North Shore Special Education Department

 

Mr. Christopher Marino

Interim Special Education Director

EMAIL

Guidelines for Questions and Concerns

Request for Evaluation: If your child is not currently a special education student and you would like to request an initial special education evaluation, please call the psychologist in the building that your child attends or Ms. Liberstein for preschool students. The psychologist will explain what options are available to help your child, including the procedures for making a referral.


 Status of Initial Evaluation: The district is required to complete the evaluation and hold a Committee meeting to present the evaluation results and determine eligibility for special education classification and program within 60 days of the district’s receipt of parental consent to evaluate. If your child has already been referred for an initial evaluation and you have questions about the status of the evaluation, please contact the psychologist in your child’s school.


 CSE Scheduling: If you have questions about the scheduling of a CSE meeting or if you would like to request a CSE meeting, please contact the psychologist in your child’s school.


 Case Management: If your child is currently a classified student and you have questions or concerns about his or her special education services, please be aware that a case manager (typically a special education teacher or related service provider) has been assigned to your child. The name of this case manager should have been communicated to you by the special education office. However, please be aware that the psychologist in your child’s school can tell you who your child’s special education case manager is.

NOTE: If you do not receive a response to any inquiry within 24 hours, please contact the Assistant Director of Special Education assigned to your child’s school. If you continue to have questions or concerns, please contact the Director of Special Education at (516) 277-7900.

SEPTA

The Special Education Parent Teachers Association (SEPTA) brings together parents, teachers, administrators, learning specialists, and professionals with an interest in the education of children in our school district who have special needs. The SEPTA Board is comprised of parents from every school level (elementary, middle, and high) and represents the needs of students across the educational continuum (K-12), as well as preschoolers with disabilities. Through membership dues, fundraising efforts, and grant opportunities, SEPTA seeks to fund and facilitate many worthwhile programs for the benefit of special education and regular education students and their families. Most significantly, SEPTA works to arrange for speakers with vast professional knowledge of special education and related disciplines to help parents understand and navigate their child’s educational process in the most effective manner possible.

The SEPTA Board welcomes new members. Please visit the North Shore Schools website for more information about SEPTA. The SEPTA Board encourages you to contact the school district with questions and concerns about the special education program. You may feel free to contact any of the SEPTA Board Members to talk about questions or concerns that you might have. Please contact them at the following email address: nssepta@gmail.com

 

If you would like to become a member of the North Shore SEPTA, please complete this form and send it to the address on the bottom of the form.

SEPTA BOARD

Co-­Presidents: 
Mandee Zapken & Jeanine Feuerborn 
Vice President of Outreach and Advocacy: Gayle D’Aversa 
Vice President of Events and Fundraising:
Deirdre Cerrito
Vice President of Membership: Katie Miller
Treasurer: Anthony Stiffler 
Corresponding Secretary: Michael Schmitt 
Recording Secretary: Deborah Ilberg
PTO Liaison: Kathleen Reynolds

Additional Resources

The policies, practices, and procedures of the North Shore Central School District represent a commitment by the district to satisfying both the spirit and the letter of the law by assuring due process in evaluation and placement of children with disabilities and by providing an array of special education services. At times, you may feel the need to obtain additional assistance related to the process. The following resources are provided for your benefit:

 A Parents Guide to Special Education in New York State. (Rights for Parents of Children with Disabilites, ages 3-12)


 The New York State Education Department procedural safeguards notice is a New York State Education Department publication.


 A list of additional free or low-cost legal services is available here.


 The New York State Education Department Regional Associate assigned to North Shore Schools is Ms. Sheryl Aiken-Sewer. You may contact her to ask questions or express concerns. She may be reached at (631) 952-3352.


 The Long Island Advocacy Center (“LIAC”) may be contacted for assistance. Their telephone number is (516) 248-2222 (extension 10). LIAC provides low-cost services on a sliding scale.

