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York Central School District

York Central School District

Golden Knights Strong

Pupil Personnel Services

  • York Central's Pupil Support Staff is dedicated to helping young people make the most of their educational opportunities at school. They are a group of specially trained and certified professionals, including a Director of Pupil Personnel Services, two speech therapists, a school psychologist, a school social worker, and related service providers for ESL, OT, and PT.

    The district provides special education programs for students with identified needs. The district's Committee on Special Education works closely with parents and staff to help determine placement in appropriate programs. Whenever possible, students are mainstreamed into grade level programs with support from a team of professionals, including the school psychologist, counselor, nurse, and special education teachers. An Individualized Education Plan for each student is developed and a continuum of services is provided. Students who require specialized services are referred to schools where such services are available.

    Annual CSE File Review Notice / Confidentiality Notice:

    If you are a parent of a student with an active CSE file, this is notice of an annual reminder that you are entitled to review your child’s CSE folder. Please call the PPS office (243-1730 ext. 2216) to schedule an appointment if you would like to review your child’s CSE records.

    State Ed. Quality Review:

    The New York State Education Department P-12: Office of Special Education completed a Special Education Quality Assurance (SEQA) Special Education Programs and Services Focused Review in the York School District during the 2014-15 school year. This review examined the district’s compliance with selected federal and NY State laws and regulations governing the education of students with disabilities.

    The review was conducted by the SEQA of Western NY Regional Office. The review process involved a review of the school records of a representative sample of students with disabilities, IEP Educational Benefit activity, classroom visitations and interviews. Meetings of the committee on special education were also observed.

    As of 9/21/2015 the York School District is in full compliance in all of the reviewed areas.

    The district was found to be in full compliance in the following areas: IEP implementation, instruction being provided by qualified staff, the delivery of special education programs and services, continuum of services, the use of effective behavioral interventions and methods for monitoring progress, appropriate procedures and safeguards providing for parental awareness of special education delivery and services.

    The IEP (Individual Educational Program) measurable annual goals and  Functional Behavioral Assessment/Behavioral Intervention Plan were   identified for improvement activities for the coming year. Specifically, professional development will be provided to faculty and related services personnel in the following areas: formulation of measurable annual goals; skill based goals vs grade level standards; articulation of the rationale for recommendations regarding the degree to which individual students with disabilities should or should not participate in the general instruction and assessment program; new FBA/BIP forms, and training regarding data collection and plan development using all prescribed elements.   


    Pupil Personnel Services Department Staff:

    Svetlana Stowell: Pupil Personnel Services Director

    Samantha Wolcik: Guidance/PPS Secretary

    School Social Worker and Psychologist:

    Andrea Zinke: K-12 School Psychologist

    Sheri Nevinger: K-12 Social Worker 

    Classroom Teachers:

    Barbara Dudley: Consultant Teacher (grades 4-5)

    Danielle Gurrant:  Consultant/Resource (grade 7-8)

    William Hammel: Consultant Teacher (grades 2-3)

    Sally Hirth: Consultant/Resource (grades 9-10)

    Mark Hopkins: Consultant/Resource (grades 11-12)

    Megan Logsdon: Consultant Teacher (grades K-1) and Autism Consultant (K-12)

    Michelle McKenzie: Consultant Teacher (grade 6)

    Amy Picciano: Consultant/Resource (grades 7-8)

    Kriste Shepard: Self-Contained Teacher (grades K-2)

    Kelly Smith:  Self-Contained Teacher (grades 3-5)

    Stephanie Smith: Consultant Teacher (grades 3 & 5)

    Christine Williams: Consultant/Resource (grades 7-8)

    English to Speakers of Other Languages (ESOL):

    Kelly Schirmer: 

    Speech Therapists:

    Beth Gall:

    Kelly Schirmer: 

    Occupational and Physical Therapy:

    Dawn Palmer:

    Felice Smith:

    Support Staff:

    Diane Blythe: (Teaching Assistant)

    Jennifer DioGuardi: (Aide)

    Maxine Flint: (Aide)

    Karin Gianforti: (Aide)

    Emily Grattan: (Teaching Assistant)

    Amanda Martin: (Aide)

    Tadd Mix: (Aide)

    Denise Oestreich:  (Teaching Assistant)

    Denice Reynolds: (1:1 Aide)

    Programs and Services

    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. 

    School Calendar

    Special education students participate in the same school calendar as their general education peers. School days means calendar days unless otherwise indicated as school day or business day. 

    • School day means any day, including a partial day that students are in attendance at school for instructional purposes. The term school day has the same meaning for all students in school including students with disabilities and students without disabilities, except that, during the months of July and August, school day means every day except Saturday,Sunday and legal holidays. 
    • Business day means Monday through Friday, except for Federal and State holidays (unless holidays are specifically included in the designation of business day).

    Consultant Teacher Service

    Consultant teacher services will be for the purpose of providing direct and/or indirect services to students with disabilities in the student’s regular education classes and/or to such student's regular education teachers. 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 case manager shall not exceed 20 

    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. 
    • 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 or special classroom instruction of students with disabilities who are in need of such supplemental programs. 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 or literacy teacher. 
    • Students shall spend a minimum of 3 hours per week and 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. 

    Integrated Co-Teaching

    The Integrated Co-Taught program provides specially designed instruction and academic instruction to a group of students with disabilities and non disabled students. This option is optional for districts to implement and is not required. 

    • The maximum number of students with disabilities receiving integrated co-taught service in class shall not exceed 12 students. 
    • Each class shall minimally include a special education teacher and a general education teacher 
    • Additional personnel including supplementary school personnel assigned to such classes by the district may not serve as the special education teacher.

    Special Class

    A special class is defined as a class consisting of students with the same disabilities or with differing 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 an out of district placement designed to meet their needs. 

    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 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.

    Declassification Support Services

    Students exiting special education may be considered for declassification services. Declassification support services are defined in the Part 100 Regulations. Testing accommodations 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, the recommendation shall:

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

    Role of Special Education Teacher:

    • To assist school staff in understanding different learning styles 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 accommodations as needed.
    • To assist parents in understanding their child's learning needs.

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