Student Services Office

Amherst, Pelham and Amherst-Pelham Regional Schools
Student Services Office
170 Chestnut Street
Amherst, Massachusetts 01002
Telephone: (413) 362-1833, (413) 362-1834, (413) 362-1871
Fax: (413) 549-9834
JoAnn Smith
Interim Director of Student Services / Special Education
SmithJo@arps.org
 

Initially, the Student Services Department was responsible for oversight of special education, health services and early childhood.  In 2005, the scope broadened to include many aspects of general education and intervention. The District has realized the positive outcome of central office reorganization and oversight to include information, programs and services for all students under one department. This model supports a cohesive, collaborative approach to meeting the needs of all of our students, pre-k-grade 12 (or 21 years old) across all schools.
The goal of Student Services is to support the schools’ work in meeting the varied profiles of all of our unique learners. Toward meeting the goal of high achievement for all of our students, Student Services focuses on the development, implementation, monitoring and evaluation of structures/frameworks, procedures/protocols, programs and interventions.

Section 504

District Liaison for Section 504

Dr. Marta Guevara
(413) 362-1871
 guevaram@arps.org

Section 504

Some students with disabilities who do not qualify for special education services may be entitled to services and other accommodations under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. To qualify as a disabled individual under Section 504, a student must: 1) have a physical or mental impairment that substantially limits one or more major life activities; 2) have a record of such an impairment, or 3) be regarded as having such an impairment. In the case of qualification under #1, the determination of such qualification shall be made by a team of persons knowledgeable about the disability and/or the student. A parent/guardian/teacher, as well as other individuals like the student’s physician, may refer the student for an evaluation under Section 504. A complete copy of the Parent’s/Guardian’s procedural rights under Section 504 may be obtained from the principal’s office or from the Student Services Office.
 
SECTION 504/ADA GRIEVANCE PROCEDURES
 
The Amherst-Pelham Regional School District does not discriminate on the basis of disability with regard to admission, access to services, treatment, or employment in its programs or activities. Any alleged discriminatory practices within the scope of Section 504 or the Americans with Disabilities Act should be addressed through the grievance procedure which follows:
 
Step 1
The person who believes he/she has a valid basis for grievance under Section 504 or the Americans with Disabilities Act shall informally discuss the complaint with the building-based 504/ADA Coordinator.
 
The building-based 504/ADA Coordinator will investigate and document the complaint (including dates of meetings, disposition and dates of disposition), and give a written reply to the complainant within ten (10) school days of meeting with the complainant. In the event that the complaint addresses a district-wide issue, then the first step would be handled by the District 504/ADA Coordinator.
 
Step 2
If the complaint is not satisfactorily resolved through Step 1, the alleged grievance may be filed in writing by the complainant (please see the attached form). To be considered, the written complaint must fully set out the circumstances giving rise to the alleged grievance and must be filed with the District 504/ADA Coordinator within ten (10) school days of disposition at Step 1.
 
The District 504/ADA Coordinator will conduct an informal hearing within ten (10) school days of receipt of the written complaint.
 
The parent, student, or employee will have the opportunity to present evidence relevant to the issues raised under the grievance. The parent, student, or employee may, at their own expense, be assisted or represented by individuals of their choice, including legal counsel. The District 504/ADA Coordinator will present his/her written decision to the Superintendent and complainant within ten (10) school days of the conclusion of the hearing.
 
Step 3
If the complaint is not satisfactorily resolved through step 2, the complainant may file a written appeal to the Superintendent. To be considered, the written complaint must fully set out the circumstances giving rise to the alleged grievance and must be filed with the Superintendent's Office within ten (10) school days of disposition at Step 2. The Superintendent will schedule a meeting to hear the appeal within ten (10) school days after receipt of the grievance. Within ten (10) school days of that meeting, the Superintendent will issue a written disposition of the alleged grievance.
 
Step 4
In the event that the complaint is not resolved through Step 3, the parent, student or employee may file a request for a due process hearing before an impartial hearing officer. Such a request must be filed no later than ten (10) school days after the date of the Superintendent's decision at Step 3. The impartial hearing officer shall not be an employee of the District and will be an attorney or educator knowledgeable about Section 504 and the ADA. The hearing officer will provide the complainant and the District with the opportunity to present oral and/or written information on the grievance. The complainant and the District may be represented by counsel of their choosing and at their own expense. The hearing officer will render a decision no later than thirty (30) days after the conclusion of the hearing. Rather than utilizing the foregoing procedure for an impartial hearing, parents/guardians have the option of filing a Request for Hearing with the Bureau of Special Education Appeals in which case the Bureau of Special Education Appeals shall conduct the impartial hearing consistent with its Hearing Rules. 
 

