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Special Services

Dear Families, 

We believe every child is unique and must have the supports and resources to explore an individualized learning experience. Our commitment  to our special needs students is to provide each and every one with the Least Restrictive Environment (LRE), by considering all available programs and services within both the general and special education realms. Our goal is to foster independent as well as lifelong learners. Our collaborative efforts with parents have allowed our students to thrive in their individuality and showcase their strengths and abilities. We welcome this partnership for all students' continued success.

ESSA (Every Student Succeeds Act)

The Every Student Succeeds Act (ESSA) provides New York State with an opportunity to leverage significant federal resources in support of New York State’s commitment to providing equity, access, and opportunity for students.

The SCSD receives Title I funds to help support students and their teachers in grades k-5 who participate in Academic Intervention Services in order to improve their progress in Reading.  

Please visit the New York State Education Department website to learn about how to proceed should you have a concern or complaint about your child’s access to services that may be partially funded by a Title I grant.

Academic Intervention Services

The SCSD utilizes a “Response to Intervention” model in providing Academic Intervention Services to its students.  Response to Intervention (RtI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

For additional information regarding building specific academic intervention services please visit each school's website.  

Contact Information

Special Services_SE

Stacey Elconin
Director of Special Services

Meghan Febbie
Assistant Director of Special Services

Kim Morrissey
CSE/CPSE Chairperson

Vanessa Arturi
Senior Office Assistant

Dawn DellaCamera
Senior Office Assistant

Anne-Marie Annunziato
Senior Office Assistant

Alison Sprague
Senior Office Assistant

Mailing Address

Office of Special Services
Somers Central School District
P.O. Box 620
Lincolndale, NY 10540

Continuum of Special Services

Listed from Least Restrictive to Most Restrictive:

  • Related Services (no minimum time amount required)
  • Consultant Teacher Services (minimum of 2 hours weekly)
  • Resource Room Program (minimum of 3 hours weekly)
  • Resource Room/Consultant Teacher (minimum of 3 hours combined)
  • Integrated Co-teaching Services (all or part of the school)
  • Special Class (all or part of the school day)
  • Out-of-District Placement

Related Services

Developmental, corrective and other supportive services. Common related services include: speech-language, counseling, occupational therapy, physical therapy, assistive technology services, school health services, interpreting services, school nurse services, audiology services. Does not include a medical device that is surgically implanted, optimization of that device's functioning, maintenance or replacement of the device. May provide more than one related service, or related services in combination with other regular or special education programs.

Consultant Teacher Direct or Indirect

  • Direct: to aide the student to benefit from the general education class instruction.
  • Indirect: to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of the student with a disability who attends the general education class.

Consultant Teacher in Combination with Resource Room

To meet the needs of a student who could benefit from the two types of services, but who does not need two hours per week of Consultant Teacher and three hours per week of Resource Room.

Resource Room

To provide specialized supplementary small group instruction. This supplementary instruction is provided in addition to the general education or special education classroom instruction that the student receives. It is not provided in place of the student's regular instruction. 

Integrated Co-Teaching

To provide academic and specially designed instruction in the general education setting to integrated group of students. The responsibility for planning, delivering and evaluating instruction for all students is shared by the general and special education teachers.

Districts may choose to offer integrated Co-teaching. It is not mandatory to offer it. This is the only continuum option that is not mandated to be available to all students with disabilities.

Special Class

To provide primary instruction that is specially designed to meet the similar needs of a group of students in a self-contained setting, separate from the non-disabled peers. 

Glossary of Terms