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Dear Parents,

Please click here to download and fill out the form to let me know if this was helpful to you and how I could have made it better or tailored it to your needs.

Thank You,
Ms. Scotton

 


                        

                 


 


  • October 15, 2009

    AGENDA

    I. Useful Acronyms
    II. The Referral Process
    III.  Overview of the Special Education Process
    IV.  Classifiable Disabilities
    V. Least Restrictive Environment
    VI. Individualized Education Program
    VII. Services/Providers
    VIII. Procedural Safeguards Notice
    IX. Questions and Answers
    X. Feedback Form

    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.