Lake George Central School District: District Special Education Plan 2024-2026
Pursuant to subdivision 19 of section 3602 of NYS Educational Law
Lake George Central School District
Introduction and Rationale
In accordance with the district’s Student Centered Learning Environment policy, The Lake George Central School District, in alignment with and affirmation of its Mission, Vision, is committed to providing all children with disabilities residing in the community access to a free appropriate public education (FAPE) in the least restrictive environment (LRE). The school system is committed to providing a continuum of instructional and rehabilitative services to meet the needs of children with disabilities ages 3-22 years. The Lake George Central School District serves students whose programs are determined by the Committee on Special Education (CSE) and Committee on Preschool Special Education (CPSE) and whose services are arranged by the Board of Education.
The Lake George Central School District is required by the New York State Department of Education to develop a district plan in support of New York State Education Department’s Regulation 8 NYCRR 200.2.
Regulations Governing The District Plan – 8 NYCRR 200.2
Each Board of Education that receives an apportionment for eligible students (pursuant to §3602(19) of the Education Law) or preschool students with disabilities (pursuant to §4410 of the Education Law) will use such apportionments for special education programs and services which are in accordance with the provisions of Part 200 of the Regulations of the Commissioner of Education. Each Board of Education, that receives such apportionment, will prepare satisfactory plans at intervals required by Education Law, currently every two years. The district plan (with personally identifiable student information deleted) will be filed and available for public inspection and will include but need not be limited to the following (8 NYCRR 200.2(c) (2)):
1. A description of the nature and scope of special education programs and services currently available to students and preschool students residing in the district, including but not limited to descriptions of the district’s resource room programs and each special class program provided by the district in terms of group size and composition;
2. Identification of the number and age span of students and preschool students to be served by type of disability, and recommended setting;
3. The method to be used to evaluate the extent to which the objectives of the program have been achieved;
4. A description of the policies and practices of the Board of Education to ensure the continual allocation of appropriate space within the district for special education programs that meet the needs of students and preschool students with disabilities;
5. A description of the policies and practices of the Board of Education to ensure that appropriate space will be continually available to meet the needs of resident students and preschool students with disabilities who attend special education programs provided by Boards of Cooperative Educational Services (BOCES);
6. The estimated budget to support such plan; and
7. The date on which such a plan was adopted by the Board of Education.
Any change to the allocation of space for special education programs which is not consistent with the district plan developed pursuant to this subdivision (8 NYCRR 200.2(c)), or the special education space requirements plan developed pursuant to subdivision (g) of this section [8 NYCRR 200.2(g)], will be made pursuant to the provisions of paragraph (g) (5) of this section.
Special Education Programs and Services Overview
In accordance with Section 200.6 of the Regulations of the Commissioner of Education, the district provides a continuum of services that allows placement of preschool and school-age students in the least restrictive environment consistent with their needs and that provides for the placement of students on the basis of similarity of individual needs.
Least Restrictive Environment
Students with disabilities have a fundamental right to receive their special education support in a classroom setting that, to the maximum extent appropriate, includes students without disabilities. Under federal law, the presumption is that students with disabilities will attend the same schools they would have attended if they did not have disabilities and that removal or restriction from their regular schools and classrooms can only occur for reasons related to the student’s disability when the student’s individualized education program (IEP) cannot be satisfactorily implemented in that setting, even with the use of supplementary aids and services. The district is committed to the policy of placing students in the least restrictive environment consistent with their needs. The district provides a wide continuum of services, ranging from placement in residential settings to placement in general education classes with support and related services. The district provides the full continuum of services as described in 200.6 of the Commissioner’s Regulations.
Continuum of Services Available to Preschool Students with Disabilities
The following is a listing of the preschool programs and services that are available to students who have been identified as preschool students with disabilities. The programs and services are funded by the County but administered by the District Committee on Preschool Special Education. Early Childhood Settings are designed primarily for children without disabilities and can include preschool programs and childcare facilities.
Early Childhood Special Education Settings are settings designed primarily for children with disabilities. Currently, preschool children identified with disabilities between the ages of 3 and 5 who are not age eligible for kindergarten, and who reside in the district have available to them the following special education services.
- Related Services
- For those children whose needs require related services only, the Preschool Committee on Special Education offers speech and language therapy, audiological services, psychological services, physical therapy, occupational therapy, counseling services, medical services, parent counseling and training, school health services and/or social work services. These services are made available in a variety of settings including a child’s home, day care center, nursery school or provider’s office.
