Welcome to Hinsdale Central School's Special Education Department
Director of Pupil Personnel Services
Larissa Brady
716-557-2227 Ext. 417
lbrady@hcsbobcats.org
CSE/Guidance Secretary
Kelly Materna
716-557-2227 Ext. 418
kmaterna@hcsbobcats.org
School Psychologist
Dr. Andrea Burch - Elementary aburch@hcsbobcats.org
Dr. Marcel Lanahan - Middle/High School mlanahan@hcsbobcats.org
716-557-2227 Ext. 412
Fax Number: 716-557-2259
Welcome to Special Education at Hinsdale Central School
Hinsdale Central School District is committed to providing students with disabilities access to a meaningful educational experience that supports their academic achievement, social-emotional development, communication, independence, and preparation for life beyond school.
Our goal is to help every student develop the skills necessary to participate, learn, and make progress in the least restrictive environment appropriate to their individual needs.
Special education programs and services are determined individually by the Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE), in collaboration with families and other appropriate team members.
Committee on Special Education (CSE)
The Committee on Special Education is responsible for determining eligibility for special education and developing an Individualized Education Program (IEP) for eligible school-age students.
The CSE reviews evaluation results, student strengths and needs, progress toward educational goals, and the supports necessary for the student to access and make progress in the general education curriculum.
The committee is responsible for:
Reviewing evaluations and determining eligibility for special education.
Developing, reviewing, and revising Individualized Education Programs (IEPs).
Identifying appropriate special education programs, related services, supplementary aids, and supports.
Considering the least restrictive environment appropriate to the student's needs.
Reviewing student progress and determining whether changes to programs or services are necessary.
IEPs are reviewed at least annually. Reevaluations are conducted as required by New York State regulations to determine whether a student continues to need special education and to identify current educational needs.
Committee on Preschool Special Education (CPSE)
The CPSE supports eligible preschool children with disabilities, generally ages three through five, who reside within the district.
The committee reviews evaluation information, determines eligibility, and recommends appropriate preschool special education programs and services. The CPSE works collaboratively with families, evaluators, service providers, and other appropriate participants to address each child's developmental and educational needs.
As children approach school age, the district works with families and appropriate team members to support the transition from preschool special education services to school-age programming, when applicable.
The Evaluation and Referral Process
A referral for an initial special education evaluation may be made by a parent or another individual authorized under New York State regulations.
If you have concerns about your child's academic progress, communication, development, behavior, or ability to participate successfully in school, we encourage you to contact the district to discuss your concerns and available next steps.
What happens after a referral?
Referral and review: The district reviews the referral and follows the required procedures for requesting consent and initiating an evaluation.
Evaluation: Qualified professionals gather information about the student's academic, developmental, functional, and other relevant needs.
Committee meeting: The CSE or CPSE reviews the evaluation results and other relevant information, considers eligibility, and develops recommendations when appropriate.
Program and service recommendations: If the student is eligible, the committee identifies the special education programs, related services, supports, and placement appropriate to the student's individual needs.
Ongoing review: The committee reviews the student's progress and revises the IEP as needed.
For initial school-age evaluations, New York State generally requires completion within 60 calendar days of receiving parental consent, subject to regulatory exceptions. Additional timelines apply to arranging and implementing recommended services.
What is included in an evaluation?
An evaluation may include information from the parent, a review of educational records, classroom observations, psychological assessment, academic assessment, social history, physical examination, and assessments in areas of suspected disability. Additional evaluations may be conducted when appropriate.
The evaluation process is individualized. The assessments selected depend on the student's needs and the information necessary to make an informed eligibility and educational planning decision.
Who participates in the CSE?
CSE membership is established under New York State regulations and may include:
The student's parent or parents.
A district representative who meets regulatory requirements.
A regular education teacher, when required.
A special education teacher or provider.
A school psychologist.
An individual qualified to interpret the instructional implications of evaluation results.
Other individuals with knowledge or special expertise regarding the student, as appropriate.
The student, when appropriate.
An additional parent member when required or requested in accordance with applicable regulations.
A school physician when properly requested under applicable requirements.
Parents are essential partners in the special education process. Hinsdale Central School District encourages families to share their concerns, observations, and priorities and to participate actively in educational planning.
