Niskayuna Central School District > Academics > Special Education & Student Support Services > Special Education Plan

Special Education Plan

Updated on July 7, 2026

Statement of Commitments

The Niskayuna Board of Education upholds our Vision and Mission and is committed to providing a quality education for all students, supports the provision of special education and related services for students with disabilities under the provisions of the Committee on Special Education (CSE) and Committee on Preschool Special Education (CPSE).

In full support of the State and Federal laws pertaining to students with disabilities, it is the intent of this Board of Education to assure that the educational needs of special education students are met. To this end, and in full compliance with the Regulations of the Commissioner of Education, the Board reviews the District Plan for Special Education biennially and shall adopt a new plan, at a minimum of once every two years.

Special Education Plan Contents

A. A description of the nature and scope of special education programs and services currently available to students (including preschool students) residing in the District, including but not limited to descriptions of the District’s resource room programs and each special class program provided by the District in terms of group size and composition.

Special Education Programs and Services (Preschool, K-12)

The Niskayuna Student Support Services Department, division of Special Education, is responsible for the provision of specially designed individual or group instruction, special services, and/or programs, as defined in Subdivision 2 of Section 4401 of the Education Law, which may include special transportation, provided at no cost to the parent, to meet the unique needs of students with disabilities. The Special Education Department offers a continuum of programs and services to school-age and preschool students with disabilities ranging from related services only to highly specialized programs based on NYSED mandates.

The District develops and provides a continuum of special education programs and services based on student learner characteristics, and common learning standards, which meet the individual learning needs of students with disabilities in the least restrictive setting. The District assesses the educational needs of students with disabilities across the district, including students placed outside of the district, as part of the mandated annual review process. The elements utilized in determining student needs and allocating resources in relation to our program continuum include:

  • Student learner characteristics: Students with disabilities are grouped by similarity of individual needs and learning characteristics.
  • Data: Assessment data is used to confirm learner characteristics and identify appropriate special education and supports (placement). It is also utilized for ongoing measurement of student response to instruction and progress.
  • Supports for Students: Supports and services are based on best practices to meet the specific learner characteristics of each program.
  • Supports for Staff: Professional development and services for staff are designed to support staff in meeting student needs.
  • Supports for Families: Any parent training, consultation, and services to families are designed to assist families in supporting the education of their students.

Special Education Continuum of Services (Gr. K-12), Least to Most Restrictive Environment

  • General Education without supplementary aids and supports
  • General Education with supplementary aids and supports (related services)
    • *Assistive Technology
    • *Counseling
    • *Occupational Therapy
    • *Orientation and Mobility
    • *Physical Therapy
    • *Skilled Nursing
    • *Speech Therapy
    • *Teacher of the Visually Impaired
  • Consultant Teacher, direct or indirect
  • Resource Room
    • *Reading, *writing, *math, *specialized reading
  • Special Class Programs, self-contained classes
    • Academic Skills
      • *Elementary – Bridges (12:1)
      • *Middle School – Rise (15:1)
      • *High School – Rise/Access (15:1)
    • Communications Class (CC)
      • *Elementary, Middle School, High School (9-10), Aspire program (8:1)
    • Life Skills
      • *K-12, Concepts program (12:1)
    • Social-Emotional
      • *K-12, Empower program (8:1)
  • Out of District Programs, day treatment
    • *In-State – Day Programs (Private or BOCES)
    • *In-State/Out of State Residential Programs
  • Residential/Home Instruction/Home Hospital
    • *Home Instruction/Hospital

***Note: For special classes, the support staff ratio is assigned based upon the class size/ratio and the number of students in the program and the degree of students needs in the program year to year. (Typically, aide support is on a 3:1 basis, three students to one aide/support staff).

Related Services: Related services shall be recommended by the Committee on Special Education to meet the specific needs of a student with a disability as set forth in the Individualized Education Plan (IEP).

  • The frequency, duration, and location of each such service shall be in the IEP, based on the individual student’s need for the service.
  • For students with disabilities determined to need speech and language services, the total caseload of such students for therapists providing such services shall not exceed 65.
  • When a related service is provided to a number of students at the same time, the number of students in the group shall not exceed five students per provider.
  • A student with a disability may be provided with more than one related service in accordance with the needs of the student.
  • Related services may be provided in conjunction with a regular education program or in combination with other special education programs and services.

