What name do your students know you by?

Mrs. Geyer

How long have you been working in Special Education? In Mohonasen?

I started my special education career with Capital Region BOCES in 2008 and joined the Mohonasen Special Ed Department in 2010.

What age/grades do you work with?

I work with the inquisitive minds of 6, 7, & 8 year olds in Grades 1-2. 

What is your official job title and how would you sum up what you do?

I am a Special Education Teacher/Case Manager.  

I give students access to the tools they need to be successful, while helping them meet their individual goals and reach their potential.

Describe a common strategy you use with your students?

Slow down…Think…Plan and always remember the Power of Yet!

What made you choose Special Education?

I instantly had a connection with Special Education.  I love working with students who open my eyes to a slightly different way of thinking.    

What do you find most rewarding about teaching Special Education?

Finding the right key to unlock a set of skills for our students and watching them soar is the most rewarding part for me.   

Any words of encouragement for your students or families?

Change can be hard, but it makes us stronger.

Fair does not mean equal.

Amazing things happen here!

Meet Mrs. Restifo!

What name do your students know you by? Mrs. Restifo 

How long have you been working in Special Education? In Mohonasen? I started my teaching career here at Mohonasen in 2004 as a Developmental Skills and Academic Skills Special Education Teacher.  I never left!  I have been here for 18 years. 

What age/grades do you work with? Students in grade 9 and up, ages 14 - 21. 

What is your official job title and how would you sum up what you do? Developmental Skills Special Education Teacher

I work with an amazing group of students and teaching assistants.  Our class focuses on life skills and we work on projects where our students can practice these skills by helping out our Mohonasen community.  Our students run our school-wide recycling program, the coffee cart, they help out in the anchor room, pick up and clean rooms throughout the building, and complete various jobs for teachers.  

The students we have the pleasure of working with are learning skills they will need to enter the world of work and skills they will need to live as independently as they can once they graduate.   

Describe a common strategy you use with your students?

By being flexible, focused, and asking for help when you need it you can accomplish a lot of tough things at the high school!  

What made you choose Special Education?

I really enjoy advocating for students and families that are in need and trying to come up with solutions to help others out. 

What do you find most rewarding about teaching Special Education?

I love watching the kids mature and do things on their own!!!  

Any words of encouragement for your students or families?

We are all on the same team working towards the same goal of helping your child become their very best self. 

Meet Mrs. G!

What name do your students know you by?

Mrs. Gradoni or Mrs. G

How long have you been working in Special Education? In Mohonasen?

14 years

What age/grades do you work with?

I am currently working at the high school with 9th thru 12th grade.

What is your official job title and how would you sum up what you do?

I am a Teaching Assistant.  I am a jack of all trades.  First and foremost, I make sure that all of our students have what they need in order to succeed in class.  I take notes, assist with classwork, and homework.

Describe a common strategy you use with your students?

I like to help my students stay organized and be able to find the information they need quickly and easily.

What made you choose Special Education?

I initially started as an aide in Developmental Skills and really grew to like the students and the impact I had on their learning and growth.  Now that I am at the high school and working with some of the students who I had at the elementary level, it is joyous to see how far they have come.  Knowing I had a hand in that is awesome.

What do you find most rewarding about teaching Special Education?

Seeing the growth the students make and the obstacles they overcome to do so.

Any words of encouragement for your students or families?

My advice for students and their families is to continue to communicate with each other and their teachers.  We have a partnership that only works when there are open lines of communication.  I’m always here to help! 

Meet Ms. Brooks!

What name do your students know you by?

Ms. Brooks 

How long have you been working in Special Education? In Mohonasen?

Mohon was my first full time position and I am starting Year 7 this September. 

What age/grades do you work with?

I work at Draper Middle School, grades 6-8.

How would you sum up what you do?

I help students be successful, stay organized and prepare to be awesome high schoolers. 

Describe a common strategy you use with your students?

We play lots of learning games to make learning fun. 

Any words of encouragement for your students or families?

We have survived so much the last 2 school years- we got this! 

Meet Mrs. Zajesky!

What name do your students know you by?

Mrs. Z

How long have you been working in Special Education? In Mohonasen?

I’ve been teaching in special education for 14 years, 13 of them at Mohon.

What age/grades do you work with?

I’m currently working in a Kindergarten co-taught classroom. However, over the last 14 years, I’ve worked with all grades K-5! 

What is your official job title and how would you sum up what you do?