Special Education Programs and Services
Hinsdale Central School District provides special education programs and services based on each student's IEP and individual educational needs. The district utilizes a combination of district-based services and, when appropriate, programs provided through the district's BOCES and other approved placements.
Special Education Teacher Services
Consultant Teacher Services
Consultant teacher services provide support from a special education teacher to students participating in the general education curriculum. Services may be delivered directly to the student, in collaboration with general education teachers, or through a combination of approaches consistent with the IEP.
These services help students access instruction, develop skills, and make progress alongside their peers.
Resource Room
Resource room services provide specially designed instruction to address a student's identified academic and learning needs. Instruction may reinforce classroom learning, target specific skill deficits, support progress toward IEP goals, and help students develop greater independence.
Resource room services are provided in accordance with the student's IEP and applicable New York State requirements.
Special Class Programs
When a student's needs cannot be appropriately addressed through less restrictive special education services and supplementary supports, the CSE may consider a special class program.
Special classes provide specially designed instruction in a smaller instructional setting. Class ratios and program structures vary according to the student's needs and the approved program.
Hinsdale Central School District may consider appropriate BOCES or other approved special class programs when recommended by the CSE. Program options may include:
12:1:1 special class programs.
8:1:1 special class programs.
6:1:1 special class programs.
Specialized vocational or career-readiness programs, including job-coaching supports when appropriate.
Program availability, location, and specific services depend on the student's needs and the approved program. The CSE determines the appropriate recommendation for each student; no single program is appropriate for every student.
Related Services
Related services may be recommended when necessary for a student to benefit from special education. Services are determined individually and documented in the student's IEP when applicable.
Depending on student needs and provider availability, services may include:
Speech-Language Therapy
Supports the development of speech production, receptive and expressive language, social communication, and other communication skills.
Occupational Therapy (OT)
Addresses educationally relevant fine-motor, visual-motor, sensory-motor, and functional skills that affect participation and independence in school activities.
Physical Therapy (PT)
Supports gross-motor development, mobility, strength, balance, and functional movement needed for participation in the educational environment.
Counseling
Provides support for identified social-emotional, behavioral, interpersonal, and school-related needs when appropriate.
Psychological Services
May include evaluation, consultation, behavioral assessment, intervention planning, and collaboration with school staff and families.
Other Supports and Services
Depending on individual needs, students may also receive services or supports such as adapted physical education, assistive technology, behavioral consultation, interpreting services, nursing services, or other appropriate supports.
The specific services a student receives are determined by the CSE or CPSE, as applicable, and are based on the student's documented needs.
Parentally Placed Private School and Homeschooled Students
Families who choose to enroll their children in private school or provide instruction through homeschooling should contact the district to discuss applicable special education procedures.
Students with disabilities who are parentally placed in private schools or educated at home may be subject to different eligibility, service-planning, and service-delivery requirements than students enrolled in the public school district.
Depending on the circumstances and applicable requirements, an Individualized Education Services Program (IESP) or other appropriate service plan may be developed.
Parents should contact Hinsdale Central School District for information about written requests, applicable deadlines, required documentation, and the services for which their child may be eligible.
Preparing for Life After High School: ACCES-VR
Transition planning helps students prepare for adult life, including further education, employment, independent living, and community participation.
When appropriate, students and families may benefit from information about Adult Career and Continuing Education Services–Vocational Rehabilitation (ACCES-VR), a New York State agency that assists eligible individuals with disabilities in preparing for, obtaining, and maintaining employment.
Services may include vocational assessment, career planning, job training, employment-related supports, and assistance with other eligible vocational rehabilitation needs.
Families can learn more through the official ACCES-VR website:
https://www.acces.nysed.gov/vr
Parents and students are encouraged to discuss transition planning and possible outside-agency supports with the student's school team.
Contact the Hinsdale Central School District
Questions about special education referrals, evaluations, CSE or CPSE meetings, IEPs, or available programs and services are welcome.
Hinsdale Central School District
Hinsdale, New York
For assistance, please contact the district's Special Education Office or the CSE/CPSE Chairperson - Larissa Brady - through the district's main office.
We value the partnership between families, educators, and service providers and are committed to helping students access the supports they need to learn, grow, and succeed.