NScotto@schools.nyc.gov

October 15, 2009

AGENDA

Useful Acronyms

12:1	Self-Contained Class
AIS	Academic Intervention Services
APE	Adaptive Physical Education
AR	Annual Review
ASE	Administrator for Special Education
CO	Counseling
CSE	Committee on Special Education (receives initials for all students; conducts evaluations)
EPC	Educational Planning Conference
HES	Hearing Educational Services
ICT	Integrated Co-Teaching
IDEA	Individuals with Disabilities Education Act
IEP	Individualized Education Program
ISC	Integrated Service Center (offers all school one-stop assistance with mandates and operational service)
LRE	Least Restrictive Environment
OSE	Office of Student Enrollment (facilitates placement, enrollment, zoning and choice programs)
OT	Occupational Therapy
PPT	Pupil Personnel Team
PT	Physical Therapy
RS	Related Services
SAT	School Assessment Team (formerly School Based Support Team)
SETSS	Special Education Teacher Support Services
SI	Speech Impairment
SP	Speech and Language Therapy
SSO	School Support Organization (provides curricular and instructional support to principals)

 

Services/Providers 

CSE Chairperson:	Susan Arce	(718) 557-2500	sarce@schools.nyc.gov
ASE:	Richard Shiels	(718) 391-8262	rshiels@schools.nyc.gov
SBST:	School Psychologist	Blimie Berkowitz
	Social Worker	Alexia Mahlstedt
	Family Worker	Daniela Sapienza
IEP Teacher:	Nicole Scotton
Special Class Teacher:	Chun Dong	3rd/4th grade:
Integrated Co-Teachers:	Michelle Trinchese (with Allison Harris)	1st grade:
	Rachel Eisenberg (with Alexis Widjaja)	4th grade:
	Ramnaraine Sumrajit (with Jason Westerlund)	5th grade:
SETSS Providers:	K-4:	Toni Saunders
	5-6:	Jayne Goldberg
Related Services:
	Speech Therapists:	Lori Eigen
		Elizabeth Schmid
	Occupational Therapists:	Jeff Beer
		Ava Wand (Mon., Thurs.)
	Physical Therapist:	Ashley Chinnan(Mon., Wed.)
	Adaptive Phys. Ed:	Anthony Maccarone
	Guidance Counselor:	Steven Fox
	Hearing Services:	Barbara Giliberto (Mon., Thurs.)
	ELL Teacher:	Michelle Rao
	AIS Providers:	Kathy Gallagher (Tues., Thurs., Fri.) Denise Hyman (Thurs., Fri.)

         Parents: If you are concerned regarding your child’s academic or behavioral performance, please use the following guideline:

1. Make an appointment with your child’s teacher to determine whether your concerns are valid.

2. If they are, discuss with your child’s teacher classroom strategies that may remedy the situation, i.e. changing the seating arrangement.

3. If after the implementation of the strategies your child is still having difficulty, then it is suggested that the general education programs be implemented such as extended day, AIS or at-risk SETSS.
The latter service is usually for 6 – 8 weeks.

4. After several weeks of the above support, if your child is still demonstrating delays in specific areas such as reading, writing, math, or any other areas including visual/motor and speech/language, a letter from the parent coupled with a referral from the teacher should be sent to the SBST.

5. Following this letter/referral, the Social Worker will set up an interview for consent for an
evaluation as well as administering a social history.

6. Following this meeting, if consent is given, the School Psychologist will evaluate your child
administering a cognitive assessment test, visual/perceptual test, and an academic achievement test.
A classroom observation will also be conducted. There may be two observations – one in a
structured environment and one in an unstructured one such as lunch/recess. This observation is conducted in an obscure manner and your child would not feel singled out. This information will help determine where the problem is, if there is any, and would give the teachers important information as to specific teaching strategies unique for your child.

7. A meeting is then set up with the IEP team, which includes the parents, Social Worker, School Psychologist, IEP Teacher, classroom teacher, relevant service providers, and possibly one of the administrators. This meeting is called an Educational Planning Conference. At this time, it will be determined whether or not special education services are warranted and this decision will be a group decision including all members of the team. If it is determined that services are warranted, the parent must sign a final notice accepting this decision, otherwise services can not begin.

8. If it is determined that special education services are warranted, an Individualized Education Plan will be developed along with goals specifically to meet your child’s needs and calculate his/her progress.

9. If services are warranted and accepted, every year your child will have an Annual Review to determine whether these services have been beneficial, whether your child needs more support, or if your child is ready for these services to be terminated. This meeting includes the parents, teachers, and providers. It should be noted that any time during the year if a parent feels a change in services is warranted, they must write a letter to express their concerns and they will be contacted to discuss their child’s situation. Follow up will take place to determine whether a change is warranted.

10. Every three years, if your child is still receiving services, he/she will have a triennial evaluation. At this time the psychologist will review your child’s progress by obtaining teacher reports, observations, and administering standardized testing, primarily an academic achievement test. A cognitive assessment is not necessary at this time unless there are extenuating circumstances to suggest such.