North Shore Schools

Special Education Programs

NORTH SHORE SPECIAL EDUCATION PROGRAMS:
Descriptions of the special education program options at North Shore are listed below. When seeking to understand these options, it is important to first understand that, strictly speaking, New York State Education Department (NYSED) limits what is technically considered a special education Program. NYSED allows only the following six program options to be written in the Programs section of a student’s IEP: Integrated Co-teaching Services, Consultant Teacher Services, Resource Room Program, Special Class, Travel Training, and Adapted Physical Education. Additionally, NYSED allows the IEP of a student to include a Local Program name to be indicated in parentheses immediately following the Program name on the IEP. So, for example, the Program name, “Special Class (ILC),” is allowable. North Shore School district fully complies with all these requirements. Additionally, North Shore’s in-district special education program options may include a related services (e.g., speech-language therapy, occupational therapy), program modifications (e.g., preferential seating), and testing accommodations (e.g., extended time limits). The North Shore in-district and out-of-district “program” options are described below. These program options provide students with a learning situation in which teachers and other special education service providers can deliver a high level of individualized instruction.

NORTH SHORE SPECIAL EDUCATION PROGRAMS:

Descriptions of the special education program options at North Shore are listed below. When seeking to understand these options, it is important to first understand that, strictly speaking, New York State Education Department (NYSED) limits what is technically considered a special education Program. NYSED allows only the following six program options to be written in the Programs section of a student’s IEP: Integrated Co-teaching Services, Consultant Teacher Services, Resource Room Program, Special Class, Travel Training, and Adapted Physical Education. Additionally, NYSED allows the IEP of a student to include a Local Program name to be indicated in parentheses immediately following the Program name on the IEP. So, for example, the Program name, “Special Class (ILC),” is allowable. North Shore School district fully complies with all these requirements. Additionally, North Shore’s in-district special education program options may include a related services (e.g., speech-language therapy, occupational therapy), program modifications (e.g., preferential seating), and testing accommodations (e.g., extended time limits). The North Shore in-district and out-of-district “program” options are described below. These program options provide students with a learning situation in which teachers and other special education service providers can deliver a high level of individualized instruction.

Resource Room Program (Elementary and Secondary, Grades K-12):
Part 200 of the Commissioner’s Regulations define Resource room program as a special education program for a student with a disability registered in either a special class or general education class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day. Resource room programs are for the purpose of supplementing the general education or special education classroom instruction of students with disabilities who are in need of such supplemental programs. This means that instruction is not provided in place of the student's regular academic instruction. The resource room program is provided daily at a staffing ratio of 5:1 (i.e., a maximum of five students to one teacher). Teachers provide students with the assistance they require to benefit from regular education instruction and assist students in meeting their IEP annual goals. Students shall spend a minimum of three hours per week receiving resource room services and shall not spend more than 50 percent of their time during the day in the resource room program. The regulations permit the CSE to recommend that a student with a disability who also needs resource room services in addition to consultant teacher services to receive a combination of such services consistent with the student’s IEP for not less than three hours each week. The total number of students assigned to a resource room teacher will not exceed 20 at the elementary level and 25 at the middle and high school levels. The service may be provided using both a pullout and push-in model, although it is predominantly provided using a pullout model. The program consists of identification and diagnostic assessment and small group and/or individualized instruction in basic academic skills, reading, written expression, study and organizational skills. Ongoing consultation with general education classroom teachers is an integral part of this program in both meeting educational needs as well as in helping students develop basic skills and competency in content areas. Resource room programs are available to students in grades K-12 as per the recommendations of the CSE.

Resource Room Program (Elementary and Secondary, Grades K-12):

Part 200 of the Commissioner’s Regulations define Resource room program as a special education program for a student with a disability registered in either a special class or general education class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day. Resource room programs are for the purpose of supplementing the general education or special education classroom instruction of students with disabilities who are in need of such supplemental programs. This means that instruction is not provided in place of the student's regular academic instruction.

The resource room program is provided daily at a staffing ratio of 5:1 (i.e., a maximum of five students to one teacher). Teachers provide students with the assistance they require to benefit from regular education instruction and assist students in meeting their IEP annual goals. Students shall spend a minimum of three hours per week receiving resource room services and shall not spend more than 50 percent of their time during the day in the resource room program. The regulations permit the CSE to recommend that a student with a disability who also needs resource room services in addition to consultant teacher services to receive a combination of such services consistent with the student’s IEP for not less than three hours each week.