Officially, my title is “Special Education Teacher”.   I get to teach little ones how to read, write and complete basic math computation (among many other things).  Unofficially, “Dream Team member”! I get to teach our students how to enjoy learning! I get to watch them be excited with every new letter, sound, word and number they learn each day. 

Describe a common strategy you use with your students?

Every child is individual. So there is rarely a single strategy that works for all. That being said, identifying each students’ unique learning style and needs in itself is a strategy.  I like to identify a commonality between my students and me (or my own children at home). This helps to create a rapport with each student and provides a foundation to fall back on when school gets tough!

What made you choose Special Education?

Initially, I went to school thinking I would be a classroom teacher, but knew the dual certificate would give me more experiences. Once I joined the Mohonasen family, I knew I’d never leave Special Education.  I enjoy supporting our families and I always like a good puzzle. In our field each new day brings new joys and new challenges. I truly enjoy that.  I also enjoy opportunities to provide support for my colleagues.  As special education teachers we are often known for our “bag of tricks” and many of our colleagues tap into those tricks! I am always happy to help.

How do your students inspire you?

My students are incredibly strong and resilient. They often have an uphill climb.  Things like school, organization, making friends and life in general does not always come easy to them.  They work so hard every single day to be successful.  They inspire me to not only do that in my own personal life, but also to find the newest, most engaging ways to support them as well.  They make learning look like so much fun. I pride myself in learning right alongside them. 

What do you find most rewarding about teaching students with special needs? 

Working with young students in general is very rewarding. Throughout my years of experience, I found myself drawn to professional development that led me to my current position. I really enjoy providing direct reading instruction to young students. The look on their faces when they are able to read a book independently is like no other.  Pure joy radiates from them. Honestly, watching my students overcome even the smallest of challenges, that is the most rewarding part of my day.    

Any words of encouragement for your students or families?

Life is always a challenge. But there is also so much joy that comes from even the smallest accomplishments. It is important to recognize ourselves and our little people for everything they have been through, this year and every other year. Acknowledge the hard work they have put in, but also the hard things you have accomplished as their families and caregivers. I cannot do my job well without the support you give your little ones at home. Thank you for everything you are doing! 

Child Find

The Rotterdam-Mohonasen School District has an obligation to evaluate, with parental consent, and offer to students determined to be disabled who reside in the District, a free and appropriate public education. If you believe your child has a disability that requires specialized instruction or special accommodations to access our programs and services, please contact your child’s building principal or the Director of Special Education at (518) 356-8221 to discuss the process to initiate a referral to the Committee on Special Education or the 504 Team. If you suspect your child has a disability that adversely affects his/her educational performance and that may require special education and you are enrolling your child in a nonpublic school and are seeking supports for your child while he/she attends school there, you may initiate a referral by writing to the CSE in the school district where the nonpublic school is located.

WHAT SHOULD YOU DO IF YOU FEEL YOUR CHILD NEEDS SPECIAL EDUCATION?

If you have a preschool child and you have noticed that your child is not developing skills such as walking, talking or playing like other young children, you may want to talk to your family doctor. He or she may be able to reassure you that children develop at different rates and your child is within the normal developmental scales. If, however, the doctor is concerned, or you are still not comfortable with your child’s progress, you may wish to make a referral to your school district’s Committee on Preschool Special Education (CPSE).

If your three-year-old child received services from the Early Intervention Program and is in need of special education services, he or she will need to transition (move) from the Early Intervention Program into the preschool special education program. The Early Intervention official from Schenectady County must give written notice to the Mohonasen CPSE that your child may be transitioning from the Early Intervention Program. A transition plan must be developed 120 days before this transition and included in your child’s last Individual Family Service Plan.

If your school-age child is having difficulties in school, first talk to his or her teacher. There are many supports for students within general education such as psychological services, speech and language improvement services, curriculum and instructional modifications and Academic Intervention Services. Each school has a Child Study Team that can develop a plan for the child utilizing the supports mentioned above and others. If you, the teacher and principal have not been able to help your child, your child may have a disability that affects his or her learning. To find out, you can make a referral to the Committee on Special Education (CSE)

WHAT IS A REFERRAL FOR SPECIAL EDUCATION?

A referral is a written statement asking that the Mohonasen School District evaluate your child to determine if he or she needs special education services. This written statement should be addressed to the chairperson in your school district’s Committee or your school principal. The referral may result in a request to have your child tested to see if he or she needs special education services. In some cases, you may want to meet with the principal before agreeing to test your child to discuss other ways to assist your child. As a result, the referral may be withdrawn.

