Washington Central Supervisory Union Special Services

Educational Support System (ESS)
The purpose of an educational support system (ESS) is to ensure that all students, regardless of their eligibility for categorical programs, achieve basic skills, meet Vermont standards, and experience success in the general education environment. It is helpful to think of an ESS as a safety net of programs and supports around regular education components like curriculum, instruction, standards and assessments.  The educational support system in each school is designed to support the academic social and emotional needs of students, including those students who are exceeding the standards.

Teachers are responsible for being aware of ESS programs and supports, knowing when and how to refer students to those appropriate programs and supports, and for working with programs to ensure the success of every student.

Section 504 and special education are part of a range of supports and remedial services available to students as part of the ESS. Because special education and Section 504 are categorical programs with specific eligibility requirements, these services are not available for all students.

Educational Support Team (EST)
Purpose:  An EST is a group of people who function as a “think tank” to help solve the puzzle of what is going on with a student and determine what s/he might need to be more successful as a learner.

Definition: The job of the EST is to:

What does this mean for students?

• A team process involving people knowledgeable about the student
• An individualized plan with support for implementation and follow-up
• Connection with the school and community resources of the Educational Support System (ESS)
• A variety of instructional strategies to meet the needs of individual students
• Academic and non-academic support

What does this mean for staff?

• A forum to identify strategies for helping students
• A broad range of expertise
• A range of in-school and community supports
• Individualized EST plans
• A group that can identify trends and school wide needs, and make recommendations for responding to those needs

The EST is also available to support students who may be exceeding the standards and are in need of increasing the challenges to their academic program.

Students Exceeding the Standards

Section 504
Section 504 of the Rehabilitation Act of 1973 is a federal law prohibiting discrimination based upon handicapping conditions.  The law requires that schools assure that their facilities and services are accessible to individuals with disabilities, including students, staff, parents, and community members.

Purpose: “No otherwise qualified individual with a disability in the U.S. … shall, solely by reason of his or her disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.” -- Rehabilitation Act of 1973

Definition:

Who is protected?
People with temporary or permanent disabilities
i.e.: emotional or mental illnesses or conditions
physiological conditions or anatomical losses
disabilities regarding learning (ADD, etc.).

That substantially limits a major life activity such as:
Walking, seeing, breathing, hearing, speaking, working, learning - compared with the average population.

504 applies to equal opportunity to participate in academics and non-academics.
A student who is impaired but succeeding does not need a plan.

What does this mean for students?

• A team process involving people knowledgeable about the student and the disability
• Accommodations to access education
• An individualized plan
• Plans that are revisited periodically
• Academic and non-academic protections
• Parents Rights
• Advance planning for upcoming situations, such as field trips, etc.

What does this mean for staff?

• A forum to strategize and develop plans for helping students
• Specific expertise
• Accommodations, related aids and services
• Prior planning for field trips and non-academics
• Individualized 504 plans
• Periodic review of effectiveness in accessing education
  

504 Parental Rights (pdf)

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Special Education (IDEA)

Purpose:  “To ensure that all students with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. . .”
                     --Individuals with Disabilities Education Improvement Act of 2004 (IDEA)

Definition: A student is eligible for special education in Vermont if they meet the following three criteria:

1) The student has a disability

Developmental delay (age 3 thru 5), learning impairment, specific learning disability, visual impairment, deafness or being hard of hearing, speech or language impairment, orthopedic impairment, other health impairment, emotional disturbance, autism, traumatic brain injury, deaf-blindness, and multiple-disabilities.

If the student has a disability, continue to next step.  If not, the student should be referred to EST.

2) The disability results in an adverse effect on the student’s educational performance in one or more of the basic skill areas.

Basic Skill Areas:

• Oral expression
• Written expression
• Reading expression
• Mathematics reasoning
• Listening comprehension
• Basic reading skills
• Mathematics calculation
• Motor skills

If the student’s disability has an adverse effect on his/her education, continue to the next step.  If not, refer for 504 consideration.

3) The student needs special education services to benefit from his or her educational program and this support cannot be provided through the educational support system (ESS), standard instructional conditions or supplementary aids and services provided in the school.

If yes, the student is eligible for special education. If not, refer for 504 consideration.

What does this mean for students?

• A team process involving people knowledgeable about the student, general education curriculum, disabilities and the provision of special education and related services
• A comprehensive evaluation, and
  re-evaluations at least every 3 years
• An Individualized Education Plan  (IEP), that is reviewed at least annually, and may include accommodations to access education
• Parental Rights and Safeguards

What does this mean for staff?

• A forum to strategize and develop programs for helping students
• A broad range of expertise including related service personnel
• Collaboration with special educators
• Individualized Education Plan (IEP) that includes present levels of performance, annual goals, specific special education services and, if applicable, related services and accommodations
• Evaluation of the student’s progress towards annual goals

Parental Rights in Special Education (pdf)
Interagency Agreement User’s Guide (pdf)

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Parent Information
Parents are a crucial part of any student’s education, and parental involvement is strongly encouraged.  Communication between parents and teachers is always the first link in understanding a child’s educational needs.  In addition, there are a variety of resources to assist parents with information and support.

The Vermont Parent Information Center (VPIC)
Vermont Dept. of Education

Resources/Useful Links
What Works Clearinghouse
Special Education Resources on the Internet
Council for Exceptional Children
National Dissemination Center for Children with Disabilities
Center for Autism & Related Disabilities (CARD)
Autism Society of Vermont

Early Education Special Services