Special Programs

Referrals to the Committee on Special Education (CSE) can be made by a parent or guardian. School based teams within the school district may also refer students. The CSE is appointed by the Board of Education to conduct comprehensive evaluations for students who have been referred to the CSE. It is important to note that not all students who are experiencing school difficulties are eligible for special education services.

If the information gathered during the evaluation supports classification according to New York State Education Law, the CSE will then develop an Individualized Educational Plan (IEP) to address the unique learning needs of the student.

Once a student is identified with a documented disability by mandated criteria, our special education services provide for the individual needs of the student including academic, social, physical, and management needs. These are provided with the goal of serving the student in the least restrictive environment. In the Seneca Falls Central School District, the first consideration is education of students with disabilities in general education in their home school. There are a percentage of students whose educational needs can only be met in a program operated by Wayne Finger Lakes BOCES. 

Preschool age children may also be eligible for special education services, through a similar process overseen by the Committee on Preschool Special Education (CPSE). Educational programs and services for preschool children with disabilities from the ages of three to five are the responsibility of the school district in which the child resides in accordance with New York State Education Law. There are also birth to age two services provided by the county of residence.

Section 504 of the Rehabilitation Act of 1973 (Section 504 or §504) is a federal law designed to protect the rights of individuals with disabilities.

Eligibility

A 504 Committee will assemble to review an evaluation generated from a variety of sources. For a student to be eligible for accommodations under Section 504, a student must have a physical or mental impairment that “substantially limits one or more major life activities.”

• Physical or mental impairment can be any physiological condition that affects a body system, such as the respiratory, musculoskeletal, or neurological systems; any mental or psychological disorders, such as emotional or mental illness and intellectual disabilities; or specific learning disabilities.
• Major life activities, as defined in the Section 504 regulations at 34 C.F.R. 104.3(j)(2)(ii), include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.
• Substantially limits means that the impairment results in considerable impairment with a permanent or long-term impact. A substantial impairment prevents or severely restricts a person from performing major life activities.

If you believe your child requires Section 504 accommodations, you should submit a request in writing to the Special Programs Office.

Students who experience the onset of a short-term disability (e.g., incur an injury, such as a broken arm), should contact their building principal regarding short-term testing and classroom accommodations.

Students in all grades for whom English is not a native language are evaluated for assistance in a federal and state mandated program called English as a New Language. Students are helped to understand, speak, read and write English.

Parents may request an interpreter in their language of preference for school meetings.

English Language Learner Identification Process:

1. Home Language Questionnaire: Upon entering the district, all students are screened for English language learner needs. If the Home Language Questionnaire form indicates a language other than English, then proceed to step 2. 

2. Individual Interview: This is conducted in English and the students' home language. Educational history and student artifact review may be included in this process. If the student is unable to answer the questions in English or does so with difficulty, proceed to step 3. 

3. New York State Identification Test for English Language Learners (NYSITELL): The test is administered to determine the English language proficiency level of students who are enrolling in a New York school for the first time. 

4. Parent Notification of ELL Status: Parents are notified of their child's ELL status based on the results of the NYSITELL.

5. Parent Orientation: Families of students who are identified as ELLs are invited to an Orientation for New ELL Families following their identification.

   • The ELL teacher and administrator discuss  language acquisition models provided within the District and answer any questions they may have. 

   • Parents receive a copy of the ELL Parent Bill of Rights in their preferred language.. 

6. Placement: School Administrators and teachers are informed of students' status and the language acquisition model the student will be provided.

All students who are identified as ELLs will take an annual assessment titled the New York State English as a Second Language Achievement Test (NYSESLAT). The purpose of this test is to assess the English language proficiency of all English Language Learners (ELLs) enrolled in Grades K–12 in New York State schools. Students continue to receive direct ELL services until they achieve a certain level of proficiency as defined by the state.

For more information, please view the NYSED ELL Identification Flow Chart.
 

SFCSD in collaboration with Starbridge Inc is bringing a program called TIES to Seneca Falls.  TIES stands for Together Including Every Student. TIES is an extraordinary program built to uplift individuals with intellectual and developmental disabilities(ID/DD) ages 8 to 21.  By utilizing the power of peer volunteers from 8^th grade through 12^th grade. Students that volunteer can also get volunteer credit toward graduation.

TIES provides a platform where volunteers and those with ID/DD can engage in various school and community activities together based on similar interests. This unique approach not only ensures that individuals with disabilities receive the support they require but also promotes inclusivity and acceptance within society.

The program's unwavering dedication to empowering individuals and fostering meaningful connections will undoubtedly leave a profound impact on the lives of those involved. TIES is a shining example of how compassion and companionship can truly enrich the lives in their community.

If you are interested in volunteering or have a family member that might benefit from TIES, please reach out to: James Marley, TIES Coordinator for Seneca Falls at jmarley@senecafallscsd.org

For anyone interested in volunteering, the volunteer application is below:
TIES Peer Volunteer Application 

For additional information please visit the Starbridge website:

https://starbridgeinc.org/ties-program

Below is a link to a short video about TIES:

https://youtu.be/jZLffUUKPxM