The total number of students assigned to a resource room teacher will not exceed 20 at the elementary level and 25 at the middle and high school levels. The service may be provided using both a pullout and push-in model, although it is predominantly provided using a pullout model. The program consists of identification and diagnostic assessment and small group and/or individualized instruction in basic academic skills, reading, written expression, study and organizational skills. Ongoing consultation with general education classroom teachers is an integral part of this program in both meeting educational needs as well as in helping students develop basic skills and competency in content areas.

Resource room programs are available to students in grades K-12 as per the recommendations of the CSE.

Consultant Teaching Services (CT) (Elementary and Secondary)
Consultant services are defined by Part 200 of the Commissioner’s Regulations as direct and/or indirect services provided to a school-age student with a disability in the student's general education classes, including career and technical education classes, and/or to such student’s general education teachers. The student's Individualized Education Program (IEP) shall indicate the regular education classes in which the student will receive consultant teacher services. Direct CT services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction. Direct CT can be combined with indirect CT services. Indirect CT services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class. Indirect CT can be combined with direct CT services.

Consultant Teaching Services (CT) (Elementary and Secondary)

Consultant services are defined by Part 200 of the Commissioner’s Regulations as direct and/or indirect services provided to a school-age student with a disability in the student's general education classes, including career and technical education classes, and/or to such student’s general education teachers. The student's Individualized Education Program (IEP) shall indicate the regular education classes in which the student will receive consultant teacher services.

Direct CT services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction. Direct CT can be combined with indirect CT services.

Indirect CT services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class. Indirect CT can be combined with direct CT services.

Integrated Co-Teaching Services (Elementary and Secondary, Grades K-11)
According to Part 200 Regulations of the Commissioner of Education, a school district may include integrated co-teaching services in its continuum of services that it provides to students with disabilities. Integrated co-teaching services (ICT) means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students. The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided that the number of students with disabilities in each class not exceed 12 students. The Assistant Directors for Elementary and Secondary Special Education Programs monitors class size in conjunction with building administration. School personnel assigned to each class must include a special education teacher and a general education teacher. Integrated co-teaching services (ICT) means students are intentionally grouped together based on similarity of need for the purpose of receiving specially designed instruction in a general education class, usually daily for the identified class. In this model, a general education teacher and a special education teacher share responsibility for the delivery of primary instruction, planning and evaluation for all students. A critical component of the District’s ICT program is the ongoing collaboration between the general and special education teacher. Furthermore, our teachers consistently implement a wide range of co-teaching models that are closely aligned to current research-based practices and methodologies often associated with Universal Design for Learning (UDL), Differentiated and Explicit Instruction. To that end, adaptations of curriculum, methodologies, assessments, assignments and environment are assessed and individualized for each student, in accordance with the needs specified in each child’s IEP. The North Shore School District currently offers an Integrated Co-teaching Program at both the elementary and secondary levels. At the elementary level, the development of an ICT class for a specific grade is determined based on the recommendations made by the Committee on Special Education (CSE). To that end, the District offers the program in our three elementary schools as needed. However, each year, the ICT program may only be required at certain grade levels in a particular building. If a student is recommended for integrated co-teaching and such services cannot be provided in their home school, they would be given the option to transfer to a building that has the program for their assigned grade. On the secondary level, integrated co-teaching services are provided in grades 6-11. At both the Middle School and the High School, each student has a special education teacher assigned as his or her case manager. This teacher is responsible for ensuring there is ongoing communication with the general education teachers, related service providers, and parents. High school students are provided integrated co-teaching services in those courses that lead to a Regents diploma. In addition, the ICT program may support students who require alternate pathways for earning their high school diploma. These are often non-regents or multiple year courses in specific subject areas such as mathematics and science. The Committee on Special Education may determine and or recommend that a student receive integrated co-teaching services in all four major academic areas or only for a part of the day (e.g., math and English). Our secondary integrated co-teaching model provides students with the opportunity to participate in an academic support class, which focuses primarily on previewing new curriculum while reinforcing the acquisition of those critical concepts previously introduced in the classroom.

