Placement Procedures


Each local school district and other public agency responsible for the educational placement of a student with a disability must follow the procedures outlined in Section 200.3, 200.4 and 200.5 of the Regulations of the Commissioner of Education (www.assembly.state.ny.us/laws.html.education). These sections describe the procedures for determining an appropriate educational placement for a student who would include consideration of placement within regular education programs and extracurricular activities.

Each student’s social education placement is based upon the annual goals identified by the Committee on Special Education (CSE) and incorporated into the IEP which addresses the educational, physical, social, emotional, and management needs of the student. The school district must make available the full continuum of services listed in Section 4401 and 4402 of Education Law (www.assembly.state.ny.us/laws.html.education) and must provide services to the maximum extent appropriate in a manner which enables students with disabilities to participate in regular education services. The student’s IEP must be reviewed by the CSE at least annually, and include consideration to the educational progress and achievement of the student’s ability to participate in instructional program in regular education.(8NYCRR 200.4) In addition to meeting the student’s individual needs, the CSE must consider in its deliberation the proximity of the placement to the student’s home. Student are entitled attend the public school which they would otherwise attend in the district in which they reside unless the student’s IEP requires some other arrangement such as:


Student Study Team Process - Flow Chart
Here is a picture of ‘how’ a student could come to be receiving additional services. It is an example of the many processes that may be simultaneously occurring and issues that may or may not be considered as part of developing a student’s IEP.


A Concern is brought by parent or teacher:

academic

atendance

health

behavior

social


Time frame: 3-6 weeks Regular classroom teacher interventions
(Log)
Request for SST
Information gathering

Principle/Designee Refering teacher Resource teacher The following persons serve as appropriate
Logs referral Collects work samples Observaion of student Psychologist
Notifies SST chairperson
Meeting scheduled
Participants notified
Parent-Student questionnaires sent
Reviews cum record
Completes interventions log
Reviews cum folder
Consults with teacher
Nurse
Other: speach therapist, adaptive PE teacher, other teachers also involved with the child.
Where appropriate, these persons may observe child or complete other screening procedures.

SST Meeting
1. Review student data
2. Define / prioritize concerns
3. Review interventions previously tried
4. Plan additional intervention strategies

3-6 weeks between SST meetings

Additional SST Meetings
1. Monitor results of interventions
2. Do ongoing planning to meet student need
If interventions are successful, teacher continues intervention strategies. If interventions are not successful, SST may refer matter for formal assesment.
- concider eligibility and need for special education services.

(NY State, 1987, 12)