Special Education Action Plan (Draft)

The Amherst, Pelham and Amherst-Pelham Regional School Districts underwent external evaluations conducted by Public Consulting Group (PCG) and the Crisis Prevention Institute (CPI) over the course of the 2009/2010 school year.  The purpose for these evaluations, which were funded using the Americans Recovery and Reinvestment Act funds, was to identify areas in need of improvement within our special education services and programming. 

The findings of both evaluations can be found by visiting http://www.arps.org/node/1472. In response to the findings from these evaluations in conjunction with input from additional sources, a comprehensive action plan has been drafted and is open for public review and comment.  

Please know that action planning is a cyclical process, and typically once we have been through one cycle, we can start again at the beginning.  However, because the process is organic and stages will overlap, or goals may change as we progress in our work, we must be prepared to revise the plan as circumstances dictate.  It is inherent that we engage in this process purposefully with openness, in partnership, and with deliberate intent towards gathering input and data to evaluate the work to make adjustments accordingly.

We encourage the public to review the draft action plan and submit suggestions for revision that will be completed over the summer of 2011.  If you have any questions, please call the Student Services Office at (413) 362-1947.

Submit your feedback or comments
 

 

Anti-Bullying Plan

Attached is the Anti-Bullying Plan that was submitted to the Department of Elementary and Secondary Education on December 30, 2010. 
 
A special thanks to the Anti-Bullying Task Force that worked so hard to formulate this important document.
 
Central Office
 
Crocker Farm
Jerry Champagne
 
Tara Luce
Marta Guevara
 
Derek Shea
David Slovin
 
 
 
 
Fort River
High School
 
Justin Gianesin
Sherry Balzano
 
Susan Marx
Mary Custard
 
 
Peggy Fallon
 
Wildwood
Maureen Fleming
 
Linda Gianesin
Earl McGraw
 
Naishin Kuo
 
 
 
South-East Street Campus
 
Pelham
Elizabeth Blumgarten
 
Lisa Desjarlais
 
 
Deborah King
Middle School
 
 
Denise Boyd
 
 
Richard Ferro
 
 
Talib Sadiq
 
 

 

 

Special Education Program Evaluation Report

Public Consulting Group - Special Education Program Evaluation

The Amherst, Pelham and Amherst Pelham Regional Public Schools contracted with a consulting firm, Public Consulting Group’s Center for Resource Management, to conduct an independent evaluation of program effectiveness in supporting positive outcomes for students receiving special education services, and to identify areas of strength and areas for improvement in the organization and delivery of services.  

Please find the executive summary of this evaluation as well as the full report from PCG below.

Special Education Program Evaluation Update

Special Education Program Evaluation Update

Crisis Prevention Institute Report

Crisis Prevention Institute - De-escalation and Restraint Evaluation

The Amherst, Pelham and Amherst Pelham Regional Public Schools contracted with the Crisis Prevention Institute (CPI) to address the following with respect to de-escalation and restraint:

   1. assessment of training
   2. review of the use of time-out and seclusion in schools
   3. assessment of the effectiveness of the intervention
   4. assessment of the documentation and monitoring of de-escalation and restraint
   5. assessment of the intervention process including what happens before and after to prevent the need for restraint
   6. compliance with Massachusetts Department of Education regulations and District guidelines

Please find the full report below as well as handouts provided by CPI.

2009-2010 DESE Special Education Mid-Cycle Review Results

DESE COORDINATED PROGRAM REVIEW & MID CYCLE REVIEW

As one part of its accountability system, the Department of Elementary and Secondary Education (DESE) oversees local compliance with special education requirements through the Coordinated Program Review (CPR).  Every six years our school districts must undergo the full program review and at the three year mid point between full reviews DESE’s Program Quality Assurances (PQA) department also completes a mid cycle review or check-in.

By state law, PQA has the responsibility to ensure that all corrective action required as the result of findings made during the Department's Public School Coordinated Program Reviews (CPRs) is fully implemented by public education agencies and that it is effective in remedying noncompliance with state and federal special education requirements.

