1. + Programs for students with exceptional needs VCSD Strategic Plan

2. + What we will review tonight Our district provides programs and services for students with exceptional needs in several categories: 1. Supports for students who may struggle in the general education program (Academic Intervention Services) 2. Programs for students who have been identified as having a learning disability or medical need (IEPs and 504 plans) 3. Programs for students who have exhibited strong performance in academic subjects (acceleration and enrichment)

3. + Academic Intervention Services (AIS) AIS is provided to students who are identified as needing additional support to meet learning standards – this is a regular education service available to any student who needs it There are multiple measures that are used to identify students for AIS, including: 1. NYS State test scores below the state designated proficiency score 2. Locally adopted assessments of student learning (teacher created and/or commercially available assessments) – there are multiple measures used including classroom assessments, portfolios of student work, benchmark assessments such as DIBELS, Fountas and Pinnell at the ES and MS, and mid term exams at the HS; standardized tests are also used in some cases

4. + What does AIS look like? AIS is in addition to regular classroom instruction In many cases, it is a separately scheduled time with the AIS teacher (reading teacher, AIS math teacher, or subject area teacher) in a smaller class setting Students work with teachers on improving their skills and content knowledge so they can be more successful in their regular classrooms Student progress is monitored to determine if the AIS services are helping them or need to be adjusted Students can be recommended to discontinue AIS if their progress is good

5. + AIS and RtI Plans VCSD has an AIS plan, written in 2009, which specifies the criteria and services for AIS The district is beginning the process of revising the plan under the updated legal requirements regarding Response to Intervention (RtI) RtI includes the kinds of services provided by AIS, and also includes requirements for universal screening and progress monitoring in the regular classroom setting We will revise the RtI plan this school year to provide for screening and monitoring of students beginning next year as required by law

6. + Special Education Services Special Education services are provided to students who have been identified as needing those services The services to be provided to each child are specified in that child’s Individual Education Plan (IEP) There is a continuum of services provided according to each child’s individual needs Services provided to students to meet their needs include resource and consultant teacher services, primary instruction, speech language services, occupational therapy, physical therapy, etc. Students with higher needs can receive instruction to meet their needs in out of district placements - BOCES or private programs

7. + Career Development and Occupational Studies (CDOS) CDOS is a relatively new credential (available for the first time last year) that allows a student with a disability to demonstrate career readiness We have a special education teacher who has been given the responsibility to coordinate this program for our students Students can qualify for the CDOS credential through work based learning experiences through a BOCES Career and Technical (CTE) program or through a local school work based learning program We are exploring offering our own work based learning program for next year for both special education and regular education students

8. + Number and Percentage of Our Students with IEPs 2012-32013-42014-5 Students with IEPs161170173 Total Enrollment K- 12117011741168 % of students with IEPs13.8%14.5%14.8%

9. + Students with IEPs in Out of District Placements 2012-132013-142014-15 Students in BOCES Placements1412 Students in Private Placements122

10. + 504 Plans 504 Plans provide accommodations to students who have a medical issue that impacts them in school Accommodations could include extended time on tests, preferential seating, frequent bathroom breaks, etc. Plans are reviewed each year to ensure that the plan is meeting the needs of the student

11. + Number and Percentage of Our Students with 504 Plans 2012-32013-42014-5 Students with 504 plans414645 Total Enrollment K- 12117011741168 % of students with 504s3.5%3.9%

12. + Elementary Enrichment Opportunities (Part I) Odyssey of the Mind Chess Club Lego League K-Kids Science Fair Hand Chime Choir PARP

13. + Elementary Enrichment Opportunities (Part II) Drama Club Art Club Student Council Chorus Band Go Beyonds Intramural Sports

14. + Acceleration at the Middle School Selected students are accelerated in 8 th grade into high school math and/or science classes: Algebra I and/or Earth Science There are criteria to determine which students are accelerated In science, the factors considered are math and science course grades in 7 th grade, teacher evaluation of conceptual understanding, work habits, and behavior, and student attendance and if the student is accelerated in math In math, students begin the accelerated program in 7 th grade, and the criteria are 5 th grade NYS math test, grades in 6 th grade math class, the math league exam, and the TOMAGS exam

15. + What Does Acceleration Provide for Students? Acceleration in 8 th grade provides the student the opportunity to take more advanced courses in high school For example, an accelerated student takes Earth Science in 8 th Grade (normally taken by 9 th graders) Living Environment in 9 th grade (normally taken by 10 th graders) Chemistry in 10 th grade (normally taken by 11 th graders) The accelerated students have two school years to take advanced science courses such as Physics, AP Biology, AP Chemistry, etc. or other elective courses

16. + How do HS credits in 8 th grade benefit students? Our middle school students currently earn 1 high school credit in foreign language Some of our students earn HS credits in math and science If more students earned more HS credits, they would have more options to take elective and advanced courses in the HS years, particularly in 11 th and 12 th grades We could offer art and music classes for HS credit in MS, and we could accelerate more students in science in particular We will review our criteria and offerings at the MS level to see if these options are viable and are of benefit to students