- Special Education Itinerant Teacher Services
- Special education itinerant teacher (SEIT) services provide direct instruction by a certified special education teacher affiliated with an approved program. These services are also available to preschool students with disabilities in a variety of sites including regular nursery schools, day care programs and home. These services are offered on an individual and group basis as needed to meet their goals.
- Integrated Settings
- Special classes in integrated settings provide for no more than 12 preschoolers with disabilities who attend a preschool program with non-disabled children. These classes utilize an integrated co-teaching model which typically includes an early childhood teacher, a special education teacher and a teaching assistant/aide.
- Special Class
- Special classes are currently available in approved private preschools. Classes range from six to twelve identified children. These classes are staffed by a special education teacher and one or two teaching assistants/aides.
Number of Committee on Preschool Special Education Students (October Snapshot)
| Year | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
| Total | 7 | 6 | 4 | 5 | 7 |
Continuum of Services Available to School-age Students with Disabilities
In-District Programs and Services
The District provides a continuum of programs and services for students who have been identified as students with disabilities through the Committee on Special Education process. A description of each of the special education program options from least restrictive to more restrictive follows:
- Related Services
Related services are those that assist a student in benefiting from other special education services or assist the student in accessing the general curriculum. Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability. Related services include, but are not limited to speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, parent counseling and training, school nurse services, and assistive technology services. When a related service is provided to a number of students at the same time, the number of students in the group can not exceed five students per teacher or specialist. There is no regulatory minimum frequency/duration for related services to be provided to a student with a disability.
- Consultant Teacher Services
Consultant teacher services are supplemental/support services provided for a minimum of two hours per week to a student with a disability who attends regular education classes. These services are either in the form of direct instruction to the student in the regular education class, or indirect consultation to the regular education teacher, or a combination of direct and indirect services.
- Direct CT services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.
- Indirect CT services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying their instructional methods to meet the individual needs of a student with a disability who attends the general education class.
- Resource Room
A resource room program is a special education program for a student with a disability who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day. The instructional group in each resource room period does not exceed five students who are grouped according to their similarity of need. Resource room programs provide instruction to classified students throughout the week with the duration of sessions determined by the student’s needs. Specialized supplementary instruction must be provided in the resource room program for each student. While the teacher may use classroom-related assignments as the vehicle to provide specialized supplementary instruction to address the unique needs of a student with a disability, a resource room program for a student with a disability cannot be treated as a study hall.
- Integrated Co-Teaching Services
Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students. In the integrated co-teaching classroom, a general education teacher and a special education teacher share responsibility for all of the students in the classroom. Curriculum is modified as needed and accommodations provided to meet the individual needs of all of the students in the classroom. There can be no more than 12 students with Individualized Education Programs (IEP’s) in the integrated co-teaching classroom. Integrated co-teaching classes are available at certain grade levels and in certain subjects in grades based upon need.
- Special Classes
Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs for the purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their non-disabled peers. Students who are enrolled in a special class setting have the opportunity to participate in activities with their non-disabled peers throughout the day. The special class setting consists of an 8:1:2 student-to-staff ratio.
- Out-of-District Programs and Services
The District offers a wide continuum of special education programs and services in the district and is committed to the policy of placing students with disabilities in the least restrictive environment (LRE) consistent with their needs. Generally, continued placement in a general education setting in the district is the first consideration of the CSE when planning for the educational needs of a student with a disability. The CSE considers removal from a general education setting in the district only when, because of the nature and severity of a student’s disability, the education of the student cannot be satisfactorily achieved, even with a provision of supplementary aids and services. In some cases, the CSE will recommend placement in another public school district, a BOCES program, or an approved private school program. The following is a description of programs in which the Lake George Central School District CSE has recommended placement of a student with a disability in an out-of-district program.
a. Other Public School Programs: Special education programs in other public school districts are considered for district students with disabilities when an appropriate in-district program is not available.
b. Approved Private Day Schools: When the needs of a student with a disability cannot be met in a program operated by the district, another public school district, or a BOCES program, the district may, with the approval of the NYS Education Department, utilize more restrictive approved private day or residential placements. These schools are approved by the NYS Education Department and provide highly individualized programs with intense supervision and structure.
