Policies and Regulations

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MOTT HALL SCIENCE AND TECHNOLOGY ACADEMY | 2013-2014

Text Box: Special Needs Mission Statement Mott Hall Science and Technology Academy strives to make all learning experiences and opportunities accessible to the diverse needs of our learning community. We are dedicated to providing a safe, welcoming, environment where students can be risk-takers, caring and principled by teaching and practicing respect and acceptance for all through the pursuit of open minded dispositions.

We value and embrace the modifications and accommodations that lead to participation (whether full or partial) for every student; instilling the value and integrity of each and every learner in our community; that in some cases "fair doesn't mean everyone gets the same, but that they get what they need".

We believe that each student deserves a free and appropriate public education in their least restrictive environment; one which uses creative and multi-modal strategies to differentiate and meet the needs of our special education population while simultaneously providing access to a rigorous, inquiry based curriculum, accentuating strengths intellectually (knowledge/critical thinking), socially (communication), and emotionally (balanced) and offering opportunities for growth in aspects that focus on preparing our children to be reflective, contributing members of a global society.


Learning Support Protocols and Relevant Terminology

The following process is used to identify and assess students with special needs:

 

  • Student identified by teacher parent and or staff member based on observation from academic performance.
  • Students’ name submitted to Grade Team who performs case study to determine recommended intervention strategies to address academic challenges.
  • Grade Team reconvenes with progress report, which includes data and observations, if no progress is documented from the recommended intervention, teacher fills-out referral form.
  • Planning and Placement Team schedules meeting with parent/guardian, teachers and School Based Support Team Staff Representatives to discuss students’ educational progress.
  • Teachers bring anecdotal and academic intervention documentation to accurately address student learning needs for instructional planning.
  • Planning and Placement Team review intervention strategies and track students’ progress before referral for Special Educational or Related Services.  If student is not progressing based on academic intervention strategies the Planning and Placement Team will request a comprehensive special education evaluation upon approval from parent.

General Education

Mott Hall Science and Technology Academy provides their students a general education in a setting that ranges from least restrictive to a more restrictive environment based on the student’s academic needs as outlined in their IEP.  This includes instruction that occurs outside of the classroom such as within the school or community where interaction occurs with persons without disabilities (e.g., assemblies, field trips and community transition services).  Students of Mott Hall who require additional support receives specially designed instruction with supplementary aids and services.  This could include, but not be limited to, modifications to the regular curriculum, co-teaching (general education teacher and special education teacher team teaching in the same classroom), special education training for the general education teacher, computer assisted devices, note takers, physical arrangements of the classroom, peer supports, related services provided in the general education setting, grading modifications, and/or classroom or individual aides.

 

Special Education

Mott Hall Science and Technology Academy Special Class Services serve students with disabilities whose needs cannot be met within the general education class.            The special education teacher is responsible for designing and delivering instruction.  The students may also require additional support including, but not limited to, related services, adapted physical education, assistive technology and travel training.  Further, assistance may be provided in areas such as modifying curricular content, identifying and selecting instructional materials and developing assessment materials. Mott Hall Science and Technology Academy students in special classes will have access to all the general education programs. Paraprofessionals may also help by providing additional support in the classroom.

 

Related Services:

Speech and Language Therapy: Mott Hall Science and Technology Academy students receive services from a Speech/Language Therapist.  The services are for students with a communication problem, including problems of language comprehension and expressive language, which adversely affect school performance.  In addition, it may be recommended for students with speech production skills whose speech is unintelligible or not commensurate with the student's total profile, including cognitive development that adversely affects his or her educational performance.

 

Occupational Therapy: Mott Hall Science and Technology Academy students receive services from an Occupational Therapy whose emphasizes independence in activities of daily living (e.g. dressing, feeding, money management), skill acquisition (e.g. self-management skills, vocational skills) and school participation in various settings including the classroom, cafeteria, bathroom, and playground. Occupational Therapy is designed to maintain, improve or restore function of students in all educationally related activities including neuro-musculoskeletal function (e.g. range of motion, muscle strength, endurance, postural control), motor function (e.g. fine motor skills, oral motor control, visual motor integration), sensory and perceptual function (e.g. integrating and processing of tactile, visual, auditory information), cognitive function (e.g. attention, memory) and psychosocial function (e.g. self-concept, interpersonal skills).

