2013-2014 Board of Education Proposed Budget Book

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SPECIAL EDUCATION – GRADES PRE K-12 MAJOR GOALS • The goal of the department is to optimize every student’s achievement, both academically and emotionally. This is a direct alignment with our district mission statement to educate all children to their fullest potential. SCOPE OF SERVICES Agency Placements: Agency placements occur outside of the control of the Special Services Department. Agencies such as the Department of Children and Family (DCF) place students in specialized facilities (often these are residential), and the district is responsible for the educational cost. The department has no control over the number of students placed by agencies, nor where these placements might occur. The duration of these placements is also undetermined; rather once a Planning and Placement Team meeting (PPT) is held, the agency at that time, might share the anticipated terms and length of the placement. Board Placements/Out-of-District Placements: Some in-district students who have exceptional educational needs or unique non-educational needs cannot be accommodated by the South Windsor Public Schools educationally, making out-of-district placements on a tuition basis necessary. Tuition costs are also incurred when DCF places South Windsor school age children in homes in other Connecticut towns, whether such students are provided with regular education or special education programs. As of October 1, 2012, there were 56 students in out-of district facilities receiving special education programs for a wide range of disabilities such as: autism, emotional disturbance and severe learning disabilities. Elementary and Middle School Intensive Programs: There are three programs designed to meet the needs of students requiring a systematic teaching approach. These programs are based on empirically validated, research-based approaches to teaching and behavior intervention such as Applied Behavior Analysis and Picture Exchange Communication System. Skills are broken down, repeated often and performance is reinforced to maximize the acquisition of skills for students who have challenges learning in the typical mainstream classrooms. Learning opportunities are provided in small groups and on an individual basis. These programs offer a higher staff to student ratio. Students are integrated into the mainstream classes based on their individual needs. Extended Day/School Year: Some students receive, as a recommendation through a formal Planning and Placement Team, services which are necessary to fulfill their individualized educational plans. These services might include an extended day program, which allows for the student to receive specialized instruction and/or services beyond their normal school day. Extended school year services are also only provided if recommended by a PPT. These services (otherwise known as summer school) are individualized based on the student’s need and are established only when the team determines that without summer support the student will lose valuable gains made over the prior school year. Page 57
SPECIAL EDUCATION - GRADES PRE K-12 (CONTINUED) General Special Education: Special education services are provided throughout all seven schools in the district. These services are provided through certified special education teachers who have specialized certification in those areas which they teach, be that: preschool, elementary, middle and high school. Staff that focus on particular core subject areas in the middle and high school are required by state mandates to be "highly qualified" when teaching in core subject areas. Hearing Impaired: Programming for students with hearing impairments is done throughout the district in all grades Pre K-12. The teacher for the hearing impaired students provides direct and indirect consultative services to the students and the general education staff with whom they are fully integrated. This instructor monitors soundfield systems and FM equipment which their students utilize and offer in-service training throughout the year with administrators and staff. Their services include intense language-based instruction, lip-reading, interpreting, specialized pre-teaching and post-teaching, counseling and consultation with parents and the regular classroom teachers. Additional services also include the monitoring and maintenance of audiological equipment and consultation with audiologists. Homebound: This program is available to students who have disabilities, documented by their physician, which will require an absence of three or more weeks. Instruction is provided within local libraries or community centers as well as the student’s home, only when parents are present and it is impossible for the student to be in a public setting due to the extent of their illness. Tutoring is also provided to identified special needs students who are expelled and services are provided which support their Individualized Education Plans. Medically Fragile Students: There are four programs which provide for the needs of this specific group of students. Two exist at Wapping school and two classes at the high school level. Students are integrated into mainstreamed classes based on their individual needs. Collaborative planning and instruction between general education and special education teachers have been essential to meaningful integration and effective programming. Parallel Education Program (PEP): This program is an extension of South Windsor High School and is designed for students with identified special education needs requiring behavioral, social and academic supports who have been unsuccessful in the typical high school environment and require a more specialized environment. In addition to academic classes, students participate in weekly counseling groups, service learning projects, transition /vocational/community planning and activities to allow them to fulfill their high school requirements for graduation in a small alternate setting. Students continue to work with the school psychologist, transition coordinator and guidance department from the high school. Membership in the program is the determination of the Planning and Placement Team and may change within the year based on review of individual student progress. A certified special education teacher and a paraprofessional staff the program. Page 58
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SOUTH WINDSOR PUBLIC SCHOOLS BOARD
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SOUTH WINDSOR PUBLIC SCHOOLS Table
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SOUTH WINDSOR PUBLIC SCHOOLS Table
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BUDGET SUMMARY 2013-2014
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SOUTH WINDSOR PUBLIC SCHOOLS 2013-2
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Page 17 and 18: SOUTH WINDSOR PUBLIC SCHOOLS 2013-2
Page 19 and 20: STAFFING CHART
Page 25 and 26: REVENUE ANALYSIS
Page 27 and 28: SOUTH WINDSOR PUBLIC SCHOOLS Revenu
Page 29 and 30: REGULAR EDUCATION BUDGET
Page 49 and 50: LITERACY - GRADES K-12 (CONTINUED)
Page 51 and 52: MATH - GRADES K-12 MAJOR GOALS •
Page 61 and 62: SOCIAL STUDIES - GRADES K-12 (CONTI
Page 63 and 64: TECHNOLOGY EDUCATION - GRADES 6-12
Page 65 and 66: WORLD LANGUAGE - GRADES 7-12 MAJOR
Page 67: SPECIAL EDUCATION BUDGET & SUPPORT
Page 75 and 76: ATHLETICS - GRADES 6-12 MAJOR GOALS
Page 77 and 78: GIFTED - GRADES 4-8 MAJOR GOALS •
Page 79 and 80: SCHOOL COUNSELING - GRADES K-12 MAJ
Page 81 and 82: STUDENT ACTIVITIES - GRADES 6-12 MA
Page 83 and 84: TRANSPORTATION - PUBLIC MAJOR GOALS
Page 85 and 86: DISTRICT ADMINISTRATION BUDGET
Page 97 and 98: INFORMATION SERVICES MAJOR GOALS Pr
Page 99 and 100: STAFF SERVICES BUDGET
Page 103 and 104: South Windsor Administrators’ Ass
Page 105 and 106: South Windsor Educational Support S
Page 111 and 112: NEASC: The New England Association
Page 113: South Windsor Public Schools is an
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2013-2014 Board of Education Proposed Budget Book

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