Integrated Co-Teaching Services (Elementary and Secondary, Grades K-11)

According to Part 200 Regulations of the Commissioner of Education, a school district may include integrated co-teaching services in its continuum of services that it provides to students with disabilities. Integrated co-teaching services (ICT) means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students. The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided that the number of students with disabilities in each class not exceed 12 students. The Assistant Directors for Elementary and Secondary Special Education Programs monitors class size in conjunction with building administration. School personnel assigned to each class must include a special education teacher and a general education teacher.

Integrated co-teaching services (ICT) means students are intentionally grouped together based on similarity of need for the purpose of receiving specially designed instruction in a general education class, usually daily for the identified class. In this model, a general education teacher and a special education teacher share responsibility for the delivery of primary instruction, planning and evaluation for all students. A critical component of the District’s ICT program is the ongoing collaboration between the general and special education teacher. Furthermore, our teachers consistently implement a wide range of co-teaching models that are closely aligned to current research-based practices and methodologies often associated with Universal Design for Learning (UDL), Differentiated and Explicit Instruction. To that end, adaptations of curriculum, methodologies, assessments, assignments and environment are assessed and individualized for each student, in accordance with the needs specified in each child’s IEP.

The North Shore School District currently offers an Integrated Co-teaching Program at both the elementary and secondary levels.

At the elementary level, the development of an ICT class for a specific grade is determined based on the recommendations made by the Committee on Special Education (CSE). To that end, the District offers the program in our three elementary schools as needed. However, each year, the ICT program may only be required at certain grade levels in a particular building. If a student is recommended for integrated co-teaching and such services cannot be provided in their home school, they would be given the option to transfer to a building that has the program for their assigned grade.

On the secondary level, integrated co-teaching services are provided in grades 6-11. At both the Middle School and the High School, each student has a special education teacher assigned as his or her case manager. This teacher is responsible for ensuring there is ongoing communication with the general education teachers, related service providers, and parents.

High school students are provided integrated co-teaching services in those courses that lead to a Regents diploma. In addition, the ICT program may support students who require alternate pathways for earning their high school diploma. These are often non-regents or multiple year courses in specific subject areas such as mathematics and science. The Committee on Special Education may determine and or recommend that a student receive integrated co-teaching services in all four major academic areas or only for a part of the day (e.g., math and English). Our secondary integrated co-teaching model provides students with the opportunity to participate in an academic support class, which focuses primarily on previewing new curriculum while reinforcing the acquisition of those critical concepts previously introduced in the classroom.

Special Class (“ILC”-Individualized Learning Class) (Elementary and Secondary)
This program delivers intensive academic instruction in a highly specialized learning environment. The primary goal of the program is to provide individuals with both access and exposure to the core academic curriculum through the implementation of a variety of systematic teaching methodologies that incorporate both differentiated and explicit models of instruction. This program provides a full-day special education learning environment at a staffing ratio of 15:1 (i.e., a maximum of 15 students to one special education teacher) and a classroom teaching assistant. Students in this program often benefit from spending part of the school day within a regular education classroom. As defined in Part 200 of the Commissioner’s Regulations, students are grouped according to similarity of need as per the following four grouping criteria: levels of academic achievement, social development, physical development, and management needs In this setting, students receive specially-designed instruction, which is defined by adapting, as appropriate to the needs of an eligible student the content, methodology, or delivery of instruction to address the unique needs that result from the student's disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students. Individuals who benefit from receiving instruction in our ILC program may present with a range of learning challenges, receptive and expressive language delays, fine motor and attentional difficulties that significantly impact upon their ability to achieve the learning standards and progress in the general education curriculum. Furthermore, students in this program generally require special education services for at least fifty percent of the day in this small class setting. For our secondary students, transition planning for post high school is an essential part of the program. A transition plan is developed to meet the unique needs of each student as they prepare to exit high school and may include course preparation for enrollment in two or four-year colleges, in-school work experience, volunteer work, internships, and work study as appropriate. In our ongoing commitment to educating students in the least restrictive environment, individuals may be mainstreamed in a general education class for certain core academic subjects, special area classes, or elective courses. Moreover, students can be recommended to receive support in both the ILC and ICT programs for a specific academic area(s). Some students who attend the ILC program are assessed with regular New York State examinations, while others may be assessed with the New York State Alternate Assessment (NYSAA) for Students with Severe Disabilities. Most students in the subject specific/self-contained classes are working towards achieving a high school academic diploma. The North Shore School District currently offers a Special Class ILC Program at both the elementary and secondary levels. Our elementary program (grades K-5) is located at Sea Cliff Elementary School. Secondary programs are available at both North Shore Middle School (grades 6-8) and North Shore High School (grades 9-11).

