Special Education
Benjamin Schott
Assistant Principal, Music and Special Education
Lindsey Stein
Coordinator of Special Education
Welcome
At LaGuardia, we work hard to support our students in order to help them overcome challenges and meet the expectations of the general education curriculum, as well as any additional IEP goals. Our team of Special Education teachers work collaboratively, both with each other and with content teachers, to provide specially designed instruction in a variety of settings, based on the individual needs of the student.
At LaGuardia, we believe that student voice is important in any support process. We also believe that learning self-advocacy is essential to success. Students with disabilities are expected to participate in their IEP or 504 processes, including attending their IEP meetings, discussing their needs with their teachers, and exploring their post-secondary plans.
All students at LaGuardia are scheduled for a full program to focus on professional preparation in conservatory arts and rigorous academics. Special Education programs are built around student needs and can change year to year, depending on those needs. Academic supports this school year include Integrated Co-Teaching (ICT) in academic content areas needed for graduation, and Special Education Teacher Support Services (SETSS). Additionally, we are able to provide mandated related services such as Speech, Vision Services, Counseling and Hearing. If a student requires other related services, we will work with the DOE to help provide them.
Our ultimate goal is to ensure that our students with disabilities are engaging in rigorous curriculum, in both academics and the arts, while being educated in the least restrictive environment. We believe this to be necessary, in order to ensure that students leave high school, college and career ready.
All teachers (both general education and special education) who work with your child are responsible for reading and implementing the IEP. For students who need a separate location or extended time, teachers will work with your child to arrange for a time and space to complete their assessments.
Related service providers will also work with students and teachers to create a schedule for services that both meet the IEP recommendations and works within the students’ current program.
Special Education Department Faculty
| Name | Content Specialty | |
| Dina Abuelnour | DAbuelnour@schools.nyc.gov | English Language Arts |
| Taylor Block | TBlock@schools.nyc.gov | Social Studies/Special Education Teacher Support Services |
| Sophie Fain | SFain@schools.nyc.gov | Mathematics |
| Ashley Gomez | AGomez@schools.nyc.gov | Science/English Language Arts |
| Owen Harkness | OHarkness@schools.nyc.gov | Intervention Teacher/Science |
| Kelly Navedo | KNavedo@schools.nyc.gov | Science |
| Tori Saldivia | TSaldivia@schools.nyc.gov | Mathematics/English Language Arts |
| Jessica Vanscoy | JVanScoy@schools.nyc.gov | Social Studies |
| Lindsey Stein | LStein13@schools.nyc.gov | English Language Arts |
Procedural Safeguards Notice: Rights for Parents of Children with Disabilities, Ages 3-21
TESTING ACCOMMODATIONS POLICY AND IMPLEMENTATION
News and Updates
Response to Intervention (RTI)
Response to Intervention (RTI) is an approach schools use to match individual students with the teaching practices and level of support that work best for them. While you may make a referral for a special education evaluation at any time, public schools serving students in grades K-5 are required to implement RTI before making a referral.
How it Works:
RTI is a three-tiered model. At each step, more support is offered to students who need it.
- Tier 1: For all students. This is high-quality, differentiated instruction provided in a general education classroom.
- Tier 2: May include small group instruction or additional instructional time.
- Tier 3: More intensive instruction that may include materials or programs to target your child's needs.
Teachers using RTI will:
- Use screening methods to assess your child's skills and behaviors.
- Determine if your child needs more support than the instruction provided in general education.
- Provide interventions as needed.
- Monitor your child's progress to determine if the intervention is working and, if not, how it might need to be adjusted.
