Eastchester Union Free School District

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Eastchester Union Free School District

• Pupil Personnel Presentation
• By
• Noreen Urso
• Director of PPS

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Pupil Personnel Members

• Special Education Teachers
• Related Service Providers
• Psychologists
• Speech Therapists
• Occupational Therapists
• Physical Therapists
• Vision Specialists
• Hearing Specialists
• Teaching Assistants
• Monitors
• Guidance Counselors
• Nurses

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IDEA 2004
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Least Restrictive Environment (LRE)

• To the maximum extent appropriate, children
  with disabilitiesshould be educated with
  children who are not disabled, andspecial
  classes, separate schooling, or other removal of
  children with disabilities from the regular
  education environment should occur only when the
  nature or severity of the disability is such that
  the education in regular classes with the use of
  supplementary aids and services cannot be
  achieved satisfactorily.
• 20 U.S.C 1412 (A)(5)(B)

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DISTRICT PHILOSOPHY

• Eastchester students with disabilities should be
  educated here in their own community whenever
  possible.
• In the least restrictive environment.
• The District is committed to developing its own
  special education programs based on more than
  compliance with the law.
• Eastchesters students belong in Eastchester
  schools.
• This inclusive approach is effective from an
  educational, social and fiscal perspective.

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SPECIAL EDUCATION PROGRAMS AND SERVICES

• EASTCHESTER IS PROUD TO SAY THAT WE EDUCATE
  98.75 OF STUDENTS WITH DISABILITIES WITHIN THE
  EASTCHESR SCHOOLS WITH THEIR NON-DISABLED PEERS

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SPECIAL EDUCATION STUDENTS EDUCATED IN
EASTCHESTER SCHOOLS
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CONTINUUM OF PROGRAMS

• Consultant teacher services
• Provide direct and/or indirect services to
  students with disabilities who attend regular
  education classes.
• Related services
• Provided in conjunction with a regular education
  program or with other special education programs
  and services.

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CONTINUUM OF PROGRAMS CONTINUED

• Integrated Co-teaching
• The provision of specially designed instruction
  provided to a group of students with disabilities
  and non-disabled students.
• Resource Room
• Designed for the purpose of supplementing the
  regular classroom instruction.
• The special education teacher will
• pre-teach or re-teach curriculum
• provide organizational skills, test
  preparation, writing support and reading
  comprehension strategies.

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CONTINUUM OF PROGRAMS CONTINUED

• Special class programs can be provided full or
  part-time for one or more periods a day, and may
  vary by student needs.
• Intensive needs
• Specially designed programs for students with
  significant communication disorders including
  autism and pervasive developmental disorder.
• Students may require a specialized way of
  learning in a class with no more than 8 students.

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CONTINUUM OF PROGRAMS CONTINUED

• Functional academics
• Programs designed for students that have
  significant delays in the area of cognitive and
  academic development.
• Focus is on providing community based instruction
  and training, as well as, academics for every day
  living.

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CONTINUUM OF PROGRAMS CONTINUED

• Communication Development
• Programs designed for students that have
  moderate to significant delays in language
  development.
• Students require intensive academic instruction
  with an emphasis on social skill development.
• Classes vary by cognitive and academic level.

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TECHNOLOGY

• AAC (Alternative and Augmentative Communication)
  devices
• Alpha-Smart
• Write Out Loud
• Smart Board
• Smart Notebook
• Computers
• Inspiration

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TECHNOLOGY

• USING BRAINPOP on the SMARTBOARD

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RESPONSE TO INTERVENTION

• The response to intervention (RTI) process is a
  multi-tiered approach to providing research based
  services and interventions to struggling learners
  at increasing levels of intensity. It involves
  universal screening, high-quality instruction and
  interventions matched to student need with
  frequent progress monitoring.

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ELEMENTARY RTI ASSESSMENT

• DIBELS
• Dynamic indicators of Basic Early Literacy Skills
• Implemented K-5

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RTI(Response to Intervention)
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THREE TIERED MODEL
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ELEMENTARY RTI SUPPORT PROGRAMS/INTERVENTIONS

• INSTRUCTIONAL SUPPORT TEAMS
• BUILDING LEVEL SPEECH AND OT
• SOCIAL SKILLS/PEER MENTORING
• Same-age peers model appropriate social skills
  for children in an effort to involve them in
  social interactions during lunch and recess.
• COUNSELING SUPPORT
• Behavior assessment
• MATH SUPPORT LABS
• WRITING SUPPORT LAB

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SECONDARY RTI SUPPORT PROGRAMS/INTERVENTIONS

• Support Seminar
• Guided Support
• Literacy Lab (CSI Program)---New to the MS
• Being a Writer Program---New to the MS
• Math Lab
• Instructional Support Team (IST)
• Building level speech/language services
• Building level counseling services
• Social Skills/Peer Mentoring
• Fast ForWord---New to MS/HS
• Functional Behavior Assessment/plan (FBA/BIP)

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SCHOOL TO WORK PARTNERSHIP

• Eastchester High Schools partnership with
  community businesses
• Provided during the school day
• Employer gains access to reliable and productive
  workers
• Student gains valuable experience with each
  placement
• Prepares students to transition to a productive
  adult life and become active members of their
  community
• Some participating community businesses Value
  Drugs, Lake Isle Senior Nutrition Program,
  Blockbuster Video

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2009-2010 RTI INITIATIVES

• ELEMENTARY
• AIMES WEB FOR MATH
• FAST FORWORD
• SECONDARY
• EXPAND FAST FORWORD AT MS HS
• DEVELOP TIER SYSTEM FOR MATH INTERVENTION
• SOLIDIFY TIER SYSTEM FOR READING

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PPS INITIATIVES 2009-2010

• RE-EVALUATE PROGRAMS AND SERVICES ON A CONTINUAL
  BASIS TO ENSURE FISCAL RESPONSIBILITY
• CONTINUE TO REFINE SPECIAL EDUCATION PROGRAMS AND
  SERVICES
• PROVIDE SUPPORT AND TRAINING FOR PPS STAFF ON AN
  ONGOING BASIS
• STREAM LINE HEALTH INFORMATION DATA BASE

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• Children that live together learn together

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