Newark Central School District

Special Education District Plan

November 1, 2014-October 31, 2016

Submitted by:Jennifer Singer

Director of Pupil Services

Overview of Special Education District Plan

According to the Commissioner Regulations, Part 200.2 (c), each Board of Education needs to prepare satisfactory plans encompassing, but not limited to, the ten descriptors outlined on page 3.

Definition of Special Education

Specially designed instruction to ensure access to the general education curriculum in order for the student to meet the educational standards that apply to all students

Receiving necessary supports and services to participate in general education

Providing a service delivery model that is integrated within the least restrictive environment

Definition of Disability Classifications

Students with a disability as defined below and who because of mental, physical or emotional reasons, have been identified as having a disability and who require special services and programs:

Autism Deafness Deaf-blindness Emotional disturbance Hearing impairment Learning disability Intellectual disability Multiple disabilities Orthopedic impairment Other health-impairment Speech or language impairment Traumatic brain injury Visual impairment including blindness

Refer to 13 disability definitions on pages 5-7

Continuum of Services

A range of programs is provided to allow each student an equal opportunity for instruction in the least restrictive environment as required by law.

Consultant Teacher (CT) Services Direct and/or Indirect Specially Designed Instruction

• CT Teachers caseload may not exceed 20 studentsMinimum number of hours for CT services is 2 hours per week

Resource Room (RR) Services Supplemental Instruction

• Instructional group size may not exceed 5 students per teacherMinimum number of hours for RR services is 3 hours per week

Refer to these definitions on pages 8-10

Continuum of Services

Related Services Speech Language Pathology, Audiology Services,

Interpreting Services, Psychological Services, Physical Therapy, Occupational Therapy, Counseling Services including Rehabilitation Counseling Services, Orientation and Mobility Services, Assistive Technology Services, etc.• Instructional group size may not exceed 5 students per

teacher/therapistMinimum number of hours for related services is two 30

minute sessions each week

Integrated Co-Teaching (ICT) Services* Specially Designed Instruction

• The maximum number of students with disabilities for ICT is 12.

Refer to these definitions on pages 8-10

Continuum of Services

Special Class Receiving their primary instruction separate from their non-disabled

peers• Instructional group size may not exceed 15 students

Chronological Age Range is 36 months for SWDs who are less than 16 years old

Chronological Age Range is unlimited for SWDs who are 16 years or older

Transition Services Planning for post-school activities and outcomes

• Beginning no later than 15 years old

Adapted Physical Education (APE) Specially Designed Program for Developmental Activities

Home/Hospital Instruction Ensuring Progress in the general education curriculum for student who

is unable to attend school

Refer to these definitions on pages 8-10

Continuum of Services Flow Chart

General Education

General Education with Supplementary Aids and Services

General Education and Declassification Support

General Education with Related Services

General Education with Consultant Teacher Services

Integrated Co-Teaching

General Education with Resource Room

Special Class (Home District)

Special Class (Out of District Placement)

Home and Hospital Instruction

Residential Care

Least

Rest

rict

ive t

o M

ost

Rest

rict

ive

School-Age DataStudents with Disabilities by Grade and Disability

Refer to page 12 of NCSD Special Education Plan

School-Age DataStudents with Disabilities by Grade and Program

Refer to page 13-14 of NCSD Special Education Plan

Pre-School DataPre-School Students with Disabilities by Program

Program Number of Pre-School Students with Disabilities Attending

Pre-School Non-Integrated Special Class

12

Pre-School Integrated Special Class 23

Special Education Itinerant Teacher 5

Aide 1:1 6

Physical Therapy 19

Occupational Therapy 34

Speech & Language 51

Psychological Counseling 2

Art Therapy 8

Newark Central School District currently have 60 preschool students with a disability

Method of Evaluation

Evaluation of special education programs and services is ongoing and based on the following data and information Progress towards IEP goals Progress on state assessments Progress and review of special education data Progress towards special education department goals Progress towards state performance plan indicators

Method of Evaluation

State Performance Plan (SPP) Indicators

Indicator Number

Title of Indicator & Brief Description

1 Graduation Rates

2 Drop Out Rates

3 Assessments

4 Suspension/Expulsion

5 Least Restrictive Environment—School Age

6 Least Restrictive Environment—Pre-School

7 Pre-School Outcomes

8 Parental Involvement

9 Disproportionality in Special Education by Race/Ethnicity

10 Disproportionality in Classification/Placement by Race/Ethnicity

Method of Evaluation

State Performance Plan (SPP) Indicators

Indicator Number

Title of Indicator & Brief Description

11 Child Find

12 Early Childhood Transition

13 Secondary Transition

14 Post-School Outcomes

15 Identification and Correction of Noncompliance

16 Compliant Timelines

17 Due Process Timelines

18 Hearing Requests Resolved by Resolution Session

19 Meditation Agreements

20 Sate Reported Data

Allocation of Space

Refer to page 18 of NCSD Special Education Plan

Comparison of 2013-2014 to 2014-2015 Budget

Budget Title Allocation

2013-2014School Budget

$5,653,739

2014-2015School Budget

$6,718,136

2013-2014Federal Grants

$612,211

2014-2015 Federal Grants

$652,372

Current Budget

Comparison of 2013-2014 & 2014-2015 Appropriations & Al-

locations

2013-2014 Budget

2014-2015 Budget

2013-2014 Federal Grants

2014-2015 Federal Grants

Alternative Formats for Instructional Materials

All instructional materials must be available to students with disabilities in accordance with his or her individual needs and course selections at the same time that such materials are available to non-disabled students.