Debbie Brophy-Antonez, Special Education Director Learning Specialist
	Lisa Marchinkoski, M.S. CCC-SLP Speech/Language Pathologist RDI® Certified Consultant
	Michele Vail, Learning Specialist      Middle School
	Elaine Miner Middle School Paraeducator
	Michelle Greene Paraeducator
	Sara Crandell Paraeducator
	Kay Schlieder Speech/Language Paraprofessional Classroom Paraeducator
	Pricilla Giaotti Paraeducator
	Lesley Stewart Middle School Paraeducator
	Dawn Teason Special Education Secretary

        



A complete evaluation must take place before a child can be determined eligible for Special Education services.  A team of trained educational personnel from The Dorset School and the BRSU comprise the Basic Staffing Team (BST). Parents of the child referred for an evaluation are also members of the BST.  Parents must consent in writing to the child's evaluation.  This evaluation will be related to the child's suspected disability in order to determine his/her abilities, strengths and needs.  The evaluation can include testing (intellectual, basic skills, speech and language development, social development, occupational and physical therapy, hearing and vision),  classroom observations, and input from parents and classroom teachers.
    At the completion of the comprehensive evaluation, The BST writes a report based on the results of all the date collected. The BST will be asked to make a determination as to whether the child is eligible for Special Education Services.
    If a child is found eligible for Special Education, an Individualized Education Plan (IEP)must be written for him/her to include:

• Long term goals and short-term objectives to help him/her reach the long term goals.

• Special Education services the child will receive.

• Related services he/she needs to receive

• The amount of time he/she will spend in the regular classroom.
• Dates services will begin and end.

• Methods that will be used to measure the child's progress.

    Most special Education services occur within the regular classroom with the regular education teacher and the Special Education teacher working together in collaboration for the benefit of the child. When absolutely necessary, the pull-out model of delivery is used.

EST (EDUCATIONAL SUPPORT TEAM)

The Educational Support Team (EST) is a collaborative school effort designed to provide strategies for working with all children effectively.  It's goal is to assist every teacher in meeting the needs of their students by sharing staff skills and creating opportunities to improve staff communication in the areas of instruction and classroom management.

The teacher referring a child to the EST is expected to first inform the child's parents that he/she has been experiencing some concerns about the child and that the teacher is requesting to meet with the EST to see if they can come up with ideas/strategies that will work more effectively with the child in the classroom.  During the meeting, the team will develop a plan of action to be implemented by the teacher and support personnel where needed.  After the meeting, the teacher will inform the parents of the content of the action plan.  Parents may elect to be a part of the initial meeting with the team before the plan of action is developed.

The EST team meets weekly for a minimum of 30 minutes.  All information is confidential.  Only the parents, referring teacher, and team members have access to the identity of and information concerning an individual student.  The following members comprise the EST:  two classroom teachers, guidance counselor, Special Education teacher, another specialist, principal, referring teacher, and others as needed.

A minimum of one follow-up meeting takes place wtih the team and the referring teacher to assess the success of the plan of action.