Pupil Personnel Services

  • The East Irondequoit Pupil Services department is responsible for providing resources, programs and services to students and families in the district. Many of the resources, programs and services are required by various state and federal laws. All services and programs are an extension of the District's academic program and were developed to assure that all students have equal access to the curriculum.

    The East Irondequoit Central School District believes in the potential of the entire student population, including students with disabilities.  The mission statement of East Irondequoit Central School District states that the mission of the EICSD is to provide a variety of educational tools and programs that will enable our graduates to become college and career ready.  This statement is based on the belief that all students can learn and grow and that all staff members will assume responsibility for student learning and the fostering of students’ social and emotional growth.

    Common Core State Standards establish new, higher standards of learning for all students.  The new standards apply to students with disabilities.  Disabled students will be required to successfully complete the same course and examination requirements as their non-disabled peers.   As we move forward to improve all students’ preparation for post-school experiences, lifelong learning, and participation in a diverse world, our commitment to ALL students causes us to include representation and participation of student with disabilities as integral members of the community in all aspects of that preparation.

     Lesley Powers

    Lesley Powers-Director of Pupil Personnel Services


    Wendy Baker

    Wendy Baker-CSE/CPS Chairperson



     School Building Contacts

        Helendale Road School     339-1330

     Psychologist: Amanda Dake
     Social Worker: Erica Hahn
     Speech Therapist:    Erin Miller
     Occupational Therapist:  Amy Atwater
     Physical Therapist:  Gina Salisbury
     ESOL: Tracy Wood
    Reading:   Wendy Carr, Donna Marchand,
    Heather Betz

     Ivan Green School     339-1310

     Psychologist: Amanda Dake
     Social Worker: Beth Zimber
     Speech Therapist:  Erin Collins
     Occupational Therapist:  Amy Atwater
     Physical Therapist:  Gina Salisbury
     ESOL: Gina Menza-Kunz, Andrea Cortellini, Heather Aprile
     Reading: Amber Corsaro,Terri Dunn, Sharon Gass

                   Laurelton Pardee School     339- 1370
     Psychologist:   Amanda Lauck
     Counselor:  Jacqueline McAllister
     Speech Therapist:  Lori Fox
     Occupational Therapist:  Amy Atwater
     Physical Therapist:  Gina Salisbury
     ESOL: Andree Thibert-Mey
     Reading:  Kathleen Miller, Michele Weigel

                                 Durand Eastman     339-1350
     Psychologist: Dan Cathron
     Counselor:  Jeff Jasak
     Speech Therapist:  Mary Jo Daughton
     Occupational Therapist:  Amy Atwater
     Physical Therapist:  Gina Salisbury
     ESOL: Maren Eggert
     Reading: Bambai Rocco, Katie Daloia

              East Irondequoit Middle School  339-1400
     Psychologist:    Taylor O'Leary
     Social Worker:  Megan Ruller, Christi Haritatos
     Counselor:  Peggy England, Chris Harnden, Cara Farneti
     Speech Therapist: Susan Delia Wood
     Occupational Therapist:  Amy Atwater
     Physical Therapist:  Gina Salisbury
     ESOL: Anne-Pat Nuzback, Roxanna Alexander
     Reading: Lindsay Zelter, Eileen Naegler

    Eastridge High School   339-1450

    Psychologist: Kim Clark
    Social Worker:  Elizabeth Baker, Cynthia McGhie, Kiah Bowerman
    Counselor:  Doreen Goossen, Mona Dibble, Kathleen Healy,                      Jenna Marchetta
    Speech Therapist:  Marcie Lause
    Occupational Therapist:  Amy Atwater
    Physical Therapist:  Gina Salisbury
    ESOL: Jessica Rainey, Gulay Celebi



    Pre-referral Process
    In accordance with the IDEA and Part 200 of the Commissioner’s Regulations, the District must develop a policy and implement a plan to establish pre-referral interventions to assist a student’s educational progress before consideration of referral to the Committee on Special Education (CSE).  In keeping with this policy, it is the responsibility of the schools’ principal and building level instructional support teams to investigate all possible avenues of general education support services that would enable the student to achieve the learning standards. Such services may include, but are not limited to, Academic Intervention Services and building level related service support.   These services must be afforded to all students who do not meet the minimum designated standards on State assessments, and to students who are English Language Learners (ELL) who do not achieve the annual performance standards.  Supplemental instruction in English, language arts, math, social studies, and science as well as support services to deal with barriers to student progress such as attendance, discipline, health, family, nutrition, and transient issues will be afforded to students who score below level on elementary or intermediate State assessments or score below the State designated or local performance levels on any one of the State examinations required for graduation.  All school-wide approaches to provide remediation activities for students who are at risk of not meeting State standards or in danger of not meeting graduation requirements will be considered prior to making referrals to the CSE.  These approaches may also include but are not limited to extra teachers or paraprofessional support, student or volunteer tutorial assistance, counseling support, computer assisted programs.  The principal or principal’s designee shall notify each student’s parents whenever Academic Intervention Services (AIS) are provided and shall ensure that written quarterly progress reports are provided in the native language of the parents.  These school-wide approaches shall serve as pre-referral interventions prior to consideration of special education programs through the Committee on Special Education.

