Special Education

In New York State the Committee on Special Education (the CSE) and/or the Committee on Pre School Special Education (the CPSE) is responsible for providing programming and educational options for students with disabilities. These committees have the primary responsibility for making recommendations on classification, evaluation and educational programs for children who require special education supports and/or services.

Within the district, we offer Consult Teacher Services, Self-Contained Classrooms, and Instructional Support Periods.  We also provide Occupational, Physical, and Speech and Language Therapies.  In addition, the district contracts with Otsego Northern Catskill BOCES, Herkimer BOCES, Cobleskill-Richmondville, Pathfinder Village, and Springbrook, for more restrictive programs and Alternative Education. CV-S’s philosophy is one of inclusion. Students with disabilities are educated in classrooms with their peers to the greatest extent possible with specialized instruction provided daily. Students are removed from general education only when the special education and related services provided within our building are not sufficient enough to assist the student in making effective progress with the general education curriculum.

Program offerings change from year to year, based upon the individual needs of students identified by the Committee on Special Education. At annual review meetings, the CSE assesses student strengths, weaknesses, and needs. Special Education services are then designed to meet those needs according to a Continuum of Services.

STEP ONE: REFERRAL TO THE CHILD STUDY TEAM (CST)

Many students struggle at various times during their years in school. There are many supports in place through general education, including curriculum and instructional modifications, Academic Intervention Services (AIS), and counseling support. The CST can help you determine whether these supports are in place and make suggestions to help you and your child.

STEP TWO: INITIAL REFERRAL FOR SPECIAL EDUCATION SERVICES

If a student continues to struggle, despite the use of interventions and strategies, and the parents and teachers suspect that he or she may have a disability that negatively impacts learning, the student may be referred to a multidisciplinary team called the Committee on Special Education (CSE) or the Committee on Preschool Special Education (CPSE).

STEP THREE: INDIVIDUAL EVALUATION PROCESS

After obtaining parent consent, the CSE evaluates the student’s abilities and needs. This evaluation has many components, and may include an individual psycho-educational evaluation, achievement testing, classroom observations, and other assessments related to the area of suspected disability (speech language, occupational therapy, physical therapy, etc.).

STEP FOUR: DETERMINING ELIGIBILITY FOR SPECIAL EDUCATION SERVICES

When all of the assessments have been completed, a meeting of the CSE will be scheduled. At that time, all of the evaluation results will be reviewed, and the student’s progress in general education will be discussed. Based on the results of the evaluation, the CSE decides if the student is eligible to receive special education services and programs. In order to be eligible for special education supports, two criteria must be met. First, the student must have a disability and second, the disability must interfere with his or her education. In New York State, there are 13 categories or classifications of disabilities, and each has specific criteria. The 13 categories are: Learning Disability, Speech or Language Impairment, Other Health Impairment, Autism, Visual Impairment, Intellectual Disability, Multiple Disabilities, Hearing Impairment, Deafness, Orthopedic Impairment, Deaf-blindness, Emotional Disability, and Traumatic Brain Injury.

STEP FIVE: INDIVIDUALIZED EDUCATION PROGRAM (IEP)

If the child is eligible to receive special education services, the CSE develops and implements an appropriate Individualized Educational Plan (IEP). The IEP is based upon the evaluation results and includes information about student strengths, weaknesses and instructional strategies. The IEP is developed by the team, and is a working document that is used to plan appropriate services, program modifications, and testing accommodations. It is based upon each student’s unique strengths and needs.

STEP SIX: ANNUAL REVIEW / REEVALUATION

The IEP is modified or revised by the CSE at an annual review. At this meeting, the CSE takes a look at the progress the student has made over the last school year, and makes plans and recommendations for the upcoming year. At least every three years the student is reevaluated to provide information on long-term progress and to determine whether or not the student continues to need special education programs and services.

Elementary Special Education Teachers:

• Diana Ives
• Christine Johnson
• Beth Spaulding

Elementary Special Education Support Staff:

• Katie Key
• Brittany Weaver 
• Valerie Bell
• Becky Brown

Secondary Special Education Teachers:

• Mary Mattson 
• Rebecca Robinson
• Sarah Williams

Secondary Special Education Support Staff:

• Heather Benson
• Christina Conway
• Ashlee Cornelia
• Fran Mabie 
• Tammie Waterman
• Deb Whiteman
• Haley Wratten