Special Education

Special Education refers to specially designed individualized instruction or special services or programs to meet the unique needs of students with disabilities. If students are suspected of having a disability, they are referred to the Committee on Special Education (CSE) or Committee on Pre-School Special Education (CPSE). If your child is eligible to receive special education services and programs, the Committee develops and implements an Individualized Education Program (IEP), which is based on initial evaluation results. If the student is ineligible, they may qualify to receive a 504 Plan.

The Committee determines a student’s placement, ensuring that students are provided services in Least Restrictive Learning Environment (LRE). The Committee will meet on an annual basis to review the IEP. In addition, a reevaluation will be completed once every three years to review the student’s need for special education programs and services and to revise the IEP (as appropriate). Parents are an important part of this process, and your involvement is encouraged! Please contact us if you have any further questions, comments, and concerns.

Mission

The mission of the GVCS Special Education Department is to provide individualized instruction in a student’s least restrictive learning environment. Students will be prepared to become productive citizens and lifelong learners through collaboratively working with parents/guardians, educators, and the community.

Vision

The vision is to ensure that students with disabilities are challenged to meet realistic expectations that prepare them for sustainable employment, further education, and training. 

1. Ensure that students with disabilities are provided access to the general education curriculum and extra-curricular activities in the regular education setting to the maximum extent possible with assistive supports to maintain the student in the least restrictive environment.
2. Ensure compliance with state and federal regulations regarding students’ annual IEP reviews, reevaluation, and program updates.
3. Using state and federal guidelines to maintain timely procedures for the identification processes for students suspected of having disabilities.
4. Collect and analyze performance data in order to identify gaps in achievement by the district and school and pinpoint areas of strengths and areas of concern.
5. Address student’s specific needs, which include academic, behavioral, and socio-emotional and progress-monitor on a consistent basis.
6. Promote collaborative practices across educational settings between regular staff, special educators, and related service providers.
7. Maintain a constant effort towards continued staff development on current educational trends and educational issues.
8. Support and facilitate parent involvement/participation in the special education process.
9. Ensure participation in and dissemination of information concerning the transition process for students with disabilities and their parents.
10. Provide appropriate vocational services to students with disabilities.
11. Incorporate a formative evaluation process to maintain continuous improvement.
12. Collaborate with local, state, private, and community agencies to establish, implement, and maintain local interagency planning of programs for students with disabilities.

Section 504 is federal civil rights legislation that prohibits discrimination against persons with disabilities in programs receiving federal financial assistance. The Section 504 statute protects individuals with a disability who:

Section 504 requires the provision of a free appropriate public education to all eligible students, including individually designed instruction, modifications, and accommodations deemed necessary to meet their education needs as adequately as the needs of non-disabled students.  The Falconer Central School District does not discriminate against persons with disabilities and provides qualified disabled individuals with access to all programs and activities.

If you believe your child may have a disability that requires modifications or accommodations to his or her education program, please contact Tracie Bliven, 504 Coordinator, at 585-268-7904.

1. have a physical or mental impairment which substantially limits one or more major life activities (caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working),
2. have a record of such impairment, or
3. are regarded as having such impairment.

The Special Education Parent Portal will allow parents and guardians to access IEPs and 504 Plans, meeting notices, notice of recommendations, progress notes, and approval letters from the Board of Education online anytime. To sign-up for the parent portal, please contact the Special Education Office at lburdick@genvalley.org or 585-268-7913.

• Special Education Parent Portal Login
• Parent Portal Help Document

• GVCS Special Education Plan
• CSE Meeting Format
• Parent Guide to Special Education
• Continuum of School-Age Services
• Continuum of Services Synopsis Chart
• Blueprint for Students with Disabilities
• Pediatric and School Based Physical Therapy
• Parent Network of Western New York
• Definitions of Disability Categories 
• Office for People with Developmental Disabilities: Front Door Sessions

As a parent, you are a vital member of the Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE) in New York State. The CSE/CPSE is responsible for developing recommendations for special education programs and services for your child. You must be given opportunities to participate in the CSE/CPSE discussion and decision-making process about your child’s needs for special education. The following information concerns procedural safeguards that are your legal rights under federal and State laws to be informed about and involved in the special education process and to make sure that your child receives a free appropriate public education (FAPE). A copy of this procedural safeguards notice must be provided to you one time a year and:

• Upon initial referral or your request for an evaluation of your child.

• Whenever you request a copy.

• Upon receipt of the first due process complaint in a school year requesting mediation or an impartial hearing.

• The first time in a school year when the school district receives a copy of a State complaint that you submitted to the New York State Education Department (NYSED).

• When a decision is made to suspend or remove your child for discipline reasons that would result in a disciplinary change in placement.

• The Procedural Safeguards Notice has been adapted from the model form developed by the United States Department of Education (USDOE). Information was added regarding New York State’s requirements.

Title I Parent Engagement Policy

ESSA Funds Program Coordinator
Adreanna Wight
CSE/CPSE Chairperson
(585) 268-7913
awight@genvalley.org

Foster Care Student Point of Contact
Adreanna Wight
CSE/CPSE Chairperson
(585) 268-7913
awight@genvalley.org

Neglected Delinquent Transition Liaison
Paula Roberts
Dean of Students/Curriculum Coordinator
(585) 268-7942
proberts@genvalley.org

Migrant Student Data Point of Contact
Paula Roberts
Dean of Students/Curriculum Coordinator
(585) 268-7942
proberts@genvalley.org

Homeless Liaison
Paula Roberts
Dean of Students/Curriculum Coordinator
(585) 268-7942
proberts@genvalley.org

• CSE Procedural Guide for Teacher Aides
• Teacher Guide to Special Education Process
• Teacher Input Questionnaire (Word document)
• Teacher Input Questionnaire (Online)
• Physical Intervention Form 
• One-to-One Aide Needs Consideration Forms 
• Section 504 Referral: GVCSD Process
• GVCSD 504 Referral
• Chapter 408 Form (online)
• CSE Information for New Teachers
• CSE Meeting Expectations for General Education Teachers
• Eligibility for Learning Disability Classification
• RTI to CSE Process