Newark Central School District
Special Education District Plan
November 1, 2014-October 31, 2016
Submitted by:
Jennifer Singer
Director of Pupil Services
Overview of Special Education District Plan
 According to the Commissioner Regulations, Part
200.2 (c), each Board of Education needs to prepare
satisfactory plans encompassing, but not limited to,
the ten descriptors outlined on page 3.
Definition of Special Education
 Specially designed instruction to ensure access to the
general education curriculum in order for the
student to meet the educational standards that apply
to all students
 Receiving necessary supports and services to
participate in general education
 Providing a service delivery model that is integrated
within the least restrictive environment
Definition of Disability Classifications
Students with a disability as defined below and who because of
mental, physical or emotional reasons, have been identified as
having a disability and who require special services and programs:
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Autism
Deafness
Deaf-blindness
Emotional disturbance
Hearing impairment
Learning disability
Intellectual disability
Multiple disabilities
Orthopedic impairment
Other health-impairment
Speech or language impairment
Traumatic brain injury
Visual impairment including blindness
Refer to 13 disability definitions on pages 5-7
Continuum of Services
 A range of programs is provided to allow each
student an equal opportunity for instruction in the
least restrictive environment as required by law.
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Consultant Teacher (CT) Services
 Direct and/or Indirect Specially Designed Instruction
• CT Teachers caseload may not exceed 20 students
 Minimum number of hours for CT services is 2 hours per week

Resource Room (RR) Services
 Supplemental Instruction
• Instructional group size may not exceed 5 students per teacher
 Minimum number of hours for RR services is 3 hours per week
Refer to these definitions on pages 8-10
Continuum of Services

Related Services
 Speech Language Pathology, Audiology Services, Interpreting
Services, Psychological Services, Physical Therapy, Occupational
Therapy, Counseling Services including Rehabilitation
Counseling Services, Orientation and Mobility Services,
Assistive Technology Services, etc.
• Instructional group size may not exceed 5 students per
teacher/therapist
 Minimum number of hours for related services is two 30 minute
sessions each week

Integrated Co-Teaching (ICT) Services*
 Specially Designed Instruction
• The maximum number of students with disabilities for ICT is 12.
Refer to these definitions on pages 8-10
Continuum of Services

Special Class
 Receiving their primary instruction separate from their non-disabled peers
• Instructional group size may not exceed 15 students
 Chronological Age Range is 36 months for SWDs who are less than 16 years old
 Chronological Age Range is unlimited for SWDs who are 16 years or older
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Transition Services
 Planning for post-school activities and outcomes
• Beginning no later than 15 years old
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Adapted Physical Education (APE)
 Specially Designed Program for Developmental Activities
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Home/Hospital Instruction
 Ensuring Progress in the general education curriculum for student who is
unable to attend school
Refer to these definitions on pages 8-10
Continuum of Services Flow Chart
General Education
Least Restrictive to Most Restrictive
General Education with Supplementary Aids and Services
General Education and Declassification Support
General Education with Related Services
General Education with Consultant Teacher Services
Integrated Co-Teaching
General Education with Resource Room
Special Class (Home District)
Special Class (Out of District Placement)
Home and Hospital Instruction
Residential Care
School-Age Data
Students with Disabilities by Grade and Disability
 Refer to page 12 of NCSD Special Education Plan
School-Age Data
Students with Disabilities by Grade and Program
 Refer to page 13-14 of NCSD Special Education Plan
Pre-School Data
Pre-School Students with Disabilities by Program
Program
Number of Pre-School Students
with Disabilities Attending
Pre-School Non-Integrated Special Class
12
Pre-School Integrated Special Class
23
Special Education Itinerant Teacher
5
Aide 1:1
6
Physical Therapy
19
Occupational Therapy
34
Speech & Language
51
Psychological Counseling
2
Art Therapy
8
Newark Central School District currently have 60 preschool students with a disability
Method of Evaluation
 Evaluation of special education programs and
services is ongoing and based on the following data
and information
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Progress towards IEP goals
Progress on state assessments
Progress and review of special education data
Progress towards special education department goals
Progress towards state performance plan indicators
Method of Evaluation
State Performance Plan (SPP) Indicators
Indicator
Number
Title of Indicator & Brief Description
1
Graduation Rates
2
Drop Out Rates
3
Assessments
4
Suspension/Expulsion
5
Least Restrictive Environment—School Age
6
Least Restrictive Environment—Pre-School
7
Pre-School Outcomes
8
Parental Involvement
9
Disproportionality in Special Education by Race/Ethnicity
10
Disproportionality in Classification/Placement by Race/Ethnicity
Method of Evaluation
State Performance Plan (SPP) Indicators
Indicator
Number
Title of Indicator & Brief Description
11
Child Find
12
Early Childhood Transition
13
Secondary Transition
14
Post-School Outcomes
15
Identification and Correction of Noncompliance
16
Compliant Timelines
17
Due Process Timelines
18
Hearing Requests Resolved by Resolution Session
19
Meditation Agreements
20
Sate Reported Data
Allocation of Space
 Refer to page 18 of NCSD Special Education Plan
Current Budget
Comparison of 2013-2014 to 2014-2015 Budget
Comparison of 2013-2014 &
2014-2015 Appropriations &
Allocations
Budget Title
Allocation
2013-2014
School Budget
$5,653,739
2014-2015
School Budget
$6,718,136
2013-2014
Federal Grants
$612,211
2014-2015
Federal Grants
$652,372
2013-2014 Budget
2014-2015 Budget
2013-2014 Federal
Grants
2014-2015 Federal
Grants
Alternative Formats for Instructional Materials
 All instructional materials must be available to
students with disabilities in accordance with his or
her individual needs and course selections at the
same time that such materials are available to nondisabled students.