Pupil Personnel Services
About
The Westbury Office of Pupil Personnel Services (PPS) provides comprehensive support services for Pre-Kindergarten through Grade 12 scholars in the Westbury Union Free School District. Our mission is to identify and support students who meet Federal and State criteria for special education while empowering them to become active members of society based on their unique strengths and abilities. Additionally, we provide essential support services to faculty, staff, and parents, fostering a collaborative approach to student success.
Our Commitment
The multidisciplinary team within PPS collaborates to develop and implement goals that maximize academic success, recognize students' potential, and foster social and emotional growth. We are dedicated to creating a caring, inclusive community where staff and families work together to support all scholars' diverse academic, emotional, and social needs in a respectful and positive environment.
Support Teams & Services
Each district school has a Pupil Personnel Services team composed of professionals who work closely with faculty, staff, administrators, and parents to ensure that all students receive the support needed to reach their full academic potential.
In addition, every school building has a Student Staff Support Team (SSST), which includes:
- The building principal or designee
- The school psychologist
- The social worker/guidance counselor
- The speech therapist
- The classroom teacher
- Any other faculty or staff member familiar with the student
The SSST's primary role is to assess students' needs and determine academic, social, or physical support interventions. The team collaborates with teachers and staff to develop intervention strategies that enhance instruction and address individual challenges.
Programs & Services
Each year, the Office of Pupil Personnel Services sets annual goals to review and monitor the programs and servicesunder its department, which include:
- Committee on Special Education (CSE)
- Committee on Pre-School Special Education (CPSE)
- Residency Discrepancy Hearings
- New York State Screening Program
- Special Education Programs and Services
- Gifted and Talented Programs
- Special Education Services for students in private/parochial schools (resident & non-resident)
- Section 504 Accommodations
- Drug and Alcohol Prevention
- Out-of-District Placements
- Medicaid-in-Education Services
- Student Evaluations
- Liaison with NY State Education Department, County, and Local Agencies
We look forward to partnering with families, faculty, and the community to ensure all students succeed and reach their future goals.
Committees
Student Staff Support Team (SSST)
Each School has an SSST which meets regularly. The team consists of the building principal or designee, the psychologist, the social worker/guidance counselor, the speech therapist, the classroom teacher and any other faculty or staff member who may be familiar with the child being discussed. The purpose of the SSST is to make decisions regarding the student's needs for a special program or service that is available in the school. The SSST may recommend that if all else fails, the student may require a referral to the Committee on Preschool Special Education (CPSE) or the Committee on Special Education (CSE).
Preschool Special Education (CPSE)
Preschool children between the ages of 3 and 5, thought to have an educational disability are referred to the Committee on Preschool Special Education (CPSE). Eligibility as a preschooler with a disability depends on the results of a comprehensive evaluation. If a child is determined to have a disability, the CPSE may recommend a preschool special education program or the Committee may recommend related services within a general education setting or at the child's home, to meet his needs.
The preschool program is fully sponsored by Nassau County. There are evaluation sites and County approved preschool programs and services available to serve the needs of all resident preschoolers. There are full day and half day programs, as well as related services in speech, occupational therapy, physical therapy, special education services, play therapy, parent training, adaptive physical education and a host of others. State law requires that preschoolers with disabilities be educated to the extent possible with their non-disabled peers.
The CPSE reconvenes each Spring to review the progress that the preschooler has made to determine whether or not the same level of intervention is required during the next school year.
Special Education (CSE)
Students from 5-21 years of age, may be referred to the CSE if they are thought to have an educational disability. Upon referral, a comprehensive educationally oriented evaluation is conducted to help the CSE determine if a disability exists and if so, the type of disability.
The evaluation is conducted individually and must include the following:
- A physical examination
- A psychological evaluation (where determined by the school psychologist)
- A social history
- A classroom observation
- Other assessments relating to the areas of the suspected disability
District Committee on Special Education (CSE)
The Committee on Special Education meets regularly to determine whether or not children ages 5-21, have an educational disability. The Director of Special Education and Special Services acts as the Chairperson of the Committee. The Committee consists of an interdisciplinary team who review the results of the child's comprehensive evaluation to determine whether there is evidence of an educational disability. The Committee functions under Federal Law and the Regulations of the State of New York. If a child is found to have a disability, it is the responsibility of the CSE to identify services and programs that can meet their needs. Each year the CSE conducts an annual review with the parents of the youngster to determine the child's progress and to plan for the next school year. The CSE attempts to reach consensus in its deliberations. However, if consensus is not achieved, the Committee can seek an impartial hearing or mediation. If the CSE does not find the child eligible for special education, the child will be referred to his/her school for building level support.
Continuum of 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
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.
- All Foreign Born Students
- Special Education Students (CPSE and CSE)
- Foster Care Students
- Homeless Students
- GED Students
- ESL Students
- Private Transportation Students
- 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
Child Find
The Individuals with Disabilities Education Act (IDEA) includes a Child Find mandate, which require that all school districts identify, locate and evaluate all children with disabilities within the district, including children who attend private schools and public schools, highly mobile children, migrant children, homeless children, and children who are wards of the state. This includes all children who are suspected of having a disability regardless of the severity of their disabilities and their advancement from grade to grade.
Parent Resource Links
CPSE-CSE Resources
CPSE Flow Chart
Student Staff Support Team Pre-Referral Process
CPSE Pre-School Special Education Timeline
Procedural Safeguards
English, Spanish, Haitian Creole
Educational Resources: |
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| US Department of Education | |
| New York Department of Education | |
| National Association for Gifted Children | |
| AGATE New York State | |
| Teaching Tolerance | |
| Cyber Safety: | |
| PBS: Frontline | |
| Netsmartz | |
| Parenting: | |
| Effective Parenting | |
| Special Education Resources: | |
| VESID: Vocational and Educational Services for Individuals with Disabilities | |
| IDEA 2004: | |
| NYS Parent Guide (English) VESID Parent Resources |
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| NYS Parent Guide (Spanish) | |
| Learning Disabilities | |
| National Institute of Health | |
| National Institute of Mental Health | |
| Community Resources: | |
| Nassau County Police Dept. | |
Local Police Dept. (516) 573-5275 |
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National Center of Victims of Crime |
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New York State Domestic Violence Hotline - (English) 1-800-942-6906 New York State Domestic Violence Hotline - (Spanish) 1-800-942-6908 New York State Dept. of Social Services - 1-800-342-3715 Child Protective Services (Click here to link to site) New York State number: 1-800-342-3715 Additional Resource Numbers:
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