Pupil Personnel
Welcome to the NCS Special Education and Student Support Department
The Naples School district offers a continuum of services and supports that ensure all students' needs are met in conjunction with the district's mission. "Naples Central School District challenges and supports all students to develop their diverse talents and abilities in a safe environment with rigorous opportunities. Students will graduate with the skills and confidence needed to excel in their chosen pursuits.
Director of Pupil Personnel Services:
Mrs. Cassandra Lamphier
374-7910
Special Programs Secretary:
Mrs. Michelle Bradley
374-7912
School Psychologists:
Mrs. Melissa Andalaro Dr. Brian Meteyer
374-7915 374-7900 ext. 7958
HS Special Education Teachers:
Mrs. Jerri Jensen Mr. Brian Battle Mrs. Rebecca Slade Mrs. Colleen Healey Ms. Janice Crawford
374-7900 ext. 6108 374-7900 ext. 6152 374-7900 ext. 6100 374-7900 ext. 6116 374-7900 ext. 6110
Elementary Special Education Teachers:
Mrs. Jodi Schwartz Mrs. Julie Didas Mrs. Cassondra Ellsworth Mrs. Kyle Inda Mrs. Lauren Eisinger-Hayes
374-7900 ext. 6205 374-7900 ext. 6102 374-7900 374-7900 ext. 6186 374-7900 ext. 6234
Mrs. Anneshia VanBortel
374-7900 ext. 6160
Speech and Language:
Mrs. Cathy Thayer Mrs. Jodi Gleichauf
374-7900 ext. HS 6127/ES 6149 374-7900 ext. 6204
Occupational Therapy:
Mrs. Nicole Dillon
374-7900 ext. 6172
Physical Therapy:
Mrs. Stephanie Storms
374-7900 ext. 6189
Our special education services provide for the individual needs of the student including academic, social, physical and management needs,in the least restrictive environment as possible.
If you have questions related to Special Education at Naples Schools, please contact Mrs. Cassandra Lamphier, 374-7910, Director of Pupil Personnel
Committee on Preschool Special Education (CPSE)
The Naples Committee on Preschool Special Education is appointed by the Board of Education and is responsible for identifying preschool children with disabilities and arranging for the delivery of special education services. 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, Article 89. Mandated committee members of the CPSE include a special education representative from the school district who serves as Chairperson, a professional who participated in the evaluation of the child or the child's teacher, the county representative, and, if the child is transitioning from the birth to two program provided by the county of residence, an early intervention coordinator.
Members of the Naples Committee on Preschool Education:
- Director of Pupil Personnel
- A professional who participated in the evaluation of the child
- A certified or licensed professional designated by the agency charged with the responsibility for the child in the birth to two system, if any
- The Parents of the child
- A regular education teacher of the child- if in a program
- A special education teacher of the child
- Other person having knowledge or special expertise regarding the child
Committee on Special Education
The Committee on Special Education is a multidisciplinary team mandated by Commissioner’s Regulations Part 200 that makes recommendations to the Board of Education concerning the classification and special education services that students receive. The responsibilities of the Committee on Special Education include:
- The determination of whether a student is eligible for special education services or programs;
- The determination of the educational needs of the student relative to the student's academic achievement, learning characteristics, social development, physical development and management needs in the classroom;
- The recommendation to the Board of Education of special education services and/or programs based on the stated needs of the student with a disability
Members of the Naples Committee on Special Education:
- Director of Pupil Personnel
- School Psychologist
- General Education Teacher
- Special Education Teacher
- Parent
- Any related services therapists involved with the child's education
- Other persons the parent wishes to bring that have knowledge or special expertise regarding the student
- The student, if appropriate
IEP (Individualized Education Program)
Central to the tenets of the Individuals with Disabilities Education Act of 1990 (IDEA), which amended the Education of All Handicapped Children Act of 1975 (EHA), is the provision of an Individualized Education Program for each student with a disability in order to provide a free and appropriate public education for that student. The Individualized Education Program (IEP) is a written program that specifies the special education programs and services to be provided by the school district to meet the educational needs of a student with a disability. The IEP must include:
- the individual needs of the student including academic, social, physical and management needs;
- the classification of the disability of the student;
- annual goals that are consistent with the student's needs and the short-term objectives necessary to meet the annual goals;
- the recommended program including class size and the extent that the student will participate in regular education;
- the projected date for the initiation and the review of special education and related services, and the amount of time the student will receive such services;
- a description of any specialized equipment needed for the student to benefit from education;
- program modifications;
- a list of testing modifications to be used by the student; and,
- the recommended placement for the student.
The program of each student with a disability is reviewed annually and a re-evaluation is completed every three years to determine current individual needs and continuing eligibility for special education.
Least Restrictive Environment
Least restrictive environment means that placement of students with disabilities in special classes, separate schools and other removal from the general educational environment occurs only when the nature of severity of the disability is such that, even with the use of supplementary aids and services, education cannot be satisfactorily achieved. The placement of an individual student with a disability in the least restrictive environment shall:
- Provide the special education needed by the student;
- Provide for the education of the student to the maximum extent appropriate to the needs of the student with other students who do not have disabilities; and
- Be as close as possible to the student’s home.
- If the student can be educated satisfactorily in the general education classroom, with aids and services, then that is the student’s LRE.
About Disabilities
Student with a disability means a student with a disability as defined in section 4401(1) of the Education Law, who has not attained the age of 21 prior to September 1st and who is entitled to attend public schools pursuant to section 3202 of the Education Law and who, because of mental, physical or emotional reasons, has been identified as having a disability and who requires special services and programs approved by the department.
Related Services
These are developmental, corrective, and other supportive services as required to assist a student with a disability as recommended by the CSE.
Speech/Language Therapy
Physical Therapy
Occupational Therapy
Vision Services
Orientation and Mobility Services
Audiology Services
Deaf and Hard of Hearing Services
Assistive Technology Services
Programs and Placements
Consultant Teacher Services (CT)
Integrated Co-Teach (ICT)
Resource Room
Self-Contained
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