School psychologists provide a broad range of services to all students, including the assessment of individual needs and problems, consultation with teachers, administrators and parents, direct intervention with students, and program development for students, parents and staff. There is a psychologist at each school in the district. The psychologists serve on the Instructional Support Team (IST), coordinate the screening of new entrants, act as the case managers for students receiving special education services, and are mandated members of the Committee on Special Education. Using classroom observations, interviews and formal testing, the psychologists identify the issues affecting academic performance and behavior, and develop strategies in cooperation with the school, family and student to address the situation. School psychologists work with teachers, parents and outside resources to promote academic success, reduce behavior problems and enhance the personal well being of all students.
There are two social workers in the district. During the process of evaluation, a social worker may contact you to discuss your child’s social and developmental history. This information is helpful to better understand your child and the difficulties he/she may be experiencing. Social workers also involve students in individual and group counseling. Social workers spend a great deal of time reaching out to parents to support them in their role as parents. They are strong links to community agencies and resources.
Full time registered nurses are assigned to each school in the district. The nurse serves as a health counselor for students, parents and staff as well as the liaison with physicians or health agencies whose treatment of students is relevant to their school progress. The nurse administers first aid as required and performs annual vision and hearing screenings. The school nurse monitors the certification of medical immunizations and communicable disease control. It is important to let your school nurse know about any medical issues your child may be experiencing. Any time medication is given or changed, the nurse should be informed and updated medication forms be submitted. We are concerned about the health and safety of your child. When in doubt, call the school nurse to be sure.
Speech/language pathologists provide diagnostic testing to help determine the extent and origin of communication problems that may be interfering with academic achievement. There are speech/language specialists in each school in the district, providing services to students with moderate to severe communication disorders including voice, fluency, hearing and language deficits. Most student speech/language services are specified in an Individualized Education Program designed by the Committee on Special Education.
The district provides physical and occupational therapy services to students who, as a result of certain physical limitations or disabilities, experience adverse effects upon educational performance. Unlike hospital or clinic-based rehabilitative services, school-based services are specifically directed towards assisting students with physical disabilities to function more successfully in the educational setting. Eligibility for these services is assessed and reviewed by the Committee on Special Education.
Though not administratively contained within the Pupil Personnel Services Department, guidance services are an integral part of our secondary school programs. Guidance counselors at the Mildred E. Strang Middle School and at Yorktown High School work collaboratively with all Pupil Personnel Services department members, are in regular contact with psychologists and social workers, and participate in decision-making regarding programs, services, and interventions for special education students. Guidance services are designed to provide opportunities for our students to achieve their maximum growth intellectually, socially and emotionally through self-understanding and the development of life skills. The guidance staff plans a counseling program to deal appropriately with the needs of each student around issues related to academic planning, personal development and adjustment, as well as college and vocational planning.
In each school, a team of staff members, known as the Instructional Services Team (IST), meets regularly to plan for any student whose performance and/or behavior is a cause for concern. Upon referral by a staff member or parent, the team discusses all aspects of the problem and may recommend further evaluation, classroom intervention, parent contact, teacher consultation or other strategies. If the IST believes the student needs special education services, it will refer the student to the Committee on Special Education or the Section 504 Committee.
Certified special education teachers provide special education services to those students determined by the Committee on Special Education to have special needs that interfere with educational progress. Students who need special education support in order to succeed may receive this help through collaborative/integrated assistance within their regular classroom or they may be assigned to a resource room. Students who need more intensive service are assigned to special class instruction with a special education teacher who is responsible for the educational program in specific subject areas.
It is important to note that in most instances, comprehensive efforts will be made to serve students within regular educational settings, and with regular educational supports, before special education interventions are applied. This is consistent with the standard of “least restrictive environment,” and with state mandates which direct that efforts be made to remediate a student’s difficulties prior to referral for special education consideration.
The CSE is a multi disciplinary team that identified children in grades K-12 with special education needs such as learning disabilities, speech and language impairments, physical disabilities, emotional disturbance, mental retardation, etc., and recommend programs and services to support the academic program. The Committee is composed of personnel from the Yorktown schools including the chairperson, a school psychologist, a special education teacher, a general education teacher, school physician and a parent of a student receiving special education services. Although it is natural for parents and staff members to be concerned about designating a child as having special education needs, such designation provides assurance that a specially designed program will be provided to the child by the District.
At the preschool level, the Committee on Preschool Special Education (CPSE) identifies children ages 3 to 5 who require special education and recommends appropriate state and county approved Pre-K programs/services.
An Individualized Education Program (IEP) is a formal document enumerating the special services planned for a student who has been designated by the Committee on Special Education or Committee on Preschool Special Education. The IEP contains a summary of the student's strengths and weaknesses, present levels of performance and specific educational goals. It also indicates the nature of the disabling condition and the recommended program and placement. The IEP is the teacher's guide for instruction and states the criteria used to determine the effectiveness of the instructional plan.
The Pupil Personnel Services Department thanks Mr. Jan Yablow, Ardsley School District PPS Director, for his kind assistance in the creation of this web page
PPS Home | District Home