 

Counseling: The purpose of counseling for Mott Hall Science and Technology Academy students with disabilities is to help them recognize and modify behaviors that interfere with their learning. The type of counseling (individual and/or group) along with the IEP goals and objectives, frequency, and duration are determined by the IEP Team in collaboration with parents/guardians, and general and special education teachers.  The counseling services are designed to improve students' social and emotional school functioning in the areas of appropriate school behavior and discipline, social skills, self-control, conflict resolution, problem solving skills, self-esteem, decision-making skills and vocational and transition planning.

 

Hearing Education Services: Mott Hall Science and Technology Academy students receive services to promote achievement for students with hearing loss by ensuring equal access to instruction through academic services as outlined in their IEP or 504 Plan, by providing information and education about each individual’s hearing loss and communication needs, and by collaborating with general educators and other stakeholders to promote student success. Our Hearing Education Services are designed to provide intensive instruction in speech reading, auditory training and language development to enhance the growth of receptive/expressive communication skills.

 

Health Services: Mott Hall Science and Technology Academy Student’s receive School Health Services to address the specific health needs of the student and to ensure a safe educational environment that allows the student to benefit from his/her primary educational program. School Health Services are also designed to enhance the student's ability to access the least restrictive environment and participate to his/her full potential within it. School Health Services may be provided by a professional registered nurse or a paraprofessional. The nature of the health services determines whether they are provided by a nurse or a paraprofessional upon approval from the parent,

 

Special Education Teacher Support Services (SETSS): Mott Hall Science and Technology Academy Special Class Services serve students with disabilities whose needs cannot be met within the general education class.  The special education teacher is responsible for designing and delivering instruction.  The students may also require additional support including, but not limited to, related services, adapted physical education, assistive technology and travel training.  Further, assistance may be provided in areas such as modifying curricular content, identifying and selecting instructional materials and developing assessment materials. Mott Hall Science and Technology Academy students in special classes will have access to all the general education programs. Paraprofessionals may also help by providing additional support in the classroom.


Direct Instruction: The special education teacher of Mott Hall Science and Technology Academy may work directly with a student (or work with a group of no more than 8 student) and provide direct services specially designed and/or supplemental instruction to the student. The special education teacher may adapt the subject matter (“modified curriculum”) and/ or use visual aids, highlighted work sheets, simplified directions, and other kinds of “modified instruction” to meet the educational needs of the student.

 

Indirect Instruction: The special education teacher of Mott Hall Science and Technology Academy may also work with the students’ general education teacher to modify and adapt instructional techniques and methods to meet the individual needs of the student. Students who receive SETSS receive up to 3 hours per week of modified instruction by on his/her IEP recommended services.

 

ICT/CTT- Mott Hall Science and Technology Academy Integrated Co-Teaching (ICT) classrooms include students with and without disabilities.  Our ICT classrooms have two teachers, a general education teacher and a special education teacher.  The teachers collaborate to adapt and modify instruction ensuring that students master specific skills and concepts in the general education curriculum, as well as safeguarding that their special education needs are being met, including meeting alternate curriculum goals.