Consultant Teacher Services: Consultant teacher services shall be for the purpose of providing direct and/or indirect services to students with disabilities who attend regular education classes, including career and technical education classes, and/or to such students’ regular education teachers. Such services shall be recommended by the Committee on Special Education (CSE) to meet specific needs of such students and the student’s Individualized Education Program (IEP) shall indicate the regular education classes in which the student will receive consultant teacher services. Consultant teacher services shall be provided in accordance with the following provisions:

  • The total number of students with disabilities assigned to a consultant teacher shall not exceed 20.
  • 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 CSE may recommend that a student with a disability who also needs resource room services in addition to consultant teacher services, may receive a combination of such services consistent with the student’s IEP for not less than three hours each week.
  • Upon application and documented educational justification to the Commissioner, approval may be granted for a variance for the number of students with disabilities assigned to a consultant teacher.

Resource Room: Resource room programs shall be for the purpose of supplementing the regular or special classroom instruction of students with disabilities who are in need of such supplemental programs.

  • Each student with a disability requiring a resource room program shall receive not less than three hours of instruction per week in such a program. The CSE may recommend that a student with a disability who also needs consultant teacher services in addition to resource room services may receive a combination of such services consistent with the student’s IEP for not less than three hours per week.
  • Students shall not spend more than 50 percent of their time during the day in the resource room program.
  • An instructional group that includes students with disabilities in a resource room program shall not exceed five students per teacher.
  • The composition of instructional groups in a resource room program shall be based on the similarity of the individual needs of the students according to:
    • Levels of academic or educational achievement and learning characteristics;
    • Levels of social development;
    • Levels of physical development; and the management needs of the students in the classroom.
  • The total number of students with a disability assigned to a resource room teacher shall not exceed 20.
  • Upon application and documented educational justification to the Commissioner, approval may be granted for a variance from the size of an instructional group and the total number of students assigned to a resource room teacher.


      Special Classes: The following standards shall be used in the provision of special classes for students with disabilities:

      • A student with a disability shall be placed in a special class for instruction on a daily basis to the extent indicated in the student’s individualized education program.
      • In all cases, the size and composition of a class shall be based on the similarity of the individual needs of the students according to:
        • Levels of academic or educational achievement and learning characteristics;
        • Levels of social development;
        • Levels of physical development; and 
        • The management needs of the students in the classroom.
      • A special class shall be composed of students with disabilities with similar individual needs.
      • The maximum special class size for students with disabilities whose special education needs consist primarily of the need for specialized instruction, which can best be accomplished in a self-contained setting shall not exceed 15 students, or 12 students in a State-operated or State-supported school, except that:
        • The maximum class size for special classes containing students whose management needs interfere with the instructional process, to the extent that an additional adult is needed within the classroom to assist in the instruction of such students, shall not exceed 12 students, with one or more supplementary school personnel assigned to each class during periods of instruction.
        • The maximum class size for special classes containing students whose management needs are determined to be intensive, and require a significant degree of individualized attention and intervention, shall not exceed eight students, with one or more supplementary school personnel assigned to each class during periods of instruction. The maximum class size for those students with severe multiple disabilities, whose programs consist primarily of habilitation and treatment, shall not exceed 12 students. In addition to the teacher, the staff/student ratio shall be one staff person to three students. The additional staff may be teachers, supplementary school personnel, and/or related service providers.
      • The chronological age range within special classes of students with disabilities who are less than 16 years of age shall not exceed 36 months. The chronological age range within special classes of students with disabilities who are 16 years of age and older is not limited. However, there shall be no chronological age-range limitations for groups of students with severe multiple disabilities, whose programs consist primarily of habilitation and treatment.
      • For students with Autism, particularly parents of students placed in special classes previously described, a provision shall be made for parent counseling and training opportunities, organized by the district, during the school year for the purpose of enabling parents to perform appropriate follow-up intervention activities at home. When determined as needed by the CSE, this parent counseling and training is considered a related service.
      • Upon application and documented educational justification to the Commissioner, approval may be granted for a variance from the size of an instructional group and the total number of students assigned to a special class teacher.

    In-State or Out of State Private Schools: Some students with disabilities cannot be adequately served in public schools and, therefore, must be provided programs within private schools. School districts may place these students in private schools, special act schools, or children’s residential project programs approved by the State Education Department that meet the student’s specific needs. These schools may be located in-state or out-of-state and may have day and/or residential components.

    Home and Hospital Instruction: Students with disabilities who are recommended for home and/or hospital instruction by the Committee on Special Education shall be provided instruction and appropriate related services as determined by the Committee on Special Education in consideration of the student’s unique needs. 

    Students, with one or more supplementary school personnel assigned to each class during periods of instruction.