Special Education Department Personnel

  Susan Liberstein Psychologist & Chairperson for Preschool Special Education 277-7900 EMAIL
Glen Head Elementary
  Francine Paladino Assistant Director of Special Education of Elementary Programs 277-7900 EMAIL
  Alyson Storck School Psychologist 277-7717 EMAIL
Glenwood Landing Elementary
  Francine Paladino Assistant Director of Special Education of Elementary Programs 277-7900 EMAIL
  James Perez School Psychologist 277-7617 EMAIL
Sea Cliff Elementary
  Francine Paladino Assistant Director of Special Education of Elementary Programs 277-7900 EMAIL
  Meredith Cherry School Psychologist 277-7517 EMAIL
North Shore Middle School
  Joseph Kistinger Assistant Director of Special Education of Secondary Programs 277-7900 EMAIL
  Robert McKee School Psychologist 277-7325 EMAIL
  William Kitay Psychologist & Chairperson for Students Attending Out-of-District Special Education Schools 277-7319 EMAIL
North Shore High School
  Joseph Kistinger Assistant Director of Special Education of Secondary Programs 277-7900 EMAIL
  Peter Segal School Psychologist 277-7065 EMAIL

NORTH SHORE SPECIAL EDUCATION PROGRAMS
NORTH SHORE IN-DISTRICT SPECIAL EDUCATION PROGRAMS OPTIONS


Descriptions of the special education program options at North Shore are listed below. When seeking to understand these options, it is important to understand that 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. Therefore, for example, the Program name, “Special Class (Skills),” is allowable. North Shore School district fully complies with all of these requirements. However, North Shore’s unique continuum of services includes a variety of “program” options that contain various component parts that, together, form the North Shore program. This is best explained using the following example: The Integrated Co-Teaching Program at the elementary level (grades K through 5) contains three basic component parts. These are (1) “Integrated co-teaching services” listed in the Programs section of the IEP; (2) “Special Class (Skills)” also listed in the Programs section of the IEP; and (3) “Teaching Assistant” listed in the Supplementary Aids and Services section of the IEP. These three component parts, each listed separately on the IEP, comprise the Integrated Co-Teaching program. 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 “program” options are described below. These program options provide students with a learning situation in which teachers and other special education service providers can offer a high level of individualized instruction.

 

Resource Room (Elementary, Grades K – 5) Provided on a Daily Basis:
Program Components:

1. Programs Section of IEP: “Resource room program.”
2. Related Services, if applicable.
3. Program Modifications (e.g. preferential seating), if appropriate.
4. Testing Accommodations (e.g. extended time limits), if appropriate.
This program is provided on a daily basis for a total of 180 minutes per week 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.

 

Resource Room (Elementary, Grades K – 5) Provided on an Alternate-Day Basis:
Program Components:

1. Related Services Section of IEP: “Specialized Instructional Services.”
2. Related Services, if applicable.
3. Program Modifications (e.g. preferential seating), if appropriate.
4. Testing Accommodations (e.g. extended time limits), if appropriate.
This program option is provided on an alternate-day basis for an average total of 90 minutes per week 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 at meeting their IEP annual goals. Students receiving this program option may be grouped with students who require daily resource room as described above. This service is provided in the form of direct pull-out special education support on alternate days. The IEPs of students who are recommended for this level of support often include the provision of Related Services, Program Modifications, Testing Accommodations, and other Supplementary Aides and Services.

 

Integrated Co-Teaching (Elementary, Grades K – 5):
Program Components:

1. Programs Section of IEP: “Integrated co-teaching services.”
2. Programs Section of IEP: “Special Class (Skills).”
3. Supplementary Aides and Services Section: “Teaching Assistant.”
4. Related Services, if applicable.
5. Program Modifications (e.g. preferential seating), if appropriate.
6. Testing Accommodations (e.g. extended time limits), if appropriate.
This program provides three main components: the support of a special education teacher who co-teaches with a regular education teacher within the regular classroom for a total of two hours daily; a daily 30-minute skills class taught by the special education teacher; and a teaching assistant who provides direct support within the regular education classroom when the special education teacher is not in the classroom.

 

Individualized Learning Class (“ILC”) (Elementary, Grades K – 5, Glenwood Landing):
Program Components:


1. Programs Section of IEP: “Special Class (ILC)”
2. Related Services, if appropriate.
3. Program Modifications (e.g. preferential seating).
4. Testing Accommodations (e.g. extended time limits) or New York State Alternate Assessment (NYSAA) for Students with Severe Disabilities.
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--though students in this program may benefit from spending part of the school day within a regular education classroom. 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.

 

Resource Room (Secondary, Grades 6 – 12) Provided on a Daily Basis:
Program Components:

1. Programs Section of IEP: “Resource room program.”
2. Related Services, if appropriate.
3. Program Modifications (e.g. preferential seating), if appropriate.
4. Testing Accommodations (e.g. extended time limits), if appropriate.
This program provides instructional support on a daily basis for a total of 40 minutes per day at a staffing ratio of 5:1 (i.e. a maximum of five students to one teacher). Resource room teachers provide students with the instruction they require to benefit from regular education and assist them in meeting their IEP annual goals. This program occupies a period in a student’s academic schedule.

