1. How We Address the Needs of Our Children
Karen Jordan, CSE Chairperson
Croton-Harmon Union Free School District
October 20, 2011

2. Screenings/Assessments Used for RTI/IST/Child Study Teams
Educational Assessments
TC Assessments
DRA
Orchard Math
Informal Observations
RCT’s in Reading, Writing, Math, Science, US History, Global Studies
Regents in English, US History, Integrated Algebra, Earth Science, Living Environment, Global Studies
Cognitive Testing
Test of Memory and Learning
BASC
Connor’s Parent/Teacher
CBT
Speech and Language Assessments
CELF screener
Core subtest of CELF
Goldman Fristoe
Informal Assessments
Occupational Therapy
ETCH
Visual Motor Integration
Motor Free Visual Perceptual Test

3. Preventative Services at CET
Response to Intervention Team
Reading
Writing
Math
OT building level supports
-Handwriting program
-Fine Motor Olympics
-Adaptive Integrated Movement Group(AIM)
Speech and Language short-term services
-Communication Café-social skills development
-Articulation Group
-”R” Group for Kindergarten
Counseling
Assistive Technology

4. Preventative Services at PVC
Instructional Support Team
Reading
Writing
Math
OT building level supports
-Adaptive Integrated Movement Group(AIM)
-Assistive technology
Speech and Language short-term services
-Lunch Bunch
Counseling

5. Preventative Services at CHHS
Child Study Team
Additional reading services for students in 9th and 10th grade
Consultant Teacher model for Earth Science and Math grade 9
Test Center
Counseling
Assistive technology

6. Assessments in District to be used for Students Suspected of a Disability and Reevaluations
Educational Assessments
Key Math 3
KTEA II
Slingerland
Toma
DAB2
Cath
Kaufman
Developmental Tasks for Kindergarten Readiness-II
DAB3
FRI
TOWRE
TOMAL
TOWL-2
WIAT III
Woodcock Johnson Achievement
GORT
TC Assessments
DRA
Orchard Math
Informal Observations
RCT’s in Reading, Writing, Math, Science, US History, Global Studies
Regents in English, US History, Integrated Algebra, Earth Science, Living Environment, Global Studies
Cognitive Testing
WISC IV
WPPSI III
Beery
Bender
Test of Memory and Learning
BASC
Connor’s Parent/Teacher
Connors Continuous Performance
NEPSY
GADS
Stanford Binet IV Edition
Reynolds Child Depression Scale
KTEA II Brief Form
TAT Cards
WAIS-IV
WAIS-III

7. Assessments in District to be used for Students Suspected of a Disability and Reevaluations
Speech and Language Assessments
The Fluhary-2
The Clinical Evaluation of Fundamentals Revised (CELF-R)
Language Processing Test-3 (LPT-3)
Test of Word Finding
Test of Auditory Perceptual Skills Revised (TAPS-R)
Test of Early Written Language (TEWL)
The Goldman Fristoe Test of Articulation – 2 (GFTA-2)
Test of Pragmatic Language
Test of Narrative Language
The Stuttering Severity Instrument For Children and Adults
Comprehensive Test of Phonological Processing (C-TOPP)
Expressive One Word Picture Vocabulary Test
Receptive One Word Picture Vocabulary Test
Test of Language Development-Primary (TOLD-P:3)
OWLS
The Listening Test
The Test of Adolescent Word Finding
The OWLS (Written Expression Scale)
The TOAL-3
Occupational Therapy/Physical Therapy
Sensory Profile
Test of Visual Perceptual
TOWL III
ETCH
Visual Motor Integration
Motor Free Visual Perceptual Test
PDMS
Informal Assessment

8. Continuum of Services for a student with an IEP
General Education with Related Services
-Speech and Language Therapy
-Occupational Therapy
-Physical Therapy
-Teacher of the Visually Impaired
-Teacher of the Deaf
-Counseling
Resource Room
Consultant Teacher
Special Class
AIS Services

9. Focus
Programs that address the needs of all of our students while providing an appropriate education in the least restrictive environment

10. How do we know when it makes a difference?
Declassification rate over the past 4 years
students CPSE/CSE Declassified
students CPSE/CSE Declassified
students CPSE/CSE Declassified
students CPSE/CSE Declassified
Further information to be gathered:
How many children have been brought to RTI/IST?
How many children have been referred to the Committee on Special Education?
How many children have been referred to the 504 Committee?
How many children have been found eligible for services?
What assessments are we using and the impact on test scores?