THE REFERRAL PROCESS
(Building Level Process)

Teacher/Team and Parent Confer on Student Progress

Instruction Support Team Referral
(Teacher Referral)

Student is discussed

Recommendation implemented

Student returns to Instructional Support Team

Intervention successful                                                      or                        Interventions not successful

                                                                                                                      1.  Parent contacted

                                                                                                                      2.  Referral to Committee on
                                                                                                                            Special Education

                                                                                                                      3.  Initial CSE scheduled

                                                                                                                      4.  Discussion of prior interventions,
                                                                                                                           teacher reports, and request for
                                                                                                                           testing

                                                                                                                      5.  Written permission for testing
                                                                                                                            required

                                                                                                                           Testing completed

Placement CSE scheduled

Student is not classified                                                       or                           Student is classified

Additional Recommendations made                                                                 and an IEP is developed
 

Interventions Implemented                                                                                Student is provided with special
                                                                                                                             education support(s)
Student is meeting with success

INITIAL REFERRAL TO COMMITTEE ON SPECIAL EDUCATION

CSE TEAM: Parent, Student (when appropriate), psychologist, teacher(s), CSE chair, or building administrator/district administrator, parent guests

Initial CSE Meeting
Parent receives written notification of an invitation to attend CSE meeting

Discussion on building Instructional Support Team interventions, test screening, teacher reports, medical reports, review of grades, classroom performance

Need for testing is determined at the initial CSE meeting

Testing not recommended                                                or                                 Specific testing needs identified

                                                                                                                                   Parent signs permission
Referral to building for IST
Review, 504 consideration                                                                                    Testing Evaluators notified
               or                                                                                                                 and testing begins
Building level support
(ie, remedial reading, non-mandated                                                                    Placement CSE scheduled to
Speech support)                                                                                                       review testing results

Student is not classified in need of                                                                        Child is classified as needing
Special Education services                                                                                     Special Education services

                                                                                                                                   Program placement
 

Referral to building IST Team for                                                                          Parent signs permission and recommendation made for an  Services (ie, remedial reading,                                                                             Individual Educational Plan
  Non-mandated  speech)                                                                                       is developed

                                                                                                                                 Parent is provided a copy of
                                                                                                                                 IEP

                                                                                                                                At least annually a CSE meeting
                                                                                                                                 is  scheduled to review
                                                                                                                                 programmatic needs

                                                                                                                               Recommendation made to:
                                                                                                                              - continue service-reduce service-increase service-change service

TRANSFERRED CLASSIFIED STUDENT
 
 

CSE meeting scheduled with parent to review the IEP needs of the transferred student upon registration in district

CSE matches student’s needs to district programmatic availability

Student is placed in out-of-district                                                                           Student is placed in program
Program with continuing IEP                                                                                    in building with continuing IEP

Student is placed in district
Program with continuing IEP

At least annually a CSE meeting
Is scheduled to review programmatic needs

Recommendations made to

• continue service
• reduce service
• increase service
• change service
   

• Parent may request a CSE meeting at any time during the year.

• Special Education is an intervention program.  The goal of special education is to have students return to the mainstream as soon as it is determined they will be able to meet with success.  Students are provided a continuum of services always guided by the principals of the Least Restrictive Environment.

CONTINUUM OF SERVICES

Regular Class Program (Majority of Students)

                                   Remedial Reading                                       Learning Center
                                     Remedial Math                                             Counseling
                                     Speech Improvement                                   English as a Second Language
                                     Instructional Support Team

Regular Class Program with Related Services

                                     Occupational Therapy                                   Speech/Language
                                     Physical Therapy                                           Counseling
                                     Teacher of the Visually Impaired                    Teacher of the Hearing Impaired

Consulting Teacher Program

2 hrs weekly—direct and/or indirect services

Resource Room Program
Consult Teacher/Resource Room
May be in class or pull out minimum
3 hrs. weekly

Special Class Program
 In District

BOCES

Special Day School Program
Private Schools

 Residential School Program
(RARE)
 24/hrs/day support
 
ROLES OF PUPIL PERSONNEL STAFF

Listed below are members of the Pupil Personnel Team.  Members of the Pupil Personnel Team are important people to get to know.  They have a great deal of information they can share with you and are a valuable resource within your child’s school building.

Director of Pupil Personnel:  The Director of Pupil Personnel provides administrative direction, leadership and supervision in the areas of special education, guidance, and support services; relating the philosophies and aims of the school district to the methods and practices of these programs in order to achieve the highest possible standards of excellence.
 
 

Special Education Supervisor:  A Supervisor of Special Education is assigned to each school in the District.  the Supervisor travels from building to building and is not always in the same place.  The Supervisors have direct contact with all special education teachers and pupil personnel staff they are responsible for.  They frequently meet with staff to discuss concerns regarding students and programs.  If you have a concern that cannot be addressed by the teacher or others working with your child, contact the Supervisor to discuss the issues.
 