PQA staff carry out this responsibility during the mid cycle by:

  • Onsite monitoring of the effectiveness of corrective action required as the result of CPRs (monitoring methods include, as appropriate, staff and parent interviews, documentation and data reviews, student record review, and observations).
  • Onsite monitoring of the implementation of new state or federal special education requirements enacted since the last CPR; and
  • Onsite monitoring of the implementation of corrective action required by the Department as a result of patterns of noncompliance identified through the Department's complaint management procedures.

The finding of our last full coordinated program review (CPR) for Amherst, Pelham and Amherst Public Schools can be found at http://www.doe.mass.edu/pqa/review/cpr/default.html.

 

Continuum Model of Student Support Services

The Continuum Model depicts the support and services we provide to students in our schools to ensure that we meet the educational needs of all of our varied learners. This provides a conceptual frame which guides how we organize ourselves at the building and district level. This model presents a lens by which to identify specific student needs as well as patterns and trends which require intervention.

The level of support/services provided to a student is not static. A student may move up or down the continuum based on their current level of functioning and the effectiveness of our interventions. The continuum model does not prescribe placement for a student. The expectation is that our students are members of the general education environment. Services and supports for students are provided in an out of the classroom as determined by the need of the student.

Stages

  • All students are assessed and monitored on an ongoing bases by their teacher who uses a variety of data and measures to provide high quality differentiated instruction within the classroom.  The teacher may access consultation by his/her colleagues during this process.

  • Some students are provided routine monitoring due to their requiring more individualized intervention. Teachers meet with their teams to share information regarding such students and discuss the student’s response to individualization. The teacher may access others such as intervention teachers to support implementation of these individualized plans.

  • Specific students are brought to the Student Support Team activating the formal pre-referral process. The Student Support Team, which includes the teacher, reviews data and develops targeted interventions to be trialed in an attempt to address the concern. The District Curriculum Accommodation Plan is accessed at this level and formal documentation must occur. The Student Support Team may access others such as intervention teachers to support implementation of these individualized trials. After a specified amount of time, the team reconvenes to monitor progress to determine effectiveness. The intervention is then adjusted for another trial or formal referral occurs. If the intervention is effective, strategies are documented for use in the classroom.

  • Identified students are referred for formal evaluation by the Student Support Team if trials of formal interventions are unsuccessful. This formal evaluation Team, which includes the teacher, develops referral questions to be answered by formal evaluations. If found to be eligible for an IEP or 504 plan, a plan is created and implemented. If not eligible, the information gathered during this evaluation process is used to further enhance the DCAP strategies recommended for the student. Other staff may be providing service to these students based on the specific plan developed.

See also the chart attached below.

Goals for the Student Services Department

Highlights

  • Completed DESE Mid – Cycle Program Review and coinciding corrective action plans

  • Completed English Language Learner (ELE) program review

  • Completed Special Education Program Evaluation

  • Developed Backpack Project designed to provide backpacks and back to school supplies to students in need

  • Developed special education reading intervention program guidelines for K-6

  • Facilitated a district wide forum with the District Attorney’s Office for school leaders and targeted teaching staff on the new Anti-bullying Legislation

  • Held a well-attended district and community safety table top session with the Amherst Police Department, Department of Public Works, Amherst Fire Department, Amherst College Police, University of Massachusetts Policy, and representative from the Massachusetts Emergency Management Agency

  • Lead the Achievement Academy summer program

  • Lead the development and articulation of the new South East Campus (SEC) program

  • Partnered with the Information Systems Office to developdistance learning opportunities for secondary students to support access to rigorous and challenging coursework, through the use of instructional technologies including the use of Virtual High School, Skype and Moodle

  • Provided resources and professional development on executive function for professional and secondary paraprofessional staff

  • Supported the elementary schools with the implementation of the Achievement Academy during the school year

  • Supported the redistricting of the elementary schools

  • Worked with a consultant on Response to Intervention on establishing a baseline assessment of the elementary schools

Current Initiatives

  • Articulate and strengthen high quality transition services and programming at the secondary level

  • Collaborate with Big Brothers/Big Sisters and the UMASS Adoption Center with the roll out of the Adopted Children’s Program

  • Continue the development and pilot of the “Flip CHART to Safety” to increase school capacity and safety awareness

  • Continue with year two (2) work on distance learning (e.g., Virtual High School, Moodle and Skype, etc.) to ensure student access to highly qualified teaching

  • Continue partnership with an institution of higher education (University of Massachusetts) focused on transition services and programming for students at South East Campus

  • Coordinate and host English Language Learner (ELE) mini-conference with the Minority Student Achievement Network (MSAN) mid-year