Who Else Can Make A Referral For Special Education?

You, the parent, can always make a referral for your child. Your child’s teacher or a professional in your child’s school may also make a referral to the Committee. Additional people who may make a referral include doctors, judicial officers (such as a family court judge or a probation officer), or a designated person in a public agency. For a preschool child, any of the people mentioned above may make a referral to the CPSE. In addition, a referral may also be made by someone from an Early Childhood Direction Center, an approved preschool program, or an Early Intervention Program that serves your child from birth to age three. A student over 18 and younger than 21 who is an emancipated minor may refer him/herself.

WHAT ARE THE STEPS IN THE SPECIAL EDUCATION PROCESS?

Step 1: Referral Support for Students

Many students struggle at various times during their years in school. All buildings have many supports including a Child Study or Student Support Team.

Step 2: Initial Referral for Special Education Services

Students suspected of having a disability are referred to a multidisciplinary team called the Committee on Special Education (CSE) or the Committee on Preschool Special Education (CPSE).

Step 3: Individual Evaluation Process

The Committee evaluates the student’s abilities and needs.

Step 4: Determining Eligibility for Special Education Services

Based on evaluation results, the Committee decides if the student is eligible to receive special education services and programs.

Step 5: Individualized Education Program (IEP)

If the child is eligible to receive special education services, the Committee develops and implements an appropriate IEP, based on evaluation results, to meet the needs of the student.

Step 6: Annual Review/Reevaluation

The IEP is modified or revised by the Committee at an annual review. At least every three years, the student has a reevaluation to ensure that the student continues to need special education programs and services and to revise the IEP, as appropriate.

TIMELINE FOR STUDENTS WITH DISABILITIES NOT PREVIOUSLY IDENTIFIED AND FOR REVIEW OF INDIVIDUALIZED EDUCATION PROGRAM

Referral Received

Provide notice to parent; request consent immediately. Inform building principal within five days.

Consent received or referral for review made

Within the next 60 days, the following steps will take place:

• For initial referrals, parent grants consent to evaluate within 30 days of receipt of referral. A referral for review of an IEP occurs. Conduct individual evaluation or reevaluation as appropriate.

• Notice of meeting five days prior.

• Conduct meeting; make recommendation. Notify parent and Board of Education (BOE). BOE may remand the recommendation back to the CSE or to a second CSE for reconsideration.

Day 60 – Implementation after recommendation received

Arrange for services or programs

WHAT IS THE COMMITTEE ON PRESCHOOL SPECIAL EDUCATION (CPSE) AND THE COMMITTEE ON SPECIAL EDUCATION (CSE)?

Every school district has a Committee on Preschool Special Education (sometimes called the CPSE) and the Committee on Special Education (sometimes called the CSE). The CPSE is responsible for children ages three through five with disabilities. The CSE is responsible for children with disabilities ages five through 21. Some school districts also have Subcommittees on Special Education (sometimes called the SubCSE). You are a member of the Committee that is responsible for your child.

You know your child better than anyone else, and you have valuable knowledge to bring to Committee discussions. Other members of the Committees are people who have a broad range of experiences planning for and/or working with students with disabilities. Together we will work to make sure that special education programs and services are provided to meet your child’s needs.

The Committee On Preschool Special Education Includes:

• Parent(s) of the student

• General education teacher of the child whenever the child is or may be participating in the general education environment

• Special education teacher of the child or, if appropriate, special education provider of the child

• School district representative who is qualified to provide or supervise special education and is knowledgeable about the general curriculum and the availability of preschool special education programs and services and other resources of the school district and the county (this person is the Chairperson of the Committee on Preschool Special Education)

• An individual who understands and can talk about the evaluation results and how these results effect instruction (this person may also be the special education teacher/provider, regular education teacher, school psychologist, school district representative or someone that the school district determines has knowledge or special expertise regarding the student)

• Parent member (If the parent requests that the parent member participate)

• An Early Intervention Coordinator  (for a child in transition from the Early Intervention Program)

• Other people that have knowledge or special expertise regarding the child, including related services personnel as appropriate (as requested by the parent or school district)

• A Schenectady County representative will be notified of scheduled meetings; however, the CPSE meeting can be held whether or not the County representative attends)

The Committee On Special Education Includes:

• Parent(s) of the student

• General education teacher of the student whenever the student is or may be participating in the general education environment

• Special education teacher of the student or, if appropriate, special education provider of the student

