additional mental health issues can access a higher level of support, Intensive Behavior Management, which includes access to a psychiatrist for consultation and medication review. • Disability profile/Diagnosis: Students are identified as having an emotional disability and my have may have a mental health diagnosis. All students demonstrate difficulty with behavioral expression of their emotions. • Grade levels: K-9 • Staffing: Teacher, Teaching Assistant, Social Worker, Related Services (as needed). A nurse and psychiatrist are available through the Intensive Management Program, as needed. • Program locations: CTC K-6, Kasson Road School 7-9 5 JD students attended these programs in the 2012-13 school year.
Day Treatment Programs The Day Treatment program is done in collaboration with Mental Health care providers and is approved by the NYS Office of Mental Health. BOCES provides the academic and related service components. Students receive intensive therapeutic services to meet their mental health needs. • Disability profile/Diagnosis: Students are identified as having an emotional disability and have a mental health diagnosis. • Age range: 5-18 • Staffing: OCM BOCES provides Teacher, Teaching Assistant, Related Services. Mental health provides a Psychiatrist and Social Workers. • Program locations: Cedar Street, Henry Campus, McAvoy Center. 4 JD students attended this program in the 2012-13 school year.
Deaf and Hard of Hearing This program emphasizes a total communication approach using a combination of sign language, speaking, hearing and speech reading; depending on the skills of individual students. The program also services children who have received cochlear implants. Students participate in general education classes as appropriate. • Disability profile/Diagnosis: Primary disability Deaf or Hearing Impaired • Grade levels: K-12 • Staffing: Teacher of the Deaf, Teaching Assistant Interpreters, Teaching Assistants, Audiologist, Psychologist, Social Worker, Related Service Providers (as needed) • Program location: Solvay Schools 1 JD student attended this program in the 2012-13 school year.
Special Education GED This program is designed for students who are not being academically successful in their high school classes. It is a half-day program that provides an alternate diploma route and prepares students to take the GED examination. • Disability profile/Diagnosis: Students primarily have learning or emotional disabilities. • Grade levels: 11-12 • Staffing: Teacher, Teaching Assistant, Related Services and Social Worker (as needed). • Program locations: BOCES Henry Center. 3JD students attended this program in the 2012-13 school year.
Providing the Full Continuum of Services Due to the needs of some students and the size of the district, there are times when outside programs need to be considered and accessed. The primary goal of the CSE and the district is to educate students in the least restrictive environment, and/or to provide opportunities for students to return to district when their needs can be met.