  • Develop a district wide clinical mental health consultation team and consultative model

  • Develop and implement a comprehensive Anti-Bullying Plan

  • Develop and implement corrective action plan to address DESE mid-cycle findings

  • Develop and publish attendance “best practices” brochures for families

  • Enhance collaboration, communication and partnership with the Special Education Parent Advisory Council

  • Enhanced understanding and implementation of Section 504 guidelines and requirements

  • Establish school and program wide baselines utilize a school mental health questionnaire in order to appropriately identify and provide supports to reduce barriers to development, efficacy of intervention and learning for students

  • In conjunction with RTI leadership team, identify universal screening tool and implement screenings and progress monitoring in the areas of literacy, math, and behavior

  • Partner with Center for New Americans on the implementation of the Barbara Bush Grant for early literacy for children birth to five as part of the adult education programming

  • Partner with the Amherst Police Department with their mentoring program for students

  • Raise collaborative literacy and professional learning communities in order to enhance teaching and learning at South East Campus (SEC)

  • Research and develop school wide Positive Behavior Interventional and Supports models

  • Research and engage expert consultation in the area of dual needs for the purposes of addressing and reducing over representation of identified sub groups in special education

  • Use Special Education Program Evaluation recommendations from Public Consulting Group and Crisis Prevention Institute in order to develop a comprehensive action plan

  • Utilize the results of the Hampshire College survey and ELE program review to develop an action plan for improving services and programming

Program Descriptions for Special Education

Amherst Early Education Program provides an integrated public school preschool setting for students who have a diagnosed disability, and require educational programming and services between the ages of 3 to 5. The integrated setting allows all children to participate to their fullest capabilities in a mainstream setting. Special support services are provided within the classroom setting in a functional and relevant manner when appropriate and based upon the individual needs.

 
The preschool program and classes are currently located at Crocker Farm Elementary.
 
Language Learning Disability (LLD) Programs – specialized programming for students whose primary needs are language based and who require a language based approach. These programs are designed to provide highly individualized, systematic, direct instruction to specific students who have a diagnosed language-based learning disability. A language-based learning disability may affect reading, spelling and/or writing. It may impact oral language which includes listening and speaking. The programs may provide explicit instruction in phonemic awareness, phonics, reading comprehension, vocabulary, written language, and oral language (including pragmatics) dependent upon individual needs.   
 
The District has an LLD program at Fort River Elementary, Amherst Regional Middle School, and the Amherst Regional High School.
 
Academic Individualized Mainstream Support (AIMS) Programs – specialized programming for students who have a high functioning Autism Spectrum Disorder or other neurological conditions with pragmatic language, executive functioning, socialization and sensory regulation difficulties. These programs offer individualized, comprehensive, and intensive intervention to address these areas.
 
The District currently has an AIMS program at Wildwood Elementary, Amherst Regional Middle School, and the Amherst Regional High School.
 
Intensive Learning Needs Programs – specialized programs for students who present with highly complicated learning profiles and educational needs that require a significant degree of program coordination and service. These students may have one or more disabilities in any of the following areas: Autism, Communication Impairment, Developmental Delay, Health Impairment, Intellectual Impairment, Neurological Impairment, Physical Impairment, Sensory Impairment, and / or Specific Learning Disabilities. These programs provide support and services to students with significant needs within the least restrictive setting while focusing on the individual needs of the students. 
 
Intensive Learning Center – for students in grades K-6; located at Wildwood Elementary
Essential Skills – for students in grades 7 & 8; located at the Amherst Regional Middle School
Developmental Studies - for students in grades 9 – 12; located at the Amherst Regional High School
 
Vocational Services – provides evaluations, classroom curriculum and life experiences to enhance learning and individual choice. These services assists students in orientation to work, conducts career and skill assessments, assists in career exploration, job development, and provides job coaching to the degree necessary. The primary goal of these services is to create real life work opportunities in integrated settings that require the individual to be productive, responsible and held to the highest level of expectation with the greatest degree of independence possible. Vocational services are currently available at the Amherst Regional High School.
 
School Based Therapeutic Programs - specialized programming for students whose primary needs are social, emotional, and/or behavioral. These programs are designed for students whose needs require a smaller, structured therapeutic setting for all or part of the day. A high staff to student ratio is maintained with individualized programming to meet the needs. Services and support are provided on an individual basis and are to assist students in developing effective coping mechanisms and problem-solving strategies towards becoming more fully integrated with their typical peers when appropriate.
 