 

Resource Room (Secondary, Grades 6 – 12) Provided on an Alternate-Day Basis:
Program Components:

1. Related Services Section of IEP: “Specialized Instructional Services.”
2. Related Services, if applicable.
3. Program Modifications (e.g. preferential seating), if appropriate.
4. Testing Accommodations (e.g. extended time limits), if appropriate.
This program provides instructional support on an alternate-day basis for a total of 40 minutes at a staffing ratio of 5:1 (i.e. a maximum of five students to one teacher). Resource room teachers provide students with the instruction they require to benefit from regular education and assist them in meeting their IEP annual goals. This program occupies a period in a student’s academic schedule.

 

Integrated Co-Teaching (Secondary, Grades 6 – 11):
Program Components:

1. Programs Section of IEP: “Integrated Co-Teaching Services.”
2. Programs Section of IEP: “Special Class (Skills).”
3. Related Services, if applicable.
4. Program Modifications (e.g. preferential seating), if appropriate.
5. Testing Accommodations (e.g. extended time limits), if appropriate.
This program provides two main program components: the support of a special education teacher who co-teaches with a regular education teacher within the regular classroom in the areas of Mathematics, Science, English, and Social Studies and a daily skills class taught by the special education teacher. The Special Class (Skills) component is provided at a staffing ratio not to exceed 15 students and one teacher. The Skills class occupies a period in the student's schedule.


Life Skills Program (Elementary, Grades 1 – 5 and Secondary, Grades 6 – 12, or age 21):
Program Components (Secondary):

1. Programs Section of IEP: “Special Class (Functional Academics/Activities of Daily Living)”
2. Supplementary Aides and Services Section of IEP: “Aide (1:1)”
3. Related Services.
4. Extensive participation in the regular education program in “non-academic” subject areas.
5. Program Modifications (e.g. preferential seating).
6. New York State Alternate Assessment (NYSAA) for Students with Severe Disabilities.
Secondary: The Life Skills program at the secondary level is intended to meet the needs of some students who are assessed with the New York State Alternate Assessment for Students (NYSAA) for Students with Severe Disabilities. 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.
Elementary: At the elementary level, a program may be devised 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).

 

Related Services Only (Elementary and Secondary, Grades K – 12):
Program Components:

1. Related Services (e.g. speech-language therapy, counseling, occupational therapy)
2. Program Modifications (e.g. preferential seating), if appropriate.
3. Testing Accommodations (e.g. extended time limits), if appropriate.
This option provides disabled students with one or more related services in the absence of a special education “program.” Related services are provided in order to help a student to benefit from instruction and are “related” to instruction as opposed to being direct instruction in academic subjects. Examples of related services are speech-language therapy, occupational therapy, and counseling.

 

Transitional Support Services (Elementary and Secondary, Grades K – 12):
Program Components:

1. Related Services Section of IEP: “Transitional Support Services.”
2. Program Modifications (e.g. preferential seating), if appropriate.
3. Testing Accommodations (e.g. extended time limits), if appropriate.
Transitional Support Services at North Shore are typically provided to students who have made such significant progress that they no longer continue to require direct special education support and are therefore expected to be declassified from special education. Such students remain as classified students for an additional year and typically receive periodic (quarterly) indirect consultation sessions provided by a special education teacher or related service provider. Students receiving this level of IEP support typically continue to receive their program modifications and testing accommodations, during their “transition year.” This program option is intended to help the student make a successful transition to the regular education program. Alternately, a student may be declassified and then receive “Declassification Support Services” for a single year as a non-classified student. This is contrasted with Transitional Support Services, in which students retain status as a classified student and then are typically declassified at the end of their transition year.

 

NORTH SHORE OUT-OF-DISTRICT SPECIAL EDUCATION PROGRAMS 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

 

GREEN VALE SCHOOL

Green Vale School, which is a private school, is located within the geographical confines of North Shore Central School District. Under 3602-c of Education Law, the "district of location" (that is, the district in which the private school is located) has responsibility for the evaluation of students referred to the Committee on Special Education and the provision of special education services for those students who are eligible.

The CSE chairperson at North Shore for Green Vale students is:
Susan Liberstein, Chairperson and Psychologist
277-7900 (libersteins@northshoreschools.org)

North Shore Schools 112 Franklin Avenue Sea Cliff, NY 11579 District Number 516-277-7800
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