    The referral form to the CSE used by the district staff will describe in writing intervention services, programs or instructional methodologies used to remediate the student’s performance prior to referral, including any supplementary aides or support services provided.   The principal and/or building level instructional support team shall maintain a record of pre-referral interventions implemented for each student. Each referral shall be reviewed to determine its appropriateness and whether pre-referral interventions have been adequately utilized, and if further interventions are deemed necessary.    

    Within 10 days of receipt of a referral to the CSE, the building administrator(s) may request a meeting with the parent or person in parental relationship, the student, and the referring person, to determine whether the student would benefit from additional general education support services as an alternative to special education.  These services may include but are not limited to Speech and Language Improvement Services, Counseling, Academic Intervention Services, and any other services designed to address the learning needs of the student and maintain the student’s placement in general education.  At this meeting, if there is a written agreement that with the provision of additional general education support services the referral is unwarranted, the referral shall be deemed withdrawn and the building administrator shall provide a copy of this agreement to the PPS Director, the referring person, the parent or person in parental relationship, and the student if appropriate.  The copy of the agreement will name the additional general education support services that will be provided as well as the length of time of each service.  This agreement will be placed in the student’s cumulative educational record file. If there is no written agreement reached at this meeting, the required timeline of the CSE shall be maintained.

     These pre-referral interventions will not be utilized as a barrier to prevent appropriate referrals for special education services but shall be used to assess the ability of the student to benefit from general education services.

    Committee on Special Education/Committee on Preschool Special Education
    To implement its commitment to the education of students with disabilities, the Board of Education annually appoints a Committee on Preschool Special Education (CPSE), a Committee on Special Education (CSE) and Subcommittees on Special Education. The Committees are appointed in accordance with the provisions of New York Education Law, Sections 4402 and 4410 and Section 200.3 of the Regulations of the Commissioner of Education. Section 4410 of the Education Law which established the Committee on Preschool Special Education was signed into Law on July 5, 1989, and the CPSE established for the first time during the 1989/90 school year. Major functions of the CPSE and CSE include:

    • Identifying, evaluating, and recommending programs and services for students with disabilities
    • Assuring that appropriate due process safeguards are provided for each student
    • Maintaining an annually revised register of all students with disabilities who reside in the district and who are eligible to attend preschool or public school during the coming school year
    • Reporting to the Board of Education on the adequacy and status of programs, services and facilities made available to school-age students with disabilities by the school district, and, for preschool students, by public and private agencies within the County of Monroe
    • Reporting to the New York State Education department data  regarding student performance, timelines and graduation rates


    In accordance with Chapter 705 of the Laws of 1992 which amended Sections 3329, 4204a and 4410 of Education Law as well as Section 236 of the Family Court Act, the school district has in a place a procedure to identify, classify and arrange services for preschool students with disabilities ages 3-5.

    Upon request, the CPSE provides parents with referral forms to complete in order to have their children evaluated at state approved evaluation sites.  Additional people who may make a referral include doctors, judicial officers, a designated person in a public agency or someone from an Early Childhood Direction Center, an approved preschool program or an Early Intervention program that serves children with disabilities from birth through age two.

    The CPSE reviews the results of the evaluation at a joint meeting with parents and evaluators.  If the evaluation indicates that the child is in need of Special Education services, a recommendation for programs/services is made and notice is sent to the Board of Education.  The Board of Education must then arrange for implementation of these services within 60 days.  Participation in preschool education is voluntary and is decided by the parent.

