Office of Pupil Personnel Services
Continuum of Programs and Services
The following programs and services represent the continuum ranging
from the least restrictive to the most restrictive programs provided to
students who attend the Westbury School District, offered in-district
and also outside of the district.
Consultant Teacher Services
The Consultant Teacher provides academic support for students with
disabilities who are in general education classes. The Consultant
Teacher is a special educator who may provide direct services to the
student or indirect services to the general education classroom teacher.
The Consultant Teacher may work with an individual student or in a small
group. Also, the Consultant Teacher can work with the general education
teacher to modify the curriculum to better meet the needs of the
identified student(s). Students receive Consultant Teacher Services for
at least two hours per week.
Resource Room
The Resource Room teacher is a special educator who provides
specialized supplementary instruction to assist students with
disabilities to benefit from a general education program. Instruction
through the Resource Room must be provided for a minimum of three hours
per week. Instructional groups in the Resource Room cannot be larger
than five students and are composed of students with similar academic,
social, physical and management needs.
Integrated Classes
During the 1998-99 School Year, the District initiated an Integrated
Program to reduce the number of students with special needs who
heretofore would have been in a self-contained class. The Integrated
Class is composed of approximately 20 students (14 general education
students and 6 special education students.) The special education
students are totally integrated into the general education class. The
general education teacher is supported by a full-time teacher aide or
teacher assistant and a part-time special education teacher who spends
approximately 50% of his/her instructional day in two general education
classes. The special education teacher has a caseload of twelve
students. The role of the integrated special education teacher is to
help the student to be successful within the general classroom
environment both academically and socially. The special education
teacher is an integral part of the classroom environment. Team
teaching/co-teaching, as well as cooperative group instruction, is
strongly encouraged. Both general education students and special
education students benefit from the Integrated Classroom environment.
Special Class Program (Self-contained)
A Special Class Program (Self-Contained) provides specialized primary
instruction on a daily basis. Students are grouped together for special
class instruction based on the similarity of their needs. They may have
the same educational disability or differing disabilities but their
individual instructional needs should be similar. Grouping by needs is
based on levels of academic or educational achievement, learning rate,
physical development, social development and the management needs of the
students in the classroom.
BOCES Special Class or School
Board of Cooperative Education Services (BOCES) provide a variety of
occupational, academic and special educational programs and services.
Local public schools may contract with BOCES to provide programs or
services not offered in the local school district. BOCES Special Class
Programs may be located in a local public school district. Also, BOCES
offers Special School Programs in separate sites.
Approved Day School
Some students with disabilities cannot be adequately served in a
regular public school and, therefore, must be provided a program within
an Approved Special Day School. School districts may place these
students in Special Day Schools approved by the State Education
Department that meet the student's specific needs.
Approved Residential School
If a student's disabilities are such that he/she cannot be adequately
served in regular public schools or special day schools, a residential
facility may be considered. School districts may place these students in
Special Residential Schools, Special Act Schools, or Children's
Residential Project Programs approved by the State Education Department
that meet the student's specific needs. These schools may be located
instate or out-of-state and have a residential component to supplement
the education program.
Home or Hospital Instruction
Some students with disabilities need temporary instruction at home or
in a hospital setting due to severe illness or extreme special
circumstances. Instruction must be for a minimum of five hours per week
at the elementary level and ten hours per week at the secondary level.
The instructional program provided, as with any student with a
disability, should be appropriate for the student's needs and reviewed
as necessary. Because Home and Hospital Instruction is highly
restrictive, the continuing need for such services should be assessed
frequently.
Transitional Support Services
Transitional Support Services are temporary services, specified in a
student's Individualized Education Program, provided to a regular or
special education teacher to aid in the provision of appropriate
services to a student with a disability transferring to a regular
program or to a program or service in a less restrictive environment.
Transitional Services could be consultation and/or training provided to
staff who work with students with disabilities as they move from one
special education program into a less restrictive program. Although
Transitional Support Services are provided to the student's teacher, the
benefit extends to the student.
Declassification Support Services
Declassification Support Services are services provided to students
and their teachers to assist the student when they are ready to move
from special education programs and services to full-time regular
education. The services that may be offered to the student include
psychological services, social work services, non-career counseling, and
other appropriate support services. In addition, services may be
provided to the student's teachers in regular education in order to
assist the student. These services may be offered up to a year after the
student is declassified.
Related Services
Related Services are provided in conjunction with academic classes to
assist students with disabilities in their total education program.
Related Services include Speech Therapy, Audiology, Psychological
Services, Physical Therapy, Occupational Therapy, Counseling Services,
Social Work Services, Rehabilitation Counseling Services and other
support services. Related Services may be offered individually or in
small groups to assist the students to benefit from their general
education program.
Section 504 Services
Section 504 of the Rehabilitation Act is a Civil Rights Stature protecting individuals with disabilities from discrimination in programs and activities receiving federal funds.
Any person with a physical/mental impairment which substantially limits one or more major life activities (self care, manual tasks, walking, seeing, hearing, breathing, learning/working) who has a record of such an impairment or is regarded as having such an impairment, may be eligible for reasonable accommodations under the stature.
Each school in the District has a 504 Committee who has the responsibility of identifying students for eligibility. Following the appropriate evaluation of the students, appropriate accommodations are made to assist the student to be successful within the general education environment.
For further information regarding 504 Services, please contact the
Office of Pupil Personnel Services at (516) 876-5119.
Other Pupil Personnel Services
Registration
- All Foreign Born Students
- Special Education Students (CPSE and CSE)
- Foster Care Students
- Homeless Students
- GED Students
- ESL Students
- Private Transportation Students
Screening
The Westbury School District is engaged in a three-step screening program. Screening is an evaluation process to determine a child's educational needs.
- New Entrant Screening
Each building has a screening team and a coordinator. A new entrant student is evaluated for possible referral for:
- High Academic Achievement
- Special Education
- Limited English Proficiency (LEP)
- Remedial Services
- Kindergarten Screening
Includes a health examination, a record of immunizations and the following: - Receptive Language Ability
- Expressive Language Ability
- Motor Development (Fine and Gross)
- Articulation Skills
- Cognitive Development
- Post Screening Evaluations
- Health Services: Available in each building
- Guidance Services: Available at elementary, Middle School and High School level
- Social Work Services: Available at Pre-K, Kindergarten, Grades 1 and 2, Middle School and High School levels
- Occupational Therapy: Available in each building
- Physical Therapy: Available in each building
- Speech Therapy: Available in each building
- Psychological Services: Available in each building
- Drug and Alcohol Prevention: Middle School and High School levels
- Psychiatric Consultations/Evaluations
- Bilingual Psychological Services
- Teenage Pregnancy Program
- Home Instruction
- Districtwide Testing
- Districtwide Attendance
- Hepatitis B Immunization Program: For staff and faculty
- Staff Development
- SEPTA (Special Education PTA): Provides programs, resources and training for families with children with special needs
- Medicaid in Education Program