Building Blocks – for students in grades K-6; located at Fort River Elementary School
Bridges – for students in grades 7& 8; located in the Amherst Regional Middle School
Student Support Program – for students in grades 9 – 12; located in the Amherst Regional High School
 
In District Day Placement
The South East Campus (SEC) program offers students with and without special education needs a viable educational alternative to the main campus at the Amherst Regional High School. The program serves students who are non-traditional learners and have complex learning issues.  The program also serves students with social, emotional, and/or behavioral needs in order to increase their functional academic, pro-social, and adaptive behavioral skills.   This program is for students in grades 9-12 and is located on the South Amherst Common.

Recent Accomplishments of the Student Services Department

  • Attendance articulation for the district, including the implementation of the DA's "School is Where it's At" program
  • MSAN district Profile
  •  Plan to expand the Benefit Package to the elementary schools and the Middle School
  •  Training for district counselors on how to work with DCF
  •  Student Support Process articulation across the district
  • Completion of first half of the Social Justice Course for year 3 teachers
  • Database for MCAS Student Success Plans and Educational Proficiency Plans
  • Articulation and completion of SSP's for the district
  • Completion of category 2 SEI training for teachers
  • Completion of category 3 SEI training for all ELE teachers in the district
  • Approval of DESE proposal to offer category 4 SEI trainings in our district
  • Follow up to residency cases brought to us by the postal office in Amherst
  • Planning and beginning implementation of STRIVE, peer mentoring program for rising 9th graders
  • Plan for the delivery of Supplemental Educational Services for Crocker Farm students
  • Bomb threat protocol training with APD and district-wide staff
  • Safety Walks at all schools
  • Proposal for a federal grant in partnership with UMASS-Amherst and Amherst Regional Public Schools Transition
  • Implementation of Outdoor Adventure at South Amherst Campus
  • Participation in Regional safety exercise at UMASS
  • Utilization of Smartboards and Laptops at both alternative sites
  • Deescalation Training for van and Bus drivers
  • Working With New Principals and APD on local school safety plans
  • Alternative sites having updated communications
  • Update of Student Services Manual for Administrators
  • Update of Special Education Parent Reference Guide at each school
  • Executive Function conference with Dr. Karen Miller
  • Story Grammar Marker one day training with MaryEllen Morreau
  • Revision of Special Education goal banks for related service providers
  • Completion of the Circuit Breaker audit for Pelham and Amherst
  • Revised Special Education Paraprofessional Handbook
  • Revised Special Education manual
  • Provided Special Education summer services for over 100 students
  • Development of a Community Partnership Group consisting of DMH, DCF, Big Brothers Big Sisters, Family Outreach of Amherst, and the Amherst-Pelham Regional Schools. The goal of the group is to plan and implement a comprehensive continuum of support and services to promote academic achievement, to build social competency, and to respond to the varied needs of our students and their families.
  • Professional development for staff to become trainers of Steps to Respect, Second Step, and the Teenage Health Modules to work on building the social competency of our students. Having staff on site as trainers builds internal capacity, our ability to continue to train our teachers and offer on site mentoring.
  • Supported the Special Education Parent Advisory Committee in developing a mailing for all parents of students receiving special education services and accommodations on a 504 plan.

Referral Information for Special Education

Attention Residents of Amherst, Pelham, Leverett, and Shutesbury If you believe your child has a disability and may be eligible for special education services, you may refer him/her to the Student Services Office for a special education evaluation. Your child must be a preschool or elementary aged student and a resident of Amherst or Pelham, or a secondary student who is a resident of Amherst, Pelham, Leverett, or Shutesbury. Referrals may be made by contacting the Student Services office at  (413) 362-1833,  362-1834 or  362-1871. Once the consent for evaluation has been signed, the evaluation will be conducted to assess areas of suspected disability. Upon completion of the evaluation, school staff will meet with you to discuss eligibility for special education. If your child is eligible for special education services, an Individualized Educational Program will be provided.
 
Atención Residentes de Amherst, Pelham, Leverett, y Shutesbury Si usted cree su hijo(a) tiene una discapacidad y puede ser elegible para los servicios de Educación Especial, puede referirle a la oficina de Student Services para una evaluación. Su hijo(a) debe tener la edad de prescolar o de la escuela elementaria, y debe ser un residente de Amherst o Pelham, o un estudiante secundario que tambien es residente de Amherst, Pelham, Leverett, o Shutesbury. Las remisiones se pueden hacer entrando en contacto con la oficina de Student Services at (413) 362-1833, 362-1834 or 362-1871. En cuanto se haya firmado el consentimiento para la evaluación, la evaluación será conducida para determinar si hay inhabilidad. Al terminar la evaluación, el personal de la escuela quedará con usted para discutir la elegibilidad para la educación especial. Si su hijo(a) es elegible,

Roles and Responsibilities in the Student Services Department

 See also the organizational chart, attached below.

