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:
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Time frame: 3-6 weeks | Regular classroom teacher interventions (Log) |
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Request for SST | |||||||
Information gathering | |||||||
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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. |
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SST Meeting 1. Review student data 2. Define / prioritize concerns 3. Review interventions previously tried 4. Plan additional intervention strategies |
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3-6 weeks between SST meetings | |||||||
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Additional SST Meetings 1. Monitor results of interventions 2. Do ongoing planning to meet student need |
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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. |