    Currently, a Committee on Pre-school Education includes:

    • Parent(s) of the student
    • Regular education teacher of the child whenever the child is or may be participating in the regular 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 municipality (This person is the Chairperson of the Committee.)
    • 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.)
    • Other people that have knowledge or special expertise of the child, including related services personnel as appropriate (as requested by the parent or school district.)
    • A county representative (A certified or licensed preschool representative from the municipality must be notified of scheduled meeting; however the CPSE meeting can be held whether or not this representative attends the meeting


    As per the Regulation of the Commissioner of Education, the East Irondequoit Central School District Committee on Special Education (CSE) is responsible for students with disabilities ages 5-21.  The CSE is comprised of:

    • Parent(s) of the student
    • General Education Teacher of the student whenever the student is participating in the regular education environment
    • Special Education teacher/provider
    • School district representative who is qualified to provide or supervise special education and is knowledgeable about the general education curriculum and the availability of resources of the school district. (In this District, this is the CSE Chairperson).
    • An individual who understands and can talk about the evaluation results and how these results affect instruction.
    • School psychologist
    • School physician (upon request)
    • Parent member *
    • Other people who have knowledge or special expertise regarding the student, including related services personnel as appropriate
    • The student, if appropriate


    *The East Irondequoit Central School District Board of Education has appointed the Sub-Committee on Special Education to perform the functions of the Committee on Special Education, except when a student is considered for initial eligibility, initial placement in a special class, a special class outside of the student’s school of attendance or a school primarily serving students with disabilities or a school outside of the student’s district.  The CSE Subcommittee consists of the same members listed above.

    CSE Process
    There are specific steps in the CSE process that must be adhered to meet regulations.  They include:

    Referral to the CSE
    Evaluation of the student’s capabilities
    CSE/CPSE Recommendations
    Individual Education Program Implementation
    Annual Review
    Re evaluation

    Disability Types
    Preschool students that are determined to be eligible for services by the Committee on Preschool Special Education are considered to be a “preschooler with a disability”.  School age children that are deemed to be eligible for special education services must be considered for one of the following disability types.  The term “student with a disability” includes the following classifications:

    Autism: A developmental disability significantly affecting verbal and nonverbal communication and social interaction, regularly evident before age 3, that adversely affects a student’s educational performance.  Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.  The term does not apply if a student’s educational performance is adversely affected primarily because the student has an emotional disturbance as defined in paragraph 4 of this subdivision.  A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the criteria in this paragraph are otherwise satisfied.

    Deafness: a hearing impairment that is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification,that adversely affects a student’s educational performance.

    Deaf-blindness: Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for students with deafness or students with blindness.

    Emotional disturbance: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance:

      • an inability to learn that cannot be explained by intellectual, sensory, or health factors;
      • an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
      • inappropriate types of behavior or feelings under normal circumstances;
      • a regularly pervasive mood of unhappiness or depression; or
      • a tendency to develop physical symptoms or fears associated with personal or school problems.
      • The term includes schizophrenia.  The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disturbance.

    Hearing impairment:  An impairment in hearing, whether permanent or fluctuating, that adversely affects the child’s educational performance but that is not included under the definition of deafness in this section.

    Learning disability: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations as determined in accordance with 200.4 of this Part.  The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia.  The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. 

    Intellectual Disability: significantly sub average regular intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a student’s educational performance.

    Multiply disabilities: concomitant impairments (such as mental retardation-blindness, mental retardation-blindness, mental retardation-orthopedic impairment, etc.), the combination of which cause such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments.  The term does not include deaf-blindness.

    Orthopedic impairment: a severe orthopedic impairment that adversely affects a student’s educational performance.  The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputation, and fractures or burns which cause contractures).

    Other health-impairment: having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems, including but not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning leukemia, diabetes, attention deficit disorder or attention deficit hyperactivy disorder or tourette syndrome, which adversely affects a student's educational performance

    Speech or language impairment: a communication disorder, such as stuttering, impaired articulation, language impairment or a voice impairment that adversely affects a student’s educational performance.

    Traumatic brain injury: an acquired injury to the brain caused by an external physical force or by certain medical conditions such as stroke, encephalitis, aneurysm, and anoxia or brain tumors with resulting impairments that adversely affect educational performance.  The term includes open or closed head injuries or brain injuries from certain medical conditions resulting in mild, moderate or severe impairments in one or more areas, including cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech.  The term does not include injuries that are congenital or caused by birth trauma.

    Visual impairment including blindness: impairment in vision that, even with correction, adversely affects a student’s educational performance.  The term includes both partial sight and blindness.

