The Board of Education, in its commitment to provide an educational program which meets individual student needs, recognizes the importance of compensatory education as defined in the Regents policy statement on congruence. The Board therefore directs the Superintendent of Schools to oversee the development, maintenance and evaluation of a compensatory education program coordinated and articulated with the developmental program. The program will specifically address the needs of students who must be provided compensatory education as a result of test scores on state-required tests (in compliance with the Regulations of the Commissioner), and may address the needs of other educationally disadvantaged students.
To determine student eligibility for federal and state programs, the Superintendent or his/ her designee will design appropriate student assessment procedures. Assessment shall be a collaborative effort involving parents, regular classroom teachers, guidance and special education personnel. Referrals may be initiated by Building Principals and/or classroom teachers, based in part on low student scores on state competency tests, but also taking into consideration a broad range of student needs. Students who are participating in compensatory education programs will be eligible for such services until they are performing as described in the district three year plan.
All transferring students and new entrants shall be screened to determine their need for compensatory education. A student may be eligible for remediation based on assessments received from the district in which such student was previously enrolled.
If a student is eligible for compensatory education, he/she will be assigned to an appropriately certified teacher qualified to provide instruction in the area for which instruction is required. Inservice training in compensatory methods/programs shall be provided to all teachers periodically.
Congruent compensatory education will vary in approach, but will focus on common instructional objectives. Student meetings with trained faculty will be scheduled during the school day. (*) Teachers are encouraged to involve parents, community volunteers, teacher aides/assistants and student peers whenever possible.
(*) According to the Taylor Law, teacher availability after regular school hours is a mandatory subject for collective bargaining, and as such should be clearly negotiated prior to imposing a new policy. If current district practice already includes such an after-school help session, the policy may not need to be negotiated; however, the district should consult its school attorney on this matter.
Teachers shall function congruently by coordinating compensatory education with the student's regular classwork and homework load. Program goals shall include regular coordination of the curriculum across grades and between grade levels, based upon the district's developmental curriculum.
All compensatory education programs shall be evaluated yearly using the state's annual Review of Effectiveness Model and other identified student outcomes. Evaluation shall be based on norm-referenced test scores and other objective student outcomes, such as classroom performance and student behavior. When seeking to improve programs, the Superintendent or his/her designee shall research effective program models used by other districts in New York State and nationally. Such models shall be adapted to district resources and needs. All new program outlines shall be submitted to the Board for prior approval.
In addition, the district shall seek all applicable state and federal fundings to improve its compensatory education programs and services.
November 12, 1992
11 Boice Road
P. O. Box 2033
Hyde Park, NY 12538
(845) 229-4000
For Emergency Information (845) 229-4001
District Fax: 229-4056
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