 

 
Jo Ann Smith
Jeanne White
David Slovin
Marta Guevara
Assigned Level
Preschool & Elementary Special Education
ARMS and OOD Special Education & Health Services
ARHS, SAC, ESAH & Safety/Crisis Planning
ELE, General Education Intervention
Responsibilities
 
 
 
 
Student Achievement
x
x
x
x
Student Attendance
 
 
 
x
MCAS Support
x
x
x
x Primary
Legal & Regulatory Consultation
x
x
x
x
Student Records
 
 
 
x
Student Support Team Trainings
 
 
 
x
Student Success Plan Support
 
 
 
x
Residency Issues
 
 
 
 
Review of Guidelines and Policies
x
x
x
x
Building Level Trainings
x
x
x
x
DCAP Training
 
 
 
x
Physical Restraint Monitoring
x
x
x
 
Special Education oversight & support
x
x
x
 
Parent Concerns & Complaints
x
x
x
x
DOE Due Process
x
x
x
 
Read, provide feedback & sign IEPs
x Pre, FR, WW, CF
x ARMS, OOD, MM, P
x ARHS, SAC, ESAH
 
Support Specialized Programming
x
x
x
 
Hire & evaluate staff in collaboration with building admin.
x
x
x
 
Attend/Chair Complex Team meetings
x
x
x
 
SE Transportation
x
x
x
 
ELE extended day/year programming
 
 
 
x
SE Summer Services
x
x
x
 
Paraprofessional Training
x Pre & Elem
x Secondary
x
 
Tutor Training
 
 
 
x
CHINS
 
 
 
x
Title I
 
 
 
x
Academic Interventions
 
 
 
x
Academic Enrichment & Differentiation
 
 
 
x
English Learner Education
 
 
 
x
Discipline Procedures & Appeals
 
 
x
 
School Safety & Crisis Planning
 
 
x
 
Social Justice Commitment
x
x
x
x Primary
SE Transportation
x
x
x
 
PAC Liaison
 
x
 
 
Physical Restraint Appeals
 
 
x
 
School Choice & Open Enrollment
 
x
 
 
Home Schooling
 
 
 
x
Home Hospital
x
x
x
 
Civil Rights Compliance & Appeals
 
 
 
x
504 Compliance & Training
 
 
 
x
McKinney Vento Liaison
 
 
 
x
Medicaid
x Primary
x
x
 
Circuit Breaker
x Primary
 
 
 
DCAP
 
 
 
x
Health Services
 
x
 
 
Parents As Teachers
x
 
 
 
Student Handbooks
 
 
 
x
MSAN
 
 
 
x
Out of District Placements
 
x
 
 
Staff/Group Responsibilities
 
 
 
 
SE Secretaries
x
 
 
 
OT/PT
 
x
 
 
Therapeutic Teachers
 
x
 
 
Guidance
 
 
 
x
Outreach
 
 
 
x
Autism Specialists/Behavior Therapist
 
x
 
 
School Psychologist
 
x
 
 
Nurse Coordinator
 
x
 
 
Speech Lanaguage Pathologists
 
x
 
 
Vocational Services/Coordinator
 
 
x
 
SAC/ESAH
 
 
x
 
LLD Continuum
 
x
 
 
Intensive Needs Continuum
 
x
 
 
AIMS Continuum
 
x
 
 
Therapeutic Continuum
 
x
 
 
IEP Team Leaders
x
 
 
 
Projects
 
 
 
 
Attendance Guidelines
 
 
 
x
Revision of PRISM Manual
 
 
x
 
Revision of Crisis/Safety Planning
 
 
x
 
STEP Development
 
 
x
 
DOE Applications SAC/ESAH
 
 
x
 
Para Manual Revision
x
 
 
 
SE Handbook
x
 
 
 
Nurse/Health Manual
 
x
 
 
Parent Resource Guide Revision
x
x
x
 
504 in Esped
x
 
 
x
Esped
x
 
 
 
