• 2021-2022 Welcome Letter

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    English Supervisor's Introduction Letter 2021-2022

    Arabic Supervisor's Introduction Letter 2021-2022

    Hatian/Creole Supervisor's Introduction Letter 2021-2022

    Portuguese Supervisor's Introduction Letter 2021-2022

    Spanish Supervisor's Introduction Letter 2021-2022

    September 9, 2021

    Dear Parent/Guardian:

    It gives me great pleasure to introduce myself as the Special Education Supervisor for your child at Mount Vernon High School.  I want you to know that the special education staff is excited to have the opportunity to partner with you and provide services for your child this school year.   We look forward to a positive and productive partnership!

     You know your child best and this is why your partnership is very important in providing the best possible education for him or her. Staff members at your child’s school are ready to work with you to ensure your child receives the services and supports recommended, as per the Individualized Educational Plan (IEP).  Students with IEPs have a Case Manager who is a special education teacher, who should be your first point of contact regarding your child’s program/services.

    The Special Education Department is committed to supporting parents and working together to achieve strong outcomes for our students with disabilities. There are several ways that our department engages with families: through email communication, parent engagement series, parent counseling training held throughout the year, and our Special Education Advisory Council.  I have also included a page with tips to enhance parent-to professional communication.

    You can also reach out to me via e-mail: ptumminello@mtvernoncsd.org

    Secretary’s phone number:_(914) 358-2475________ 

     

    Office Hours via Zoom:  Day: Monday       Time: 2:00 PM-4:00 PM   For questions/concerns

    Zoom MI: 958 8745 9555 Passcode: MVHS

    I look forward to seeing you at one of our events in the future.

                                        

    Sincerely,

     

    Pamela Tumminello                                                   

     Special Education Supervisor                                                                                                                 

    Mount Vernon City School District                                                       

     

     

     

                                                                     

                                                                

     

         Helpful Tips: Ideas to Improve Parent-to-Professional Communication

                             Information obtained from PACER Parent Advocates

     

    1. If school staff presents a new idea that you may be interested in, you may want to ask, “What will it take to make that happen?”
    2. If a school team member expresses something that you think may be an opinion, you may want to ask, “Is that an opinion or do you have data I can see to support it?
    3. If you are uncertain about something in your child’s schedule/school day, you may want to ask, “What does this look like during my child’s school day?
    4. If a school team member says, “Your child refuses to do something,” you may want to ask, “Is that something he/she can’t or doesn’t know how to do rather than refuses to do?
    5. If you are trying something new, you may want to ask, “How will we know that it is working?” and “How will data on success be collected?”
    6. If you want input from team members, you may want to ask, “What is your professional opinion?”
    7. If an important agreement, decision, or promise is made, ask to have it put into writing.
    8. If you are bringing a problem to the attention of team members that needs to be solved, try to clearly present the problem and then brainstorm solutions with the team.
    9. If a school staff member says, “We don’t know the answer to a particular question, concern, problem or issue” without offering a solution to find the answer, you may want to ask, “Who can we contact to help find the answer?
    10. STICK TO THE MAIN THING. Too many details may only distract from the priorities. Remember, we are all working together for your child.
  •  Life Skills Prom 2016


    At MVHS we embrace the philosophy that special education is a “service” not a
    place. We pride ourselves on focusing on a student abilities rather than their disability. Emphasis is always on the student before the disability. Students with disabilities are provided special education in the least restrictive environment.

     We will enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate. Specially designed instruction and supplementary services may be provided in the regular class, including, as appropriate, providing related services, resource room programs, and special class programs within the general education setting.

    Our Special Education department embraces the initiative of inclusion in the least restrictive environment and works diligently to provide all students with a Free and Appropriate Public Education. Special Education services are available to all students. When a child is determined to be eligible, the school system, in partnership with the parent, develops an Individual Education Program. The definition of inclusion is treated independently for each child and services are determined on an individual basis through the IEP process. We are especially proud of the variety of programs and support services that we have available to ensure that students succeed.

     

    Developmental, corrective, and other support services as recommended by the CSE to assist a student with a disability and includes accommodations, modifications, speech language services, audiology services, vision services, physical therapy, occupational therapy, counseling services, and transition services. Supportive services continue to provide for up to one year to students who have been declassified but are in need of building level support services to help with theirt ransition to general education. When a student is declassified, testing accommodations will remain in effect until the student’s graduation from high school.