Special Ed. Two Year Plan - Island Trees Public Schools

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Contracts for residential or non-residential placements with a special act school district listed in chapter five hundred sixty-six of the laws of nineteen hundred sixty-seven. Contracts with New York State approved and funded schools (Article 89). 11
SPECIAL EDUCATION PROGRAMS AND SERVICES: OVERVIEW In accordance with Section 200.6 of the Regulations of the Commissioner of <strong>Ed</strong>ucation, the district provides a continuum of services which allows placement of preschool and school-age students in the least restrictive environment consistent with their needs and which provides for the placement of students on the basis of similarity of individual needs. SCHOOL CALENDAR <strong>Special</strong> education students participate in the same school calendar as their general education peers. School day means any day, including a partial day, that students are in attendance at school for instructional purposes. The term school day has the same meaning for all students in school including students with disabilities and students without disabilities expect that, during the months of July and August, school day means every day except Saturday, Sunday and legal holidays. Days means calendars days unless otherwise indicated as school day or business day. Business day means Monday through Friday, except for Federal and State holidays (unless holidays are specifically included in the designation of business day). LEAST RESTRICTIVE ENVIRONMENT The district provides a wide continuum of services, ranging from placement in residential settings to placement in general education classes with support and related services. The district is committed to the policy of placing students in the least restrictive environment consistent with their needs. “Least Restrictive Environment” means that the 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, education cannot be satisfactorily achieved. Placement shall be based on the student’s individualized education program and determined at least annually. Placement shall be as close as possible to the student’s home, and unless the student’s individualized education program requires some other arrangement, the student shall be educated in the school he or she would have attended if not disabled. 12
Page 1 and 2: ISLAND TREES UNION FREE SCHOOL DIST
Page 3 and 4: STATEMENT OF ASSURANCES The Board o
Page 5 and 6: Role and Responsibilities of the CS
Page 7 and 8: Access to Educational Opportunities
Page 9 and 10: SPECIAL EDUCATION PHILOSOPHY & GOAL
Page 11 and 12: to ensure the selection and board a
Page 13 and 14: whether the student would benefit f
Page 15 and 16: fourth grade staff was trained in t
Page 17: The term “special services or pro
Page 21 and 22: Measurable annual goals, including
Page 23 and 24: PROVISION OF APPROPRIATE SPECIAL ED
Page 25 and 26: COMMITTEE ON SPECIAL EDUCATION (CSE
Page 27 and 28: participating in annual CSE/CPSE tr
Page 29 and 30: SECTION 2 COMMITTEE ON PRESCHOOL SP
Page 31 and 32: Role and Responsibilities of the CP
Page 34 and 35: DEFINITION OF TERMS “Preschool St
Page 36 and 37: Evaluation and Recommendation The i
Page 38 and 39: program and/or services recommended
Page 40 and 41: CONTINUUM OF SERVICES COMMITTEE ON
Page 42 and 43: a hospital a state facility a child
Page 44 and 45: SECTION 3 COMMITTEE ON SPECIAL EDUC
Page 46 and 47: other persons having knowledge or s
Page 48: the parent and the school district
Page 52 and 53: (v) a tendency to develop physical
Page 54 and 55: PROCEDURES OF THE COMMITTEE ON SPEC
Page 56 and 57: A professional staff member of the
Page 58 and 59: (a) are provided and administered i
Page 60 and 61: When an evaluation is completed, a
Page 62 and 63: If the committee determines that th
Page 64 and 65: special education and related servi
Page 66 and 67: Consideration of special factors Th
Page 68 and 69:
The district must provide special e
Page 70 and 71:
equest of the district for an amend
Page 72 and 73:
disabling conditions in students. T
Page 74 and 75:
4201 or State Operated School an ap
Page 76 and 77:
ARRANGEMENT OF SPECIAL EDUCATION PL
Page 78 and 79:
exhibits a pattern of strengths and
Page 80 and 81:
DECLASSIFICATION OF STUDENTS WITH D
Page 82 and 83:
If the student’s home language is
Page 84 and 85:
The bilingual evaluation will inclu
Page 86 and 87:
EXTENDED SCHOOL YEAR (ESY) SERVICES
Page 88 and 89:
A student’s need for assistive te
Page 90 and 91:
GUIDELINES FOR PARTICIPATION OF STU
Page 92 and 93:
Definition: TRANSITION PLANNING FOR
Page 94 and 95:
VOCATIONAL ASSESSMENT POLICY GOAL O
Page 96 and 97:
TRAVEL TRAINING Travel training is
Page 98 and 99:
The district will offer appropriate
Page 100 and 101:
Any student under age twenty-one (2
Page 102 and 103:
Due Process A mandatory Procedural
Page 104 and 105:
the parent of the student repeatedl
Page 106 and 107:
INDEPENDENT EDUCATIONAL EVALUATIONS
Page 108 and 109:
Fay J. Lindner Center for Autism Th
Page 110 and 111:
The Committee on Special Education
Page 112 and 113:
number of highly qualified mediator
Page 114 and 115:
APPOINTMENT OF IMPARTIAL HEARING OF
Page 116 and 117:
COMPENSATION The District shall com
Page 118 and 119:
SECTION 6 RECORDS ACCESS AND CONFID
Page 120 and 121:
The district shall maintain directo
Page 122 and 123:
Records Kept by the District by Typ
Page 124 and 125:
Transmittal of Records To facilitat
Page 126 and 127:
Records of Request for Access to Ed
Page 128 and 129:
place in the education record a sta
Page 130 and 131:
SCHOOL CONDUCT AND DISCIPLINE In ac
Page 132 and 133:
student's IEP and to receive, as ap
Page 134 and 135:
Manifestation Determination Review
Page 136 and 137:
When a parent requests a hearing to
Page 138 and 139:
A student is not a student presumed
Page 140 and 141:
ACCESS TO ACADEMIC AND DISCIPLINARY
Page 142 and 143:
SCREENING PROCEDURES A comprehensiv
Page 144 and 145:
GUIDELINES FOR PROVIDING PUBLIC SCH
Page 146 and 147:
A board of education determines the
Page 148 and 149:
DATA COLLECTION PROCEDURES All pers
Page 150 and 151:
CENSUS - OCTOBER 2010 1. Total numb
Page 152 and 153:
METHODS FOR EVALUATING PROGRAM OBJE
Page 154 and 155:
Access to and Conversion of Electro
Page 156 and 157:
THE USE OF UNIVERSAL DESIGN PRINCIP
Page 158 and 159:
SCHOOL-AGED SPECIAL EDUCATION The I
Page 160 and 161:
SPEECH and LANGUAGE THERAPY The goa
Page 162 and 163:
ITINERANT SERVICES FOR STUDENTS WIT
Page 164 and 165:
INTEGRATED CO-TEACHING SERVICES Eff
Page 166 and 167:
level for each child. Social and be
Page 168 and 169:
Also during the 2010-11 school year
Page 170 and 171:
SCHOOL-AGE STUDENTS WITH DISABILITI
Page 172 and 173:
Table 3: In Other Specific Settings
Page 174 and 175:
EDUCATIONAL PLACEMENT OF PRESCHOOL
Page 176 and 177:
AVAILABILITY OF COPIES OF THIS POLI
Page 178:
STATEMENT OF ASSURANCES The Board
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Special Ed. Two Year Plan - Island Trees Public Schools

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