 

Psychologists:  Psychologists are assigned to each building.  Psychologists are members of the Instructional Support Team and the Committee on Special Education.  They are the people who will administer a battery of cognitive tests to your child.  After the testing, the psychologists will contact you to discuss the results of the testing.  You are entitled to a copy of the psychological report and may ask any questions.  Psychologists are also involved in building level or CSE recommended counseling.  Psychologists are there to help students to achieve academic success and address any school related issues that might hinder that process.  If you have questions or concerns about your child, please call the school psychologist at any time.
 
 

Social Workers:  Social workers are assigned to each building.  During the process of evaluation, a social worker will call you to discuss your child’s social history.  This information is helpful to better understand your child and the difficulties he/she may be experiencing.  Social workers also involve students in individual and group counseling.  Social workers spend a great deal of time reaching out to parents to support them in their role as parents.  They are strong links to community agencies and resources.  If you have a question or concern, please call the school social worker.

School Nurse:  School nurses are assigned full time to each school in the District.  It is important to let your school nurse know about any medical issues your child may be experiencing.  Any time medication is given or changed, the nurse should be informed and updated medication forms be submitted.  We are concerned about the health and safety of your child.  When in doubt, call the school nurse to be sure.
 

Speech/Language Teacher:  A speech/language teacher is assigned to every building.  Speech/Language teachers often are members of the Instructional Support Team.  They offer valuable information about a child’s language skills and their ability to form and make sounds in speech (articulation).  If your child has language difficulties and is referred for an evaluation, the speech and language teacher will test your child’s receptive and expressive language skills and their articulation.  Speech and language services are only recommended for those students who have been determined as eligible by the CSE and only when delayed language skills are impacting a child’s ability to learn in school.
 

Guidance Counselors (Secondary Level):  All students are assigned a counselor upon entering the middle school and high schools.  School counselors provide services to all students—listening, counseling advising, program planning, record keeping, schedule changing, career exploration, college ideas, teacher liaison, and parent advisement.  Students receive these services according to their needs.  Counselors can also provide a contact through other professionals.
 

Parent Support Services:  Parent Support Services are coordinated by a part-time social worker and are grant funded.  A major component of these services is Lakeland School’s partnership with EPIC (Every Person Influences Children) to provide parent workshops.  These workshops are facilitated by trained parent volunteers and are offered in the fall and spring for parents/guardians of children and adolescents with and without special needs.  Parent Support Services maintains a small resource library and bulletin board to provide parents with up to date information about community resources and can sponsor speakers and workshops for groups such as PTA and SEPAC on a variety of topics related to education, child and adolescent development, parenting, and health.  Contact Parent Support Services in the Administration Building/Shrub Oak School for more information.

GLOSSARY OF COMMONLY USED TERMS

** Please refer to “A Parent’s Guide to Special Education for Children” for a more complete glossary.

PARENT TO PARENT COMMENTS

• Ask questions to clarify what is being discussed, especially if you do not understand.
• Use our best questioning techniques when eliciting information.
• Ask questions—make them open-ended so they require more than a yes or no answer.  (examples:  “Describe for me”..”Can you tell me about….”)
• Sometimes CSE members are non-committal and/or unclear.  Question them in order to have them express what they really mean.
• All information is confidential.
• Focus only on the issue!  Be part of the solution, not part of the problem.
• Be assertive:  Assertive means being confident, positive, and polite (examples:  “I am not sure I agree.”  “I would like to add…”)
• Express feelings and concerns.
• Communication is important.
• See yourself as an equal partner in your child’s education.  Your input is important to help provide a program that will meet your child’s individual needs.
• Network with others who have similar values and dreams.  It will make the journey feel less lonely.  Networking will enable you to find and use information and resources.
• Get to know your decision makers and be sure they know you and hear your values.  Participate.
• Attend teacher conferences, school functions, Board of Education meetings, and PTA meetings.
• Confirm discussions by follow up letters.