Transition Planning Prek - 22
 
 
 
x
Manditory Reporting Guidelines
 
 
 
x
ELE Program Evaluation
 
 
 
x
SE Program Evaluation
x
x
x
 
Anti-bullying Initiatives
 
 
x
x Primary
Implementation of Responsiveness Committee Recommendations
x
x
x
x Primary
Social Justice Commitment
x
x
x
x Primary
Translation Procedures
 
 
 
x
Learning Profiles
x
x
x
x
Grants
 
 
 
 
Safe & Drug Free Initiatives
 
 
 
x
Safe & Supportive Learning Grant
x
 
 
 
EOHHS
 
 
x
x
IDEA
 
x
 
 
274
 
x
 
 
CS2
 
 
 
x
Title III
 
 
 
x
262 & Community Partnership
x
 
 
 

 

Special Education Parent Advisory Council (SEPAC)

SEPAC Website: http://arps-sepac.info/

Staff Descriptions --Special Education

Please note that these are general definitions for the special education staff in our district, and they do not include all of the responsibilities nor specifics to each building or program.

Autism Specialist / Behavior Analyst / Behavior Therapist
These specialists are specifically trained to teach and support students with an Autism Spectrum Disorder as well as with other students who present with varied behavioral responses. These specialists provide consultation and support to staff and families based upon the individual needs of students. These specialists also provide training, attend Team meetings, support district programs and support programming.
 

Assistive Technology Coordinator
 
 
 
 
Our Districts’ Assistive Technology Coordinator provides leadership, training, and support in the use of assistive technology devices and services needed to access the curriculum and demonstrate learning to facilitate the education of students. The AT Coordinator oversees the consultative process, AT resources and building based AT consultants in order to provide training, support and consultation necessary to enable students with diverse learning needs to maximize success in academic and personal development.  The AT Coordinator participates in specific team meetings.

Consultants / Contracted Specialists
 
 
 
The districts contract with various individuals or agencies in order to provide supervision, training, specialized services and consultation based upon individual student needs and program development for the district. This may include contracting with clinical psychologists, psychiatrists, autism consultants, vision specialists, etc.

 

Neuropsychologist
 
 
 
 
Neuropsychologists are psychologists who specialize in studying brain behavior relationships and evaluating students who are thought to have difficulties related to how their nervous system is functioning Neuropsychologists have extensive training in the anatomy, physiology, and pathology of the nervous system.  Our Districts’ Neuropsychologist completes evaluations and provides consultation. 
 

Occupational Therapist
(OT / OTR)
 
Occupational Therapists work with students with significant neurological, sensory processing, or neuro-muscular deficits. OTs concentrate on the fine motor activities or the use of muscles necessary to complete school work, and focuses on sensory integration, visual motor and visual perceptual skills, coordination of movement, and on self-help skills, such as dressing, eating with a fork and spoon, etc. OTs work with individuals who have conditions that are mentally, physically, developmentally, or emotionally disabling. Our Districts’ OTs conduct evaluation, provide treatment or direct services, provide consultation to staff and families, participate in Team meetings, write/contribute to student IEPs, and communicate with outside providers when applicable. Direct services may be provided in the general education setting or in a separate setting.
 
 

Paraprofessional
(Para)
 
Paraprofessionals or paraeducators are members of the school staff and assist general education, special education, and specialists in the day to day instruction of students. Some work in special programs, general education classrooms, separate settings, and/or in community/vocational settings.
 

 
 

Physical Therapist
(PT)
 
Physical Therapist address large motor functioning and improve mobility.   PTs work with students with disabling conditions such as but not limited to fractures, head injuries, and cerebral palsy. Our Districts’ PTs conduct evaluations, provide treatment or direct services, provide consultation to staff and families, participate in Team meetings, write/contribute to student IEPs, and communicate with outside providers and healthcare providers when applicable. Direct services may be provided in the general education setting or in a separate setting.
 

Reading Specialist
 
 
 
Reading Specialists provide expert instruction, assessment, and leadership in reading. Our Districts’ Reading Specialists provide direct services, conduct assessment, consult to staff and families, participate in Team meetings, and write/contribute to student IEPs, Direct services may be provided in the general education setting or in a separate setting.
 

School Psychologist
 
 
School Psychologists are highly trained to evaluate student, consult to staff and families, and in some cases provide direct services to students. School Psychologists meet with the IEP Team, explain testing results, and make recommendations for the student’s placement and program. 
 

