Special Education Annual Report for 2011

Report
Special Education
Annual Report 2013-2014
to
the Board of Education
Jamesville-DeWitt
Central School District
November 17, 2014
Special Education
Special education is provided when a student with a disability
requires specially designed instruction to meet their unique
needs. In accordance with IDEA, the most basic
responsibility school districts have regarding the education of
children with disabilities is to provide all those eligible, a free
and appropriate public education in the least restrictive
environment to meet their individual needs. In accordance
with their Individualized Education Program, students are
eligible until they obtain a local high school or regents
diploma, or until the end of the school year in which the child
turns 21.
OVERVIEW OF
JAMESVILLE-DEWITT SPECIAL EDUCATION
CSE RESPONSIBILITY
• In-district programs for school aged students
• Non-public school aged students
• Preschoolers
• OCM BOCES Programs
• Charter Schools
• Incarcerated Youth
School Aged Students
Disability Category
2011-12
2012-13
2013-14
Autism
37
44
50
Emotional Disturbance
7
9
10
179
179
172
Intellectual Disability
7
5
4
Deafness
0
0
0
Hearing Impairment
0
1
1
Speech/Language Impairment
46
52
47
Visual Impairment
2
3
3
Orthopedic Impairment
3
2
3
Other Health Impaired
103
104
97
Multiple Disabilities
7
7
6
Deaf-Blind
0
0
0
Traumatic Brain Injury
0
0
1
391
406
394
Learning Disability
Total
COMMITTEE ON SPECIAL
EDUCATION MEETINGS
2011-12
2012-13
2013-14
CPSE (preschool)
92
92
133
CSE meetings in district
444
476
525
CSE meetings in nonpublic
116
132
121
Total
652
700
779
Identified Preschool
Students
Age
11-12
12-13
13-14
Age 3
13
13
19
Age 4
14
11
32
Total
27
24
51
* Based on BEDS day data
SERVICES PROVIDED FOR NONPUBLIC STUDENTS
2009-10
2010-11
2011-12
2012-13
2013-14
JD Residents
14
9
10
9
17 (4 decline)
Residents of other
districts
34
52
61
59
73 (15
decline)
Total # of students
48
61
71
68
90 (19
decline)
New Evaluations
of non-public
students
37
37
57
42
30 (16
eligible)
Continuum of
Services
 Consultant Teacher Services as a support to the regular education program
 Resource Room Services as a support to the regular education program
 Special Class Services; 15:1 Supplanted Reading or Math
 Special Class Services; 12:1:1+3 (1 Middle School, and 1 High School)
 Special Class Services; 12:1:1 (*1 Elementary, 1 Middle School, 1 High School)
 Related Services as a support to the regular education program
 Declassification support services
 Out of district placement (BOCES)
 Home/Hospital Instruction
 Residential Placement
*The Elementary 12:1:1 class was newly established in the 2013-14 school year
UTILIZATION OF BOCES
PROGRAMS
Program Type
11-12
12-13
13-14
Students with
Multiple
Disabilities
6
8
8
11
16
12
Deaf and Hard of
Hearing
0
1
0
Functional
HS/GED
3
4
4
20
29
24
Intense Emotional/
Behavioral Needs
Total
The Use of Technology in
Special Education
When necessary, assistive technology is addressed in the IEP. The
purpose of assistive technology is to allow for educational access and to
increase student independence.
A student may require support from assistive technology to access the
general education curriculum due to limitations in the areas of:
• Reading, writing, and/or listening
• Math
• Communication
• Physical limitations
• Vision
OUR GOAL
As a department our goal continues to be to provide a
free and appropriate education based on each students’
present levels and needs.

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