Special Education
(518)753-4458 x 2509
FAX 518-753-4151
Special Education services at Hoosic Valley are provided to students with disabilities who are in need of additional support to enable them to reach their full academic and personal potential in our school setting. These services are provided to students within district programs as well as to some students within BOCES or private school programs. The majority of our services are provided within the context of the regular education setting in our Elementary and Jr. Sr. High Schools so that students receive the full benefit of instruction by regular education teachers. The additional support, instruction and consultation comes from our talented group of special education teacher assistants and aides.
About CSE
The Committee on Special Education (CSE) at Hoosic Valley Central School District is dedicated to identifying and providing services to students with disabilities to ensure they receive a Free Appropriate Public Education (FAPE) in the least restrictive environment.
Roles and Responsibilities
- Evaluation: Conduct comprehensive evaluations to determine students’ eligibility for special education services.
- IEP Development: Develop Individualized Education Programs (IEPs) tailored to meet each student’s unique needs.
- Monitoring: Continuously monitor student progress and make necessary adjustments to IEPs.
Collaboration: Work closely with parents, teachers, and service providers to support the student’s educational needs.
How to Request an Evaluation
Parents, guardians, or school personnel can request an evaluation for a student by contacting the CSE office. A formal referral must be made in writing, detailing the areas of concern.
The Committee on Special Education (CSE)
The Hoosic Valley Central School District supports students in mastering the New York State Learning Standards. Some students need more intensive support, which the District provides through special education services determined by the Committee on Special Education (CSE).
The CSE identifies educational disabilities and can receive referral recommendations from the student based support team. Before a recommendation for a referral is made, the student based support team ensures all available supports have been provided or are not appropriate. A direct referral can be made by a parent/guardian; however, more effective outcomes are achieved when the student based support team is involved first.
After a referral, parent consent is obtained for evaluations. The CSE, including the student’s parents, reviews results, determines disabilities, and recommends appropriate services. These recommendations are then presented to the Board of Education for approval.
For questions about referrals or special education services, please contact the building principal or the director of special education/pupil personnel services.
Six-Step Process
Step 1: Referral Support for Students Students may face challenges at different times during their school years. Each building offers various supports such as an SBST team, AIS services, after-school assistance, and other improvement programs.
Step 2: Initial Referral for Special Education Services Students who might have a disability are referred to a multidisciplinary team known as the Committee on Special Education (CSE) or the Committee on Preschool Special Education (CPSE).
Step 3: Individual Evaluation Process The Committee conducts evaluations to assess the student’s abilities and needs.
Step 4: Determining Eligibility for Special Education Services Based on the evaluation results, the Committee determines whether the student qualifies for special education services and programs.
Step 5: Individualized Education Program (IEP) If eligible, the Committee creates and implements a tailored IEP for the student, based on the evaluation findings.
Step 6: Annual Review/Reevaluation The IEP is reviewed and updated annually by the Committee. Additionally, every three years, the student undergoes a reevaluation to ensure the continued necessity and appropriateness of special education services and to update the IEP as needed.
The Committee on Preschool Special Education (CPSE)
For children aged 3 to 5, the Committee on Preschool Special Education (CPSE) recommends special education services. According to State Regulations, when your child becomes eligible for kindergarten, these decisions are transferred to the Committee on Special Education (CSE). The CSE, a multidisciplinary team within your school district, is responsible for recommending services and programs for school-age children with disabilities.
CPSE Annual Review and CSE Transition Meeting
In the spring, the CPSE will meet to recommend either special education supports or declassification before kindergarten. This meeting will include staff members familiar with your child and their needs. Immediately following, a CSE meeting will be held to discuss kindergarten recommendations. This process is mandated by State Regulations, ensuring that districts address each child’s unique needs.
To understand these needs, the team will review:
- Your child’s preschool records and evaluations
- Observations of your child in their current program and discussions with current teachers and/or service providers
- Participation in the kindergarten screening process
- Information provided by you, the parent/guardian, about your child’s needs
A Change in Classification
As a preschooler, your child was classified by the CPSE as a Preschool Child with a Disability. If special education is still needed as a school-age student, State Regulations require a more specific classification. Your child must meet the eligibility criteria for one or more of the 13 classifications to receive services.
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Autism
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Deafness
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Deaf-Blindness
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Emotional Disability
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Hearing Impairment
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Learning Disability
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Intellectual Disability
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Multiple Disabilities
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Orthopedic Impairment
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Other Health Impairment
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Speech or Language Impairment
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Traumatic Brain Injury
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Visual Impairment
OT/PT Information
The occupational and physical therapists at Hoosic Valley Schools have compiled a list of home activities. These activities are broken down into fine motor (dexterity, hand strengthening, grasping and visual-motor activities) and gross motor (jumping, balancing, running and ball games). These activities are meant to compliment any therapies that your child may be receiving in school and to further progress your child toward their therapy goals. For those children not receiving OT or PT, the list can be used for suggestions for activities in the home to refine your child’s fine and gross motor skills. If you have specific questions or concerns regarding your child’s therapies, please contact OT or PT at Hoosic Valley Elementary School at (518)753-4458.
| Fine Motor Skills | Gross Motor Skills |
Sensory Pathway opening in the Elementary School
The Sensory Pathways (The Superhero Pathway and The Positive Pathway) are newly installed on the walls and hallway in two spots in the Elementary School. Sensory Paths are designed for students to move, release stress and increase their availability to learn. It is a Sensory Motor Experience. When using the pathway students receive vestibular (movement), Proprioceptive (feedback through muscles and joints giving their bodies a sense of where their body is in space), and visual input. The pathway demands attention and present moment awareness while engaging the senses. Balance, Coordination and core strength are all worked on while negotiating and exploring the challenges of the sensory pathway.
We have experienced many students over the years that have benefited from movement activities to help them focus on academic work. There was a time that students were told to sit still, walk single file and stay quiet. Now we as educators know that kids need movement incorporated throughout their day to improve their learning.
Recent research by Dr. Susan Holzman from the Baltimore’s Child stated:
“Increasing physical activity during the school day may boost students’ interest, motivation, reading fluency, and mathematics skills. Time to move about can refocus young brains when attention starts to wander and may also help children who struggle to regulate impulsive behavior.”
Teachers have been given instruction on how to use the pathways with students , and they have been encouraged to utilize them with students as they see fit. There is no “right way” to use the pathways. There are always options to modify and make the sensory pathway experience as successful and fun as possible for the students. e.g. if you can’t reach a wall decal, jump up to touch or point and follow the wall decal with your finger and eyes, if hopping is a challenge, invite students to jump with both feet.
Many students have already noticed the pathways, and have taken it upon themselves to do parts of the paths. They do not need to complete the whole pathway to benefit from it.
Thank you to the Occupational Therapy Department and some of our teachers who have helped us throughout the process of design and development.
Ref: Dr. Susan Holzman