 

Special Education Academic Teacher
 
 
 
 
Special Education Teachers work with students who have a variety of disabilities. These disabilities can include but are not limited to specific learning disability, emotional impairment, attention deficit disorder, autism, cerebral palsy, visual impairments, etc.  These teachers use the state frameworks and modify or develop curriculum to meet each student’s individual needs.  Our Districts’ Special Education Teachers provide direct services, consult to staff and families, participate in Team meetings, and write/contribute to student IEPs. Direct services may be provided in the general education setting or in a separate setting.
 

Speech / Language Pathologist
(SLP)
 
 
Speech-Language Pathologist are specialists in the assessment, treatment and prevention of communication disorders. SLPs work with students who have speech, language, voice, fluency, or swallowing disorders that impact school functioning. Our Districts’ SLPs conduct evaluation, provide treatment or direct services, provide consultation to staff and families, participate in Team meetings, write/contribute to student IEPs, and communicate with outside providers when applicable. Direct services may be provided in the general education setting or in a separate setting.
 
Teacher of the Deaf
 
 
Teacher of the Deaf is trained in deaf education and supports students with hearing impairment who are integrated into the mainstream on an individual basis. Our Districts’ Teacher of the Deaf provides direct services, consults to staff and families, participate in Team meetings, write/contribute to student IEPs, and communicate with outside providers including audiologists when applicable. Direct services may be provided in the general education setting or in a separate setting.
 
Therapeutic Teacher / School Adjustment Counselor
 
 
Therapeutic or school adjustment counselors are specially trained to work with students experiencing social, emotional, and behavioral difficulties. 
Services and support are provided on an individual basis and are to assist students in developing effective coping mechanisms and problem-solving strategies towards becoming more fully integrated with their typical peers when appropriate. Our Districts’ Therapeutic Teachers / School Adjustment Counselors provide direct services, consult to staff and families, participate in Team meetings, write/contribute to student IEPs, and communicate with outside mental healthcare providers and social service agencies when applicable. Direct services may be provided in the general education setting or in a separate setting.
 
 

 

Student Support Team Manual

The focus of the Student Support Team Manual is to formalize the Student Support Process in the Amherst, Pelham, and Amherst Regional Public Schools. The district goal is to provide students with the opportunity to receive the necessary supports and remediation in the general education program. This approach to remediation, in many cases, may allow the student who is having difficulty the opportunity to meet with success within the general education program. The basic concepts of the Student Support Process are:

  1. identify the needs of the student
  2. develop appropriate accommodations and interventions
  3. access general education remediation options
  4. Such efforts to meet the student’s needs in the general education classroom may include but are not limited to changes in:
    • teaching strategies
    • teaching environments
    • materials
    • quantity of output
    • time constraints

All accommodations/interventions and the results will be documented using the Student Support Report.

This district wide procedure will ensure that all students are given every opportunity to access the curriculum in the general education setting. Those students who are clearly in need of additional services will be efficiently and effectively identified.

For more information about the Student Support Services process, see the pdf document attached below.

Workshops for Parent/Guardians (Grades K-6) - 2010/2011

Workshop 1

Doable Social Skills: How do we help our children become considerate and polite?

December 14, 2010    
7:00—8:30 p.m. 

Workshop 2

Doable Routines: How to help your children with homework and more?

January 18, 2011
7:00—8:30 p.m.

February 1, 2011
9:00—10:30 a.m.

Workshop 3

Doable Discipline: How to help our children become responsible?

March 25, 2011
9:00—10:30 a.m.

April 12, 2011
7:00—8:30 p.m.

Workshop 4

Doable Communication: How to win cooperation of our children?

May 24, 2011      
7:00—8:30 p.m.

June 7, 2011
9:00—10:30 a.m.
 

All the events will be held in the Professional Development Center
                 Amherst Regional Middle School
                        170 Chestnut Street
                        Amherst, MA 01002
                         No need to register.

For more information please contact:
Mildred Martinez
Phone: 413 362-1871
Fax: 413 549-6108
E-mail: martinezm2@arps.org 

To ensure that a translator in your language will be present or if you need or can offer a ride please contact Mildred Martinez.

If you need documents translated into Spanish, Korean, Chinese, Portuguese and French please contact the following numbers.

 

Si usted necesita traducción para este documento, favor comunicarse con Mildred Martinez, al telefono (413) 362-1871.

如需要翻译这份文件, 请联络心理辅导老师郭乃馨 (413)362-1871

Se voce precisa de uma traducao para esse documento, por favor entree m contato com Mildred Martinez (413) 362-1871.