 

12:1:1 (Self-Contained)- Mott Hall Science and Academy students who are in Self-Contained classes based on their IEP classification are provided with a general education curriculum in a more restricted environment to meet their educational needs.  The special education teacher is responsible for designing and delivering instruction in special classes. There is a paraprofessional who also provides support in the classroom. Students in self-contained classes may also require additional supports including, but not limited to, related services, adapted physical education, assistive technology and travel training.
•          Special Class Staffing Ratio 12:1:1
•          No more than twelve (12) students per class
•          One full-time paraprofessional


 

 

 

Special Needs Population Data
GRADE SIX:

6th Grade Classified Special Education Students

6th Grade Special Education  Student

Classifications Compared to Total 6th Grade Population

6th Grade Student Classifications Compared to Total 6th Grade Special Education Population

Students with Related Services in the Special Education Population

Educational Program Type in the Special Education Population

24%

 

(classified students / total students)

LD: 10.4%

SLI: 6.4%

OHI: 4%

ED: 2.4%

HI: .8%

LD: 43%

SLI: 27%

OHI:17%

ED: 10%

HI: 3%

SLT: 33%

C: 43%

HS: 0%

HES: 3%

             OT: 13%

ICT: 23%

12:1:1: 27%

           GE: 50%




GRADE SEVEN:

7th Grade Classified Special Education Students

7th Grade Special Education Student

Classifications Compared to Total 7th Grade Population

7th Grade Student Classifications Compared to Total 7th Grade Special Education Population

Students with Related Services in the Special Education Population

Educational Program Type in the Special Education Population

16%

(21 classified students /134 total students)

LD: 7%

SLI: 4%

OHI: 2%

ED: .7%

HI: .7%

LD: 48%

SLI: 5%

OHI: 14%

ED: 5%

HI: 5%

SLT: 29%

C: 57%

HS: 5%

HES: 5%

OT: 5%

ICT: 0%

12:1:1: 33%

GE: 67%





GRADE EIGHT:

8th Grade Classified Special Education Students

8th Grade Special Education Student

Classifications Compared to Total 8th Grade Population

8th Grade Student Classifications Compared to Total 8th Grade Special Education Population

Students with Related Services in the Special Education Population

Educational Program Type in the Special Education Population

20.6%

(26 classified students /126 total students)

LD: 15.9%

SLI: .02%

OHI: .02%

ED: .02%

HI: .01 %

LD:76.9%

SLI: .08%

OHI: .08%

ED:  .08%

HI: .04 %

SLT: 23.1%

C: 30.8%

HS: 0%

HES: 0%

OT: 0%

ICT: 0%

12:1:1: 47%

GE: 53%



IB Special Education – Testing Accommodations/Modifications

            All Special Education students have a page on their Individualized Education Plan (IEP) specifying their appropriate learning accommodations and modifications.  The New York City Department of Education defines an accommodation as “a service or support that is provided to help a student fully access the subject matter and instruction”. (www.http://schools.nyc.gov ) Accommodations are changes to the setting, instructional delivery or educational materials used during the lesson.  Accommodations do not change the skill or content of what is being taught. For local and state testing, most IEP students have an accommodation of extended time. These students have more time than the general education population has to complete the same assessment. For example, if a class is having thirty minutes to complete a quiz, IEP students would have forty-five minutes if they have time and a half or one hour if they have double time. These accommodations provide Special Education students with the opportunity to demonstrate their understanding of a skill.  The New York City Department of Education defines a modification as “a change in the curriculum or measurement of learning, and may be appropriate when a student with a disability is unable to comprehend all of the core content” (www.http://schools.nyc.gov ).  Modifications can change the way content is presented to the student, the way the student is to respond to a question, or the process the student uses to obtain an answer. For local and state assessments the most commonly used modifications are testing in a separate location with directions read aloud. Testing accommodations and modifications should not be providing students with disabilities with an unfair advantage over the general education students.

 

The following accommodations and modifications are commonly used to assist the IEP students at Mott Hall Science & Technology Academy:

 

  • Assistive Technology Devices – IDEA defines AT as “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." (www.http://schools.nyc.gov) These students also receive support services to learn how to use the assistive technology.
  • Behavior Intervention Plan
  • Teaching Assistant/Teacher aide
  • Graphic organizers
  • Large font texts or Braille
  • Note taker/scribe
  • Additional time to complete class assignments and assessments
  • Modified promotion criteria
  • Separate location
  • Small setting to complete assessments (double time and time and 1/2)


Last Revised: 9/27/2013

 

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