• School district representative who is qualified to provide or to supervise special education and is knowledgeable about the general curriculum and the availability of resources of the school district (CSE Chairperson)

• An individual who understands and can talk about the evaluation results and how these results affect instruction. (this person may also be the special education teacher/provider, regular education teacher, school psychologist)

• School psychologist

• School physician (upon request)

• Parent member (If the parent requests that the parent member participate)

• Other people that have knowledge or special expertise regarding the student, including related services personnel as appropriate (as requested by the parent or school district)

• The student, if appropriate

A Subcommittee On Special Education Includes:

• Parent(s) of the student

• General education teacher of the student whenever the student is or may be participating in the general education environment

• Special education teacher of the student or, if appropriate, special education provider of the student

• School district representative who is qualified to provide, administer, or supervise special education and is knowledgeable about the general curriculum and the availability of resources of the school district (this person may be the special education teacher/provider, school psychologist, or building administrator)

• An individual who understands and can talk about the evaluation results and how these results affect instruction (this person may also be the special education teacher/provider, regular education teacher, school psychologist or school district representative)

• School psychologist (under certain circumstances)

• Other people that have knowledge or special expertise regarding the student, including related services personnel as appropriate (as requested by the parent or school district)

• The student, if appropriate

WHEN I HAVE A CONCERN WITH MY SCHOOL-AGE CHILD’S IEP, WHAT DO I DO?

First:

We believe the best way to address issues is to deal directly with those professionals working closest to your student. We strongly encourage parents to start in your child’s school with the following professionals in this order:

• Teacher/Therapist

• Case Manager

• Psychologist

Second:

If you are not satisfied with the results, contact the Director of Special Education or your child's building principal. 

Third:

If your child’s needs are not being addressed by district staff, you may contact these people for additional assistance:

• NYSED – Regional Representative

• SETRC

• Albany Law Clinic

Mohonasen's Department for Special and Alternative Education fosters an academically rich environment for all of it's students. What follows are the the kinds of programs offered for those students who qualify for services. Each student's needs will differ, as determined by their IEP.

Related Services:

Occupational Therapy: These services are provided in a designated therapy room within in the student's school. OT services are designed to assist the student with improving fine motor skills, sensory processing, and overall muscle control and coordination. 

Physical Therapy: These services are provided in a designated therapy room within in the student's school. PT services assist the student with coordination, ambulation, and overall physical agility. 

Speech and Language Therapy: Speech services are provided to the student in a therapy room or within the classroom. The speech therapist will work with students who demonstrate delays in articulation, to better improve their expressive language and overall fluency. 

Counseling: Counseling is provided on a 1:1 basis or in a group setting, outside of the classroom. Counseling services will assist the student in developing skills to enhance their overall social and behavioral development. 

Programs:

Consultant Teacher (Direct): Provides support for various subjects within the classroom,. Instruction is held in a group setting, integrating students with similar academic needs. 

Special Class: These classes are tailored to the needs to the student in English/Language Arts or Math. Instruction is held in a group setting outside of the general education classroom, integrating students with similar academic needs.

Resource Room: Provides supplemental instruction outside of the classroom. Resource room is designed to assist students who need extra support in any general education subject. Instruction is held in a group setting, integrating students with similar academic needs.

Preparing for Annual Review:

We continue to use IEP Direct for annual reviews, so the documents should all be familiar to you. As in the past, pre-meetings and preparing for the meeting makes for a smoother Annual Review meeting. Students who demonstrate substantial regression may be eligible for Extended School Year (ESY.) Your child/students case manager will discuss this with you prior to the annual review meeting. 

What to do if your student’s Annual Review is planned on a day with a school closing or delay due to the inclement weather:

If school is closed:

• All meetings and presentations, both day and evening will be cancelled. Meetings will be rescheduled to a later date.

If school is delayed:

• All meetings and presentations, both day and evening will be cancelled. Meetings will be rescheduled to a later date.

Participation for the scheduled CSE meetings will be through phone or Google Meet. 

Google Meet can be accessed on cell phones by using the app, or online via https://meet.google.com. If you plan on participating using Google Meet on your cell phone, it's recommend you download the app prior to the meeting. You will be emailed a phone number and invite code that you can use to call into the meeting if you prefer to have a phone conference. 

Should you have more questions, please refer to this video by Mr. Vacca on YouTube: https://youtu.be/PTg9Mb2Mhn4

Please contact the special education/student support services office at 518-356-8221 with any questions or concerns.

Click to open PDF regarding Procedural Safeguards Notice