Special Class (“ILC”-Individualized Learning Class) (Elementary and Secondary)

This program delivers intensive academic instruction in a highly specialized learning environment. The primary goal of the program is to provide individuals with both access and exposure to the core academic curriculum through the implementation of a variety of systematic teaching methodologies that incorporate both differentiated and explicit models of instruction.

This program provides a full-day special education learning environment at a staffing ratio of 15:1 (i.e., a maximum of 15 students to one special education teacher) and a classroom teaching assistant. Students in this program often benefit from spending part of the school day within a regular education classroom. As defined in Part 200 of the Commissioner’s Regulations, students are grouped according to similarity of need as per the following four grouping criteria: levels of academic achievement, social development, physical development, and management needs In this setting, students receive specially-designed instruction, which is defined by adapting, as appropriate to the needs of an eligible student the content, methodology, or delivery of instruction to address the unique needs that result from the student's disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.

Individuals who benefit from receiving instruction in our ILC program may present with a range of learning challenges, receptive and expressive language delays, fine motor and attentional difficulties that significantly impact upon their ability to achieve the learning standards and progress in the general education curriculum. Furthermore, students in this program generally require special education services for at least fifty percent of the day in this small class setting. For our secondary students, transition planning for post high school is an essential part of the program. A transition plan is developed to meet the unique needs of each student as they prepare to exit high school and may include course preparation for enrollment in two or four-year colleges, in-school work experience, volunteer work, internships, and work study as appropriate.

In our ongoing commitment to educating students in the least restrictive environment, individuals may be mainstreamed in a general education class for certain core academic subjects, special area classes, or elective courses. Moreover, students can be recommended to receive support in both the ILC and ICT programs for a specific academic area(s). Some students who attend the ILC program are assessed with regular New York State examinations, while others may be assessed with the New York State Alternate Assessment (NYSAA) for Students with Severe Disabilities. Most students in the subject specific/self-contained classes are working towards achieving a high school academic diploma.

The North Shore School District currently offers a Special Class ILC Program at both the elementary and secondary levels. Our elementary program (grades K-5) is located at Sea Cliff Elementary School. Secondary programs are available at both North Shore Middle School (grades 6-8) and North Shore High School (grades 9-11).

Life Skills Program (Elementary and Secondary)
At the elementary level, a program may be created to meet the needs of severely disabled students using some combination of Consultant Teacher Services, Special Class (Life Skills), teaching assistant, teacher aide, regular class programming, and related services (such as speech-language therapy, occupational therapy). The Life Skills program at the secondary level is intended to meet the needs of individuals who are assessed with the New York State Alternate Assessment for Students with Severe Disabilities (NYSAA). As listed above, this program provides two main components: Special Class (Life Skills) at a staffing ratio of 12:1 for a part of the school day and a 1:1 aide who accompanies the student throughout the school day. Students in this program option typically receive related services (e.g., speech-language therapy); attend regular, non-academic classes (e.g., art, music) for a significant part of the school day, and vocational and recreational activities within the community. Students who successfully complete this program will be awarded a Skills and Achievement Commencement Credential. Vocational training is an essential component of the program. Our students are provided with the opportunity to acquire valuable work-based skills and training at job sites located within our schools as well as local businesses in the community and surrounding areas. Individuals may also enroll in a half-day two-year program at Nassau BOCES Joseph M. Barry Career and Technical Education Center in such areas of study as office assistant, retail, health care, animal care, and culinary arts.

Life Skills Program (Elementary and Secondary)

At the elementary level, a program may be created to meet the needs of severely disabled students using some combination of Consultant Teacher Services, Special Class (Life Skills), teaching assistant, teacher aide, regular class programming, and related services (such as speech-language therapy, occupational therapy).