    In accordance with Section 200.6 of the Regulations of the Commissioner of Education, the district provides a continuum of services which allows placement of preschool and school-age students in the least restrictive environment consistent with their needs and which provides for placement of students on the basis of similarity of individual needs.
    Consultant Teacher Service
    Consultant teacher services will be for the purpose of providing direct and/or indirect services to students with disabilities enrolled full-time in general education classes including career and technical education.  Such services shall be recommended by the Committee on Special Education to meet specific needs of such students and shall be included in the student's individualized educational program (IEP).  Consultant teacher services shall be provided in accordance with the following provision:

    • Each student with a disability requiring consultant teacher services shall receive direct and/or indirect services consistent with the student's IEP for a minimum of two hours each week.
    • The total number of student with disabilities assigned to a consultant teacher shall not exceed 20
    • Program Goals:
      • To assist school staff in understanding different learning styles and modifying and adapting the general education curriculum as necessary to meet the needs of individual students
      • To strengthen students' organization and study skill application within the general education setting
      • To teach students techniques needed to compensate for areas of weakness
      • To introduce and strengthen student self-advocacy behaviors and independent functioning skills
      • To increase self-awareness and self-acceptance of students with disabilities and general education students through their understanding that all individuals benefit from additional assistance at times
      • To provide remedial instruction in math, reading, writing or other academic need areas specified on the IEP without removing the student from the general education setting
      • To provide testing modifications as needed
      • To assist parents in understanding their child's learning needs and to provide home support

    Related Services
    Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech and language pathology, audiology, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school health services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services.

    • The frequency, duration and location of each service shall be in the IEP, based on the individual student’s need for the service
    • When the related service is provided to a number of students at the same time, the number of student in the groups shall not exceed five
    • For students with disabilities determined to need speech and language services such services shall be provided for minimum of two thirty minute sessions each week
    • A student with a disability may be provided with more than one such service in accordance with the need of the student
    • Related services may be provided in conjunction with general education program or with other special education programs and services

    Resource Room
    The resource room program is for the purpose of supplementing the general classroom instruction of students with disabilities.  Resource room services shall be provided in accordance with the following provisions:

    • The instructional group in each resource room period does not exceed five students.  Each resource room period is instructed by a certified special education teacher
    • Students shall not more than 50 percent of the day in the resource room program
    • The composition of instructional groups shall be based on similarity of the individual needs of the students according to academic levels and learning characteristics, levels of social development, levels of physical developments and the management needs of the students in the classroom
    • Resource room services may be provided either in a pull-out or push-in program or a combination of both.

    Special Class
    A special class is defined as a class consisting of students with disabilities who have been grouped together because of similar individual needs for the purpose of being provided a special education program. The chronological age range of students who are less than 16 years of age will not exceed 36 months.  A student with a disability shall be placed in a special class to the extent indicated in his/her IEP.

    Out-of-District Placement
    Students with disabilities whose needs are too intensive to be addressed appropriately in an in-district special education program, may be placed in one of the following, listed from least restrictive to more restrictive:

    • special class operated by BOCES based in another school district
    • a BOCES operated program located in a BOCES building
    • an approved Private School (day)
    • 4201 or State Operated school
    • an approved Residential Placement

    Home and Hospital Instruction
    Students with disabilities who are recommended for home and/or hospital instruction by the CSE shall receive instruction as follows:

    • Instruction for elementary school students will be provided a minimum of 5 hours per week
    • Secondary school students will receive a minimum of 10 hours of instruction per week, preferably 2 hours daily
    • Students who are awaiting placement in an out of district program may be assigned, on an interim basis and with their parent’s consent, to alternate-site instruction. This instruction is identical to home teaching except that the actual instruction takes place outside the home.

    Transitional Support Services
    When specified in a student’s Individualized Education Program, transitional support services are provided to a teacher on a temporary basis to aid in the provision of an appropriate educational program to the student with a disability who is transferring to a general education program or to a less restrictive program or service. These services may be provided by the building psychologist, a special education teacher, a speech/language therapist, physical therapist, occupational therapist or other appropriate professionals who understand the specific needs of the student with a disability.

    Declassification Support Services
    Students exiting special education may be considered for declassification services. Declassification support services are defined in the Part 100 Regulations. Testing modifications may be continued as recommended by the CSE.  If a student has been receiving special education services but the Committee on Special Education determines that the student no longer requires such services and can be placed in a general education program on a full-time basis, the recommendation shall:

    • identify the declassification support services
    • indicate the projected date of initiation
    • indicate the frequency and duration of such services, not to be continued for more than one year


    Procedural safeguards - http://www.p12.nysed.gov/specialed/publications/psgn1211.htm
    Parents guide to special education - http://www.p12.nysed.gov/specialed/publications/policy/parentguide.htm
    Parent Consent for use of Public benefits - http://www.p12.nysed.gov/specialed/publications/parentalconsent-medicaid-July2013.htm