    Home and hospital instruction shall only be recommended if such placement is in the least restrictive environment and must be provided:

      • A minimum of 10 hours per week at the elementary level, preferably two hours daily; or
      • A minimum of 15 hours per week at the secondary level, preferably three hours daily.
        Continuum of District Special Education Services (Preschool)If the Committee on Preschool Special Education (CPSE) determines that a child has a disability, the committee shall recommend a program and/or service(s) for the child. The committee is required to consider a continuum of services beginning with the least restrictive to the most restrictive services. A continuum of special education and related services are made available to district preschool students with disabilities in programs located in private settings, typical preschool programs, or at home. Preschool special education programs and related services available to district students include:

        • Related Services
        • Special Education Itinerant Teacher (SEIT)
        • Related Services with Special Education Itinerant Teacher
        • Special Class in an Integrated Setting (Half or Full Day)
        • Special Class in a Separate Setting (3-5 hours a day)

    Related Services: Related services may include such as Speech Therapy (ST), Occupational Therapy (OT), Physical Therapy (PT), Assistive Technology (AT), and Psychological Counseling.

    Special Education Itinerant Teacher (SEIT): A special education teacher works with a child in a setting recommended by the CPSE.

    Special Class in an Integrated Setting (SC/IS): A class with preschool students with and without disabilities.

    Special Class (SC): A class containing only children with disabilities.

    Twelve-month Special Education Services and/or Programming for CSE & CPSE Students (Extended School Year- ESY services)

    Students shall be considered for 12-month special education services and/or programs in accordance with their need to prevent substantial regression if they are:

    • Students whose management needs are determined to be highly intensive and require a high degree of individualized attention and intervention who are placed in classes;
    • Students with severe multiple disabilities whose program consists primarily of habilitation and treatment and are placed in special classes;
    • Students who are recommended for home and hospital instruction whose special education needs are determined to be highly intensive and require a high degree of individualized attention and intervention or who have severe multiple disabilities and require primarily habilitation and treatment;
    • Students whose needs are so severe that they can be met only in a seven-day residential program;
    • Or students who are not in programs during the period from September through June and who, because of their disabilities, exhibit the need for a 12-month special service and/or program provided in a structured learning environment of up to 12 months duration in order to prevent substantial regression as determined by the committee on special education.
    • All programs offered during July and August shall have been approved by the commissioner in the first year in which the program is offered and periodically thereafter.

    B. Identification of the number and age span of students (school age and preschool) to be served by type of disability and recommended setting.

    Disability Classification: The IEP must designate the disability classification of the student from one of the disability categories defined in State regulations. Only one disability may be listed in the IEP.

    • For preschool students, the disability category must be designated as “preschool student with a disability.”
    • For school-age students, the IEP must specify one of the following disabilities: autism, deafness, deaf-blindness, emotional disturbance, hearing impairment, intellectual disability, learning disability, multiple disabilities, orthopedic impairment, other health impairment, speech or language impairment, traumatic brain injury or visual impairment including blindness. These disabilities are defined in section 200.1(zz) of the Regulations of the Commissioner of Education.

    The information in the following report reflects school-age students with disabilities for whom the school district has Committee on Special Education (Preschool and K-12) responsibility by disability and preschool and school age range.

    NYS Enrollment and Classification Rate

    Please note that official NYS Enrollment data lags behind by one year.

    School Year Pre-School Students with Disabilities School-age Students with Disabilities Classification Rate of School-age Students with Disabilities
    2024-25 59 612 13.2%
    2023-24 55 581 12.6%
    2022-23 44 557 12.1%

    Committee on Preschool Special Education (CPSE services data)

    Type of Service As of 10/1/25 As of 10/1/24 As of 10/1/23
    Special Class 11 9 6
    Integrated 14 11 14
    SEIT and/or Related Services 13 23 20
    Total Classified 38 43 40

    Summary of Disability Classification – Students with Disabilities

    Data reflects 2024-25 school year

    • Autism: 92
    • Deafness: 10
    • Deaf/Blindness: 2
    • Emotional Disability: 10
    • Hearing Impairment: 2
    • Intellectual Disability: 5
    • Learning Disability: 229
    • Multiple Disabilities: 22
    • Orthopedically Impairment: 3
    • Other Health Impairment: 234
    • Speech or Language Impairment: 88
    • Traumatic Brain Injury: 1
    • Visually Impairment: 2

    Unofficial Total Classified: 678

    C. The method to be used to evaluate the extent to which the objectives of the program have been achieved.

    Through the use of a variety of assessment techniques such as administrative and staff reports, interviews with faculty, parents and students, site visits, and formative data will be gathered relative to the success of the special education programs. The data will be analyzed to provide summary information to assist the district in decision-making regarding revisions and modifications for programs, services and procedures. The district may also periodically, based upon leadership recommendation, choose to engage in an independent review of special education programming and services.

    The purpose of special education is to provide equitable educational opportunities, promote inclusivity, and support the diverse needs of students with disabilities, ultimately preparing them for successful futures.