The Life Skills program at the secondary level is intended to meet the needs of individuals who are assessed with the New York State Alternate Assessment for Students with Severe Disabilities (NYSAA). As listed above, this program provides two main components: Special Class (Life Skills) at a staffing ratio of 12:1 for a part of the school day and a 1:1 aide who accompanies the student throughout the school day. Students in this program option typically receive related services (e.g., speech-language therapy); attend regular, non-academic classes (e.g., art, music) for a significant part of the school day, and vocational and recreational activities within the community. Students who successfully complete this program will be awarded a Skills and Achievement Commencement Credential.

Vocational training is an essential component of the program. Our students are provided with the opportunity to acquire valuable work-based skills and training at job sites located within our schools as well as local businesses in the community and surrounding areas. Individuals may also enroll in a half-day two-year program at Nassau BOCES Joseph M. Barry Career and Technical Education Center in such areas of study as office assistant, retail, health care, animal care, and culinary arts.

Related Services (Elementary and Secondary, Grades K – 12)
Related services are those that assist a student in benefiting from other special education services or assist the student in accessing the general curriculum. Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability. Related services include, but are not limited to speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, evaluative and diagnostic medical services to determine if the student has a medically related disability, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students. Related services currently provided in district include psychological services, speech and language therapy, specialized instructional services, specially designed reading instruction, physical and occupational therapy, behavioral consultation, hearing services, vision services, orientation and mobility, and parent counseling and training. As per Part 200 Regulations, related services provided to a group of students at the same time may not exceed five (5) students per teacher/specialist. A student with a disability may be provided with one or more related service in accordance with the needs of the student in conjunction with a regular education program or with other special education programs and service

Related Services (Elementary and Secondary, Grades K – 12)

Related services are those that assist a student in benefiting from other special education services or assist the student in accessing the general curriculum. Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability.

Related services include, but are not limited to speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, evaluative and diagnostic medical services to determine if the student has a medically related disability, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students.

Related services currently provided in district include psychological services, speech and language therapy, specialized instructional services, specially designed reading instruction, physical and occupational therapy, behavioral consultation, hearing services, vision services, orientation and mobility, and parent counseling and training.

As per Part 200 Regulations, related services provided to a group of students at the same time may not exceed five (5) students per teacher/specialist. A student with a disability may be provided with one or more related service in accordance with the needs of the student in conjunction with a regular education program or with other special education programs and service

Declassification Support Services (Elementary and Secondary, Grades K – 12)
Declassification Support Services at North Shore are provided to those students who have made such significant progress that the Committee on Special Education has recommended that they no longer continue to require direct special education support. However, such students may be approved for declassification support services for one additional year to aid in their transition from special education to full-time regular education. Declassification Support Services typically encompass periodic (quarterly) indirect consultation sessions provided by a special education teacher or related service provider. Students receiving this level of support often continue to receive their program modifications and testing accommodations, during their “declassification year.”

Declassification Support Services (Elementary and Secondary, Grades K – 12)

Declassification Support Services at North Shore are provided to those students who have made such significant progress that the Committee on Special Education has recommended that they no longer continue to require direct special education support. However, such students may be approved for declassification support services for one additional year to aid in their transition from special education to full-time regular education. Declassification Support Services typically encompass periodic (quarterly) indirect consultation sessions provided by a special education teacher or related service provider. Students receiving this level of support often continue to receive their program modifications and testing accommodations, during their “declassification year.”

*Out-of-District* Special Education Program Options
When the Committee on Special Education (CSE) determines that the needs of a special education student cannot be met within the regular school building due to the nature of their disability, then the CSE may recommend an out-of-district program option. Out-of-District Program Options: Home/Hospital Instruction Residential School Instructional Component of Day Treatment or Substance Abuse Program State-Approved Private School Nassau BOCES Program in a Segregated Setting Nassau BOCES Program in an Integrated (Public School) Setting

Out-of-District Special Education Program Options

When the Committee on Special Education (CSE) determines that the needs of a special education student cannot be met within the regular school building due to the nature of their disability, then the CSE may recommend an out-of-district program option.

Out-of-District Program Options:

Home/Hospital Instruction
Residential School
Instructional Component of Day Treatment or Substance Abuse Program
State-Approved Private School
Nassau BOCES Program in a Segregated Setting
Nassau BOCES Program in an Integrated (Public School) Setting