Before the meeting:
 

• Plan to bring a spouse or friend to the meeting for support.
• Make a list of the information you want to give and the questions you want to ask.
• Get the papers or examples ready to take with you for supporting information.
• Picture yourself with confidence.
• Bring a picture or video of your child.
• Keep your vision clear and your values strong.
• Learn all you can, stay current, know about laws and programs for children

PUPIL PERSONNEL SERVICES:  MARYELLEN HERZOG, DIRECTOR
245-1700, ext. 236

BUILDING PERSONNEL

BENJAMIN FRANKLIN SCHOOL

  GEORGE WASHINGTON SCHOOL

LINCOLN TITUS SCHOOL

THOMAS JEFFERSON SCHOOL

VAN CORTLANDTVILLE SCHOOL

LAKELAND COPPER BEECH MIDDLE SCHOOL

LAKELAND HIGH SCHOOL

WALTER PANAS HIGH SCHOOL

LAKELAND ALTERNATIVE HIGH SCHOOL

INTERNET RESOURCES FOR PARENTS OF CHILDREN WITH SPECIAL NEEDS

Software Reviews

http://www.superkids.com/
A site for parents and teachers containing reviews about educational software for kids and occasional articles about issues in education.

http://www2.childrensoftware.com/
Another site containing software reviews.  They also publish a monthly newsletter (you have to pay for it).

http://www.techlearning.com/index.html
Primarily serving educators with ideas, tools, and resources for integrating technology into the K-12 school, classroom and curriculum.  But also contains excellent reviews of software with a strong focus on education.

Education and Special Needs

http://www.nysed.gov/
NYS Department of Education home page.

http://www.geocities.com/Athens/4611/
This site, originally the North Rockland Special Education PTA Homepage, was created in February 1996 as a resource for the special education community.  They provide timely and relevant links to information about the education of children with special needs.

http://educbanners.com/
A fantasic resource that allows you to browse lists of sites about education, many of them developed by individual parents, teachers, etc.

http:/ln.doubleclick.net/adi/tr.ln/member;h=misc;sz=468x60;ord=12376919511892?
A site about ABA (applied behavioral analysis) created by a parent of a school aged child recovering from autism.  Contains links he has found helpful.

http://www.cec.sped.org/
Council for Exceptional Children home page.  The Council for Exceptional Children (CED) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.

http://www.kidsource.com/
The source for in depth and timely education and healthcare information that will make a difference in the life of parents and their children.  Offers a free newsletter and lots of useful info.

http://www.ldonline.org/
LD Online is a service of The Learning Project at WETA, a public radio station in Washington, D.C.  It contains access to articles, other sites, and a bulletin board to discuss special needs issues.

http://thearc.org/misc/dislnkin.html
A detailed list of Disability Related Sites on the Internet created by the Association for Retarded Children.  Very comprehensive and covers a wide range of special needs.

http://www.pnwboces.org/
Home page of Putnam Northern Westchester BOCES.  Of special interest is our (TAM) Technology and Media site where you can get detailed information about assistive technology devices.  It is located at http://www.pnwboces.org/specialed/tam/welcome.html

http://www.npin.org/about.html
The National Parent Information Network is a project of ERIC (sited earlier).  It contains access to databases with articles on education of children and parent involvement in that education.

Curriculum, Standards and Assessment

http://nystandards.edutech.org/
A sited created by Edutech containing info on the NYS standards and assessment tools, info for parents, lesson guides, homework help, etc.  Click on index at the site for more detailed info on what they have available.

http://ericir.syr.edu/
The Ask Eric site is a database of searchable articles on education.  IT is primarily directed to educators but may be of interest to parents.

http://www.ed.gov/offices/OSERS/OSEP/index.html
OSEP (Office of Special Education Programs) is a US Department of Education sponsored site.  It contains info on Special Ed law, regulation, conferences, funding, etc.

Internet Research

http://daphne.palomar.edu/TGSEARCH/
Terry Gray of Palomar College created this detailed description of the major search engines and what they do and don't do.  A fantastic resources to introduce you to how to find things on the Internet!

http://www.albany.edu/library/internet/search.html
A site created by the University of Albany with information about searching the Internet.  Contains reviews of different search engines, info about topic related search engines, and an overview of search techniques.

http://www.monash.com/spidap.html
Another description of search engines and strategies; less comprehensive than the above site.

Parent Support

http://www.webring.org/cgi-bin/webring?ring=parented;list
The Parent Education Ring is a gathering of web sites that have a common purpose of providing information and resources for parents and professionals who work with them.

http://www.cdipage.com/parenting_today.htm
Parenting Today is a site administered by the Child Development Institute.  It is frequently updated and contains links to articles of interest about child development, parenting, and education.

http://www.a0kteacherstuff.com/
A0K Teacher stuff provides teachers, educators and parents with resources to work with their students or children.  It contains resources for reading, math, science, online reference books, special needs children information, freebies for teachers and an online discount bookstore.

http://www.advocacycenter.com/
The Advocacy Center is a non-profit organization that provides education, advocacy and support for individuals with developmental disabilities, traumatic brain injuries, and their families in NYS.

http://www.reading.org/about/
The International Reading Association seeks to promote high levels of literacy for all improving the quality of reading instruction through studying the reading processes and teaching techniques; serving as a clearinghouse for the dissemination of reading research through conferences, journals, and other publications; and actively encouraging the lifetime reading habit.

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Date Last Revised - October 9, 2007