Scope of Services

School guidance counselors play a key role in providing students and families with the information and supports they need to be fully engaged and to actively participate in their school and district educational community. School guidance counselors support students with class selection, college preparation, as well as activities in and after school that reflects their interests and personal and career goals.

 

Requests for consultation regarding students may originate from classroom teachers, parents, physicians and other interested agencies. 

 

 

The basic purpose of homebound instruction is to help students to continue their education even though they are unable to attend school for medical reasons. In these cases, a child’s physician must recommend homebound services. These services are provided to students who are ill or temporarily disabled and unable to attend school for a minimum of three weeks. 

 

These services are available at all our schools. Our speech and language pathologists provide the services listed below and also participate in PPTs for the planning of a total educational program for each child with whom they might work. ​

 

• Screens and evaluates students for suspected speech and language disabilities.
• Identifies and develops appropriate educational goals and objectives based on formal and informal assessments.
• Designs and implements service delivery model as required to address students’ educational goals and objectives.
• Collaborates with teachers, other professional and families.
• Utilizes appropriate assistive technology devices to improve student’s communication skills.
• Monitors and documents students’ progress.
• Participates in PPT's for the planning of a total educational program for each of their assigned students.

 

 

​School Based occupational therapy (OT) and physical therapy (PT) practitioners serve in a supportive role throughout the district, helping students participate in and benefit from special education. In addition, OT and PT practitioners assist the district in developing accommodation plans for students with disabilities, ensuring that the student has equal access to all programs operated by the public school.

 

PT services in the educational setting address gross motor impairments, which impact the students’ ability to function in school. Areas of assessment and intervention include mobility, maintaining and changing positions, recreational movement, and transportation.

 

OT services in the educational setting address fine motor impairments, which impact the students’ ability to function in school. Areas of assessment and intervention include mobility, maintaining and changing positions, recreational movement, and transportation.

 

 

​These services are provided in all schools at all grade levels. Certified school psychologists are employed by the School District to provide programs designed to meet students’ needs by the following activities:

 

• Assessment, which includes academic, social/emotional development and adaptive functioning of the child.
• Conducts Psychological evaluations.
• In-service training programs and recommendations to appropriate personnel to promote positive behavioral student support within the school community.
• Participation in PPT and IEP team meetings.
• Crisis intervention services.
• Provide individual/group/family counseling for designated children and their families to resolve school problems.

​Requests for consultation regarding students may originate from classroom teachers, parents, physicians and other interested agencies. 

 

​Certified school social workers are employed by the school district to provide programs designed to meet students’ needs by means of the following activities:

 

• Participates or consults all stake holders regarding children’s learning/ and social emotional difficulties at school.
• Direct and indirect services to special education students as specified in the individualized educational program (IEP).
• Completion of a social/developmental history on each child who is referred as appropriate.
• Provide individual/group/family counseling for designated children and their families to resolve school problems.
• Link the child and his/her family to school and community resources to enable the child to receive maximum benefit from his/her educational program.
• Crisis intervention services to children and parents.
• Staff development programs for District personnel related to areas and services listed above.

 

​Requests for referral for school social work services may originate from classroom teachers, other school staff, administrators, parents, self-referral, private medical and mental health practitioners, and community agency staff.

 

​Special Education services are available for all students whose disabilities require specially designed instruction. 

 

Special education programs are offered for children ages 3-21, who have delays in language, motor, cognitive, and/or social/emotional development. These programs help us focus on specific problem areas for intensive programming. Our goal is to integrate these children in general education in the early grades. When necessary, these students may continue in special education programs when they enter elementary school. Federal and state law requires participation in the least restrictive educational environment appropriate to the needs of the child.

 

For children who do not learn at the expected learning rate, regular interventions are available to assist these children at all grade levels. This process is known as early intervention in this district and also may be called child study or child intervention in other school districts.

 

A continuum of special services and supports are available. Children may be assigned to work with a variety of different specialists according to their needs. There are some students whose disabilities are not effectively addressed in a regular public school setting. In those cases, another public or private program will be arranged.

 

Programs for all children are evaluated on an annual basis. Some programs are re-evaluated in a shorted time period when a change in program or placement is indicated. These evaluations are done by PPT/IEP teams in the school attended by the child. Every three years or earlier, if required, children are re-evaluated to determine whether there is a continued need for special education services.