- Home/Hospital Instruction
Some students with disabilities who are unable to attend school due to medical conditions (physical or psychiatric) receive their educational program at home or in a hospital setting. Home and hospital instruction will only be recommended if such placement is in the least restrictive environment and must be provided:
● Minimum of ten hours per week at the elementary level, preferably two hours daily
● Minimum of fifteen hours per week at the secondary level, preferably three hours daily
- Residential Program
The determination that a residential school placement is the least restrictive environment for the student, resulting ing removing a child from their home and community, must come only after the committee on special education (CSE) has made the least restrictive environment considerations required for all placement recommendations. In accordance with state law and regulations, school districts must also consider the availability of community support services where students could access additional support for families and the supports and services that may be available from other state agency resources.
Number of Committee on Special Education Students
District Wide
| Year | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
| Total | 89 | 97 | 88 | 81 | 82 |
| Percentage | 12.3% | 13.4% | 13.6% | 12.8% | 13.5% |
Elementary School
| Year | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
| Total | 39 | 41 | 49 | 44 | 39 |
| Percentage | 12.5% | 13.2% | 16.8% | 14.6% | 13.2% |
Jr-Sr High School
| Year | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
| Total | 50 | 56 | 39 | 37 | 43 |
| Percentage | 12.1% | 13.59% | 10.9% | 11.2% | 13.7% |
School Age Students with Disabilities (2023-24 school year)
| Classification by Age | 4-5 | 6-11 | 12-14 | 14-18 | 18-22 | Total |
| Autism | 1 | 5 | 1 | 2 | 0 | 9 |
| Emotional Disability | 0 | 0 | 0 | 0 | 0 | 0 |
| Learning Disability | 0 | 11 | 8 | 9 | 0 | 28 |
| Intellectual Disability | 0 | 0 | 1 | 1 | 0 | 2 |
| Deafness | 0 | 0 | 0 | 0 | 0 | 0 |
| Hearing Impaired | 0 | 0 | 0 | 0 | 0 | 0 |
| Speech & Language | 0 | 4 | 0 | 0 | 0 | 4 |
| Visual Impairment/Blindness | 0 | 0 | 0 | 0 | 0 | 0 |
| Orthopedic Impairment | 0 | 0 | 0 | 0 | 0 | 0 |
| Other Health Impairment | 0 | 11 | 12 | 7 | 0 | 30 |
| Multiple Disabilities | 1 | 0 | 1 | 0 | 0 | 2 |
| Deaf-Blindness | 0 | 0 | 0 | 0 | 0 | 0 |
| Traumatic Brain Injury | 0 | 0 | 1 | 0 | 0 | 1 |
Out of District Placements
| Name Placement | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
| BOCES | 2 | 1 | 1 | 4 | 3 |
| Prospect | 0 | 0 | 1 | 1 | 2 |
| Wildwood | 1 | 1 | 1 | 0 | 0 |
| Oak Hill | 1 | 1 | 1 | 0 | 0 |
| Other Public Schools | 0 | 1 | 0 | 0 | 0 |
| Residential | 1 | 2 | 1 | 4 | 3 |
| Total: | 5 | 6 | 5 | 9 | 8 |
Evaluation of Program Objectives
The goal of the special education program in the District is to provide each student with individualized instruction designed to support their disability in order to access and make progress in the curriculum. The methods used to evaluate the extent to which the objectives of the special education program have been achieved are:
- Utilization of the annual review process to establish that individual goals and objectives are met or are progressing, resulting in revised, comprehensive IEP’s.
- Ongoing review of students’ performance on district standardized tests, end-of-year evaluations, state assessments, Regents exams and other curriculum based assessments to measure adequate progress.
- Analysis of information from diagnostic triennial re-evaluations to gather data regarding cognitive, academic and social/emotional growth.
- Yearly comparison of State Education Department reports to identify emerging trends.
- Review of input, both formal and informal, from staff, administrators, parents/guardians and students.
- Assessment of the educational and postsecondary outcomes for 12th grade graduating students with disabilities.
- Review of State Education reports, dropout and graduation data, suspensions, types of diplomas earned, number of referrals to special education.
- Percentage of students with disabilities earning high school diplomas.
Space Allocation for Special Education Programs
It is the policy and practice of the Lake George Central School District Board of Education to ensure, to the fullest extent possible, that students with disabilities residing in the district will be educated within the school district.