    The methods used to evaluate the extent to which the objectives of the special education program have been achieved are:

    • Ongoing evaluation of student achievement using various standardized local benchmark assessments, state assessments and other teacher made assessments.
    • Annual reviews of students’ progress and programs, resulting in revised comprehensive IEPs.
    • Qualitative techniques such as teacher observations and conferences, classroom observations, anecdotal reports, and end-of-year student summary.
    • Re-evaluations of each student with a disability, minimally every three years, per NYS regulations.
    • Biennial review of the district plan.

    D. A description of the policies and practices of the Board of Education to ensure the allocation of appropriate space within the District for special education programs that meet the needs of students and preschool children with disabilities.

    Niskayuna Central School District ensures that adequate and appropriate space is available for special education according to the New York Commissioner of Education Regulations NYCRR 200.2(c)(iv) and (v) in the following ways:

    • Adequate and appropriate space to meet the needs of special education programs and students is assessed each spring when the Superintendent, or designee, requests waivers of Board of Education policy if needed, from building principals.
    • The Assistant Superintendent of Student Support Services and the Directors of Student Support Services, who chair CPSE and CSE, shall monitor enrollment of in-district and out of district facilities (to the greatest extent possible) to ensure appropriate conditions for the instruction of students with disabilities through site visitations.
    • When a present class exceeds the regulatory limit of either twelve (12) or fifteen (15) students permitted by education law, a variance from the State Education Department will be obtained or a new class will be formed. 
    • The District will continue to provide space, to the extent available and feasible, for school-age students from other school districts who need self-contained classes not available in their home schools. 
    • Allocation of Space for Special Education Programs and Services is noted in BOE 7610.

    E. A description of the policies and practices of the Board of Education to ensure that appropriate space will be continually available to meet the needs of resident students and preschool students with disabilities who attend special education programs provided by Boards of Cooperative Educational Services.

    Further, it is the policy and practice of the Board of Education to ensure, to the fullest extent possible, that appropriate space will be available to meet the needs of resident students with disabilities who attend special education programs provided by the Board of Cooperative Educational Services (BOCES).

    F. Any change to the allocation of space for special education programs shall be made in consideration of the needs of participating students with disabilities for placement in the least restrictive environment and for the stability and continuity of their program placements.

    The Assistant Superintendent of Student Support Services and the Directors of Student Support Services, who chair the CPSE and CSE, shall monitor the placement of students with disabilities and make recommendations to meet the needs of students participating in the special education programs in the least restrictive environment, to the greatest extent possible.

    G. A description of how the District intends to ensure that all instructional materials to be used in the schools of the District will be made available in a usable alternative format for each student with a disability at the same time as such instructional materials are available to non-disabled students. The alternative format must meet the National Instructional Materials Accessibility Standard defined in federal law.

    Pursuant to New York Commissioner of Education Regulations NYCRR 200.2(b)(10), the Niskayuna Central School District will use the following procedures to ensure that all instructional materials used in district schools are available in a usable and alternative format for each student with a disability in accordance with the student’s educational needs and course selections at the same time that such materials are available to non­disabled students:

    • When purchasing instructional materials, the District will give preference to vendors who agree to provide such instructional materials in alternative formats.
    • When an electronic file is provided, the format will be accessed by students, or converted to an accessible format, using District technology and/or equipment available in the school building, and/or through the Library/Media Specialist and/or Technology Coordinator.
    • The needs or anticipated needs of students with disabilities for instructional materials in an alternative format will be reported to the building principal and/or academic director, as appropriate, by the Chairperson of the Committee on Special Education yearly, or as soon as those needs are known, to provide sufficient time for planning and budgeting.
    • When considering the purchase of instructional materials, academic directors and building principals will consult with  the Chairperson of the Committee on Special Education to identify the needs of students with disabilities residing in the District to ensure that alternative format materials are ordered and available at the same time as regular formatted materials are available.
    • When a student with a disability who requires materials in an alternative format moves into the District during the school year, the Chairperson of the Committee on Special Education will immediately notify the building principal of that student’s needs and assess whether appropriate materials are currently available. If appropriate materials are not available in the District’s inventory, such materials will be acquired as soon as possible and without undue delay.

    H. The estimated budget to support such a plan.

    A budget to support the proposed delivery of special education programs is developed annually, based on the number of special education programs, students with disabilities and their individual needs.

    The budget will include the funding necessary to support district-based programs as well as BOCES special education programs and private placements. In addition, the budget will include funding to purchase any assistive technologies and curriculum materials in an alternative format required, as stated in a student’s IEP. The budget is prepared annually and reviewed by the Directors of Student Support Services, Assistant Superintendents of Student Supports Services and Business and Operations, Superintendent, and Board of Education.

    I. The date on which such plan was adopted by the Board of Education.

    This plan shall be adopted on July 7, 2026, or at the subsequent Board of Education meeting.