Exceptional Education

The District conducts CSE meetings at the individual buildings. This allows parents and professional staff to have enhanced communication and input in meeting student needs.

• General Education with Supplemental Aids and Services
• Declassification Support Services
• Related Services
• Consultant Teacher Services
• Resource Room Services
• Integrated Co-teaching
• Special Class (District)
• Special Class (BOCES, Other Public Schools)
• Agency Placement

The following standards are used by the Committee on Special Education when considering placement and service recommendations.

• Levels of academic or educational achievement and learning rates
• Levels of social development
• Levels of physical development
• Management needs of the child

A student may be referred for initial evaluation (and/or subsequent review) for special education services by a variety of individuals, including the student’s parent or guardian, a principal, teacher or other professional staff member, a physician, a judicial officer, or the student, if over 18 years of age.

A referral may be initiated for the following reasons:  screening or child find obligations, poor performance in the classroom, significantly below grade level performance on New York State assessments, a severe orthopedic or sensory impairment which appears to adversely affect educational performance, previous educational experiences and/or academic history, inappropriate social behavior paired with and inability to learn, or any other concern that may lead to the concern that a student may have a disability.

Each student’s academic program is developed through a collaborative team process, which allows general and special educators, related service providers, parents and others, to work together to develop, implement and monitor each student’s plan.  This shared ownership provides a framework for staff and parents to work together in a proactive and efficacious manner. 

An Individualized Education Plan (IEP) is prepared for each student to document the instructional related service goals. These IEPs are reviewed and revised at least annually by the Committee on Special Education. Additionally, a re-evaluation/review is conducted at least once every three years for each student who has been receiving special education services and supports. 
 

One of the many ways the Williamsville Central School District addresses the individualized educational needs of students with disabilities is through the provision of Assistive Technology (AT) devices and services.

If warranted by student need, as determined by the Committee on Special Education, an assistive technology screening/assessment of a child with a disability within the child’s customary environment is conducted and more unique or complex AT solutions are considered and made available for use when required. 

Use of the particular tool or device is evaluated to assess appropriateness and efficacy, as well as recommend changes and/or discontinuance as determined by the data and observations presented. Data is routinely collected to determine consistency of use. Additional information is provided to families through the CSE and students based on individual needs and situations.

The goals of the Williamsville Gifted Programming Services (GPS) are to search and recognize talent and strengths in all children. GPS teachers seek to support and nurture all children to spark new interests and reach their full potential.  Appropriate programming options are developed and provided so that students may experience new opportunities as well as enhance already established talents and skills.

A gifted programming plan outlining the full range of opportunities for students is available in every building.

Some students with disabilities who do not require special education services may receive accommodations or related services under Section 504 and ADA, consistent with the District’s policy against discrimination on the basis of disability. The Assistant Superintendent for Exceptional Education and Student Services serves as the District’s Section 504/ADA Coordinator.

• Special Education, 504, and Child Find

Transition Services assists building teams with transition planning for students with disabilities.  A wide range of opportunities and experiences are available; all designed to address long range goals related to employment, post-secondary education and/or daily living.  Students may also participate in community internships, community integration activities, job shadowing experiences, employer-led interviews, presentations, and community-based transition centered field trips.  Students may also be provided with opportunities to participate in community integration activities, job shadowing experiences, employer-led interviews, presentations, and community-based transition centered field trips.

Transition planning also facilitates consideration of the needs of students exiting high school to post-secondary education.  Team members work with students, parents/guardians, administrators, school counselors, school psychologists, special educators and other personnel, to promote awareness of the types of services available from campus disability offices and/or ACCES-VR (Adult Career and Continuing Education Services - Vocational Rehabilitation) and Office of People with Developmental Disabilities (OPWDD).

NYSED: Assisting individuals with disabilities to achieve and maintain employment and to support independent living

Click to learn more about TIES

TIES promotes the participation of children and young adults who have developmental disabilities in extracurricular and community-based activities by providing effective, positive, student-specific support.