It is the policy and practice of the Board of Education to ensure, to the fullest extent possible, the allocation of appropriate space within the district for special education programs that meet the needs of school-age students with disabilities. Special education services will not be denied simply because of a lack of appropriate space.
Further, it is policy and practice of the Board of Education to ensure, to the fullest extent possible, that appropriate space will be available to meet the needs of resident students with disabilities who attend special education programs provided by the Board of Cooperative Educational Services (BOCES).
The District will also consult and collaborate, upon request, with WSWHE BOCES in developing a special education space requirement plan in accordance with Education Law, §1950 (17). This plan, completed every two years, will provide a framework for the allocation of instructional space, on a regional basis, to meet the current and future special education program and service needs, to provide access to the general education curriculum, and to serve students with disabilities in settings with non-disabled peers.
Alternative Format Procedures for Instructional Materials
In accordance with Chapter 377 of the Laws of 2001 and amendments to §200.2 of the Regulations of the Commissioner, the district has implemented procedures to ensure that every student with a disability who needs their instructional materials available in an alternative format will receive those materials at the same time that they are available to non-disabled students.
- Alternative format is defined to mean any medium or format for presentation of instructional or assessment materials, other than traditional print materials, that are needed as an accommodation for a student with a disability enrolled in the school district. It would include, but not be limited to Braille, large print, open and closed caption, audio or electronic file.
- The need for alternative format materials will be determined by the Committee on Special Education and specified in the student’s IEP or by the Section 504 Team and is specified in the student’s Accommodation Plan.
- The CSE or Section 504 Team will identify a case manager who will collaborate with school personnel, the building administration and/or the CSE chairperson to obtain alternative format materials, including state assessments.
- Material in alternative formats will be ordered or produced with enough lead time to ensure that they will be available at the same time as regular format materials are provided to other students.
- The district will give preference in the purchase of instructional materials to those vendors who agree to provide such materials in alternative formats
Budget
Each year the CSE chairperson prepares a budget to support the needs of the students with disabilities. The budget is reviewed and approved as part of the district’s budget process. The Special Education budget summary for the 2024-25 school year is outline below:
| Budget Account | 2024-25 Budget Amount |
| Instructional Salaries | $1,361,385 |
| Non-Instructional Salaries | $371,216 |
| Instructional & Non-Instructional Benefits | $977,733 |
| Contractual Expenses | $197,000 |
| Supplies | $6,091 |
| Tuition | $366,275 |
| BOCES Tuition and Related Services | $325,386 |
| Conferences | $1,400 |
| Pupil Services/Psychologist, Social Work, Guidance Salaries | $162,284 |
| Transportation Costs – Salaries and Benefits | $104,014 |
| Total | $3,872,784 |
Appendix A
Board of Education Policies Related to Special Education
The Board of Education has adopted several policies to support students with disabilities and to ensure a free appropriate public education to students. These include:
| Policy Number | Name of Policy |
| 7610 | Special Education: District Plan |
| 7612 | Grouping by Similarity of Needs |
| 7614 | Preschool Special Education Program |
| 7620 | Students with Disabilities Participating in School District Programs |
| 7621 | Section 504 of the Rehabilitation Act of 1973 |
| 7643 | Transfer Students with Disabilities |
| 7611 | Children With Disabilities |
| 7613 | The Role of the Board in Implementing a Student’s Individualized Education Program |
| 7616 | Pre-Referral Intervention Strategies and Response to Intervention Process |
| 7617 | Title Declassification of Students With Disabilities |
| 7314 | Students Presumed to Have a Disability for Discipline Purposes |
| 7660 | Parent Involvement for Children with Disabilities |
| 7615 | Least Restrictive Environment |
| 7630 | Committee on Special Education (CSE)/Committee on Preschool Special Education (CPSE) |
| 7640 | Student Individualized Education Program (IEP): Development and Provision |
| 7641 | Transition Services |
| 7642 | Extended School Year (July/August) Services and/or Programs |
| 7650 | Identification and Register of Children with Disabilities (Child Find) |
| 7660 | Parent Involvement for Children with Disabilities |
| 7680 | Independent Educational Evaluations |
| 7210 | Student Evaluation, Promotion and Placement |
| 5412 | Alternative Formats for Instructional Materials |