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Individual
psycho-educational
evaluation
An
individual
evaluation
is
a
comprehensive
assessment
of
a
student's
overall
ability
and
achievement.
It
may
be
completed
by
one
individual
or
by
several
people,
including
a
psychologist,
a
content
area
specialist,
a
therapist
or
a
classroom
teacher.
Parents
are
informed
of
the
need
for
an
evaluation
and
the
results.
Specific
cases
may
also
require
information
of
a
medical
or
physical
nature.
Here
too,
parents
may
be
a
necessary
resource.
A comprehensive evaluation consists of
the following components:
• Classroom observation,
• Behavior rating scales if needed,
• Social history,
• Health examination (arranged and submitted by parent),
• Cognitive and academic assessments, and
• Determination of educational impact.
In the event of a referral to determine
the presence of Attention Deficit Hyperactivity Disorder
(ADHD), the district requires the following evaluative
components prior to diagnosis:
• Classroom observation,
• Behavior rating scales,
• Social history,
• Historical file review,
• Cognitive and academic assessments or review, and
• Determination of educational impact.
Parents are welcome to secure
evaluations by professionals not affiliated with the
Guilderland Central School District. The CSE will review
this information in conjunction with district evaluations in
order to determine needs and eligibility. At times, the
district may need to supplement an evaluation from other
professionals or request more information.
Committee
on
Special
Education
(CSE)
The
Committee
on
Special
Education
(CSE)
is
sanctioned
and
regulated
by
New
York
State.
It
acts
as
a
multi-disciplinary
team
to
evaluate
the
management,
academic,
physical
and
social
needs
of
the
referred
child
and
determines
if
there
is
an
educational
disability.
The
CSE
must
then
decide
on
an
appropriate
program
or
placement
for
the
student
and
the
need
for
related
services
(i.e.
occupational
therapy,
physical
therapy,
speech
therapy,
counseling,
etc.)
if
necessary.
The
Committee
on
Special
Education
differs
from
the
Instructional Support Team
in
each
building
as
it
only
considers
students
who
may
qualify
under
federal
and
state
regulations
as
students
with
specific
"educational
disabilities."
It
may
be
a
follow-up
process
to
the
Instructional Support Team
investigation
if
there
continues
to
be
a
concern
regarding
a
student's
academic
success.
Special
Education
Personnel
Administrator
for
High
School
Special
Education
Loretta
Cozza,
(518)
861-8591
Administrator
for
Middle
School
Special
Education
Crystal
Fox,
(518)
456-6010
Administrator
for
Elementary
School
Special
Education
Bonnie
Bailey,
(518)
355-7887
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