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Christy Smith outlines special-education staffing, manifestation process for students with disabilities
Summary
At a Central Square Central School District board meeting, Christy Smith reviewed special-education programs, staffing counts and the district's process for manifestation-determination hearings after extended suspensions, stressing coordination with county agencies and BOCES placements.
Christy Smith, the district's special-education presenter, told the board the office oversees services for students with disabilities, preschool special education (ages 3'5), students with 504 plans and students in foster care, and coordinates referrals to BOCES and other out-of-district programs.
"We currently have 9 [school psychologists], which includes 1 intern as well," Smith said, and described the department's staffing: 40 special-education teachers, 128 teaching assistants, and related-service providers for occupational and physical therapy and speech. She said the office also supports unified sports and the county Special Olympics (OCOI).
Smith explained the district's process for out-of-district placements and manifestation-determination meetings, saying the team starts with the least-restrictive environment and completes extensive data collection before referral. "A functional behavior assessment must be completed and a behavior intervention plan in place for a minimum of 6 to 8 weeks prior to us referring to the BOCES program," she said.
Board members asked for clarification about suspensions and manifestation hearings. One member summarized recent state guidance, saying: "When the state education department changed that rule ... that a student with an IEP or a 504 has already accumulated 10 suspension days, that they require manifestation hearing." Smith and others described that the district pauses for a manifestation meeting when a student with an IEP or 504 exceeds 10 days of ISS/OSS, except in cases involving drugs, weapons or serious bodily injury.
Smith said the district supplements procedural steps with training and supports: therapeutic-crisis-intervention training for staff, trauma-informed professional development, follow-up wraparound services for students and families, and coordination with outside providers. She framed the approach as both compliance with New York State rules and an effort to provide supports so students can remain successful in school.
