Special Education Programs and Services

The Franklin Square Union Free School District believes the purpose of our special education program is to recognize each student as a unique individual, coming to us with varying abilities, interests, and needs.  We believe education is one of the most important tools in life and our school district is the Foundation for Success for all of our students.  We respect the differences of each student and work to provide the finest possible educational experience.  We are committed to fulfilling the obligations of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.  The fundamental principle behind these federal laws is that students with disabilities are provided a free and appropriate public education.  All students have the right to learn in the least restrictive environment which meets their needs and provides interaction with their peers. 

Still, we first seek to assist students through building level interventions.   Our Response to Intervention (RTI) plan is a multi-tier general education service delivery model in each school that provides a range of research-based (or evidence-based) supplemental instructional interventions with increasing levels of intensity to address the needs.  Within this practice, ongoing assessment of student achievement is closely monitored. 

Our District has systems in place to identify, evaluate, and provide educational services to students with disabilities in a manner that is similar to their nondisabled peers, as deemed appropriate.  Most of our students are served through District programs that include Indirect Consultant Teacher, Resource Room, Integrated Co-Teaching,  Self-contained ( such as Transitional Learning Centers (TLC)/ 15:1:1 ratios and  Intensive Support Programs (ISP)/ 8:1:3 ratios), and related services.  An Extended Day Program is also available to our ISP students.  Some students whose needs cannot be met in our in-district programs are served in other public school districts, BOCES, or nonpublic school programs.  All the same, our staff continues to monitor, observe and communicate with the school placement and parents for positive learning outcomes.

The department, which includes the Director of Special Education, chairperson, school psychologists, speech and language pathologists, occupational therapists, physical therapists, special education teachers, behavioral specialist and administrative assistants oversee the special education process for Committee on Preschool Special Education (CPSE) and Committee on Special Education (CSE).  We understand our parents to be a significant part of this process and we take pride in establishing partnerships that focus on the betterment/support of the student.  Decisions are the result of the collaboration of a well-informed team. 

Special Education Parent Teacher Association (SEPTA) serves as a networking opportunity and a source of information on many challenges of adjustment, growth, and development that all parents can experience. 

Please note:  All policies and description of programs are included in the Two-Year Plan for Special Education which is on file in the Office of Special Education for review.