Pupil Services

SAILS is a self-contained special education program. The program focuses on functional living skills. Each student's programming is individualized based on their IEP goals and objectives. Students participate in both individual and group lessons, focusing on different life skills such as money, cooking, functional reading, pre-vocational tasks and daily living tasks. Students also participate in an Adaptive Physical Education and Science class, and Elective classes in the general education environment.

The Amity Transition Academy (ATA) is a comprehensive transition program designed to support individuals aged 18-22 as they move from high school to independent adulthood. ATA provides a structured environment where students can develop essential life, vocational, and social skills tailored to their unique needs and aspirations. The program operates in two locations: one housed at Albertus Magnus College in New Haven and the other at the University of New Haven in Orange.

Program Components:

1. Life Skills Development: Students receive instruction and hands-on experience in personal finance, home management, cooking, transportation, and self-care to promote independent living.
    
2. Vocational Training & Employment Support: The program collaborates with local businesses and organizations, including Pez, SoapLift, Chili's, Burlington, WoofGang & Co, Goodwill, CVS, and the dining hall at Albertus Magnus College. Students gain practical job training and employment opportunities to build work readiness and career skills.
    
3. Post-Secondary Education Support: ATA assists students in exploring and accessing further educational opportunities as well as helping them build their toolkit of skills that will help them reach independence in this area.
    
4. Community Engagement & Social Development: Through direct instruction and teachable moments in a variety of environments, students have opportunities in social skills training, volunteering, and community outings that are incorporated into the program to enhance students' interpersonal skills and self-advocacy. Every Friday, students participate in community trips, further enriching their experiences and social interactions. Additionally, during the fall and winter, students participate in Unified Sports where they compete against other transition programs in the state. These sports are played on the Unified Model and are done side by side on the court or field with their college-aged peers.
    
5. Individualized Transition Planning: Each student receives a customized transition plan that aligns with their IEP, and takes into account their strengths, interests, and goals, developed in collaboration with families, educators, and service providers.

Program Outcomes: ATA aims to empower students by equipping them with the skills and confidence necessary for independent living, meaningful employment, and active community participation. Graduates leave the program with a strong foundation for a successful transition into adulthood, supported by connections to resources and continued guidance as needed. The program works to collaborate with families and Adult Service Agencies to ensure each student's opportunities for success after their time in the Amity Transition Academy.

Inclement Weather Closings/Delays for PPT and 504 Meetings

Should there be a school closing on the day of your student’s scheduled meeting, we will contact you on the next school day to reschedule.  We will do our best to accommodate everyone’s schedule as best as possible, however we are guided by the timelines set by the state. 

Should there be a school delay or early dismissal on the day of your student’s scheduled meeting, we will contact you to reschedule if the originally scheduled start time falls before the school is opened for the day or if any/all of the meeting is scheduled to occur during the time when we will be closing early.

If your meeting falls during the time that school is open, your meeting will be held as planned unless you have been contacted by the district indicating otherwise.

Section 504 Procedural Safeguards Notice - Regional School District 05

The Regional School District 05 does not discriminate on the basis of race, color, religion, sex, age, national origin, or disability in admission, access, treatment, or employment in its programs, services, and activities. Applicants, students, parents/guardians, employees, referral agencies, and all organizations holding agreements with the District are hereby notified of this policy. Any person with concerns regarding the District's compliance with the regulations implementing Title VI, Title IX, Section 504 or the Americans with Disabilities Act is directed to contact: 

INTRODUCTION

IDEA ELIGIBILITY

Many students who meet the definition of an "individual with a disability" under Section 504/ADA also1 qualify for services under the Individuals with Disabilities Education Act (IDEA). This document does not address these students or their parents. Such students are served pursuant to the requirements of the IDEA. The rest of this document addresses only the rights of parents of students who satisfy the definition of an individual with a disability under Section 504 but do not qualify under IDEA. 

AN APPROPRIATE EDUCATION

If it is determined that your child meets the definition of an "individual with a disability" under Section 504, then your child will be entitled to a free and appropriate public education. This means that your child's education will be designed to meet his/her individual educational needs as adequately as the needs of nondisabled students are met. A "free" public education means that no fees will be imposed on you except for the same fees that are imposed on parents of nondisabled students. However, insurance companies and other third parties that are obligated to provide or pay for services to your child are still obligated to do so. 

NOTICE

You have the right to be notified by the district prior to any action that would identify your child as having a disability, evaluate your child for services under Section 504, or place your child in a program based on a disability.

EVALUATION

Prior to conducting an evaluation of your child for purposes of services under Section 504, the district will seek your informed written consent. An evaluation will not be conducted unless you give consent. However, school officials may review existing records, test scores, grades, teacher reports, and recommendations and other such information without your consent to the same extent they would do so for nondisabled students. If an evaluation is conducted, the school will make sure that:

• All testing and other evaluation procedures are validated for the specific purpose for which they are used
• They are administered by trained personnel in conformity with the instructions provided by the producer
• They include tests and other evaluation materials designed to assess specific areas of educational need and not merely those designed to elicit a general IQ score; and
• Tests are selected and administered to best ensure that they accurately measure what the test seeks to measure, rather than any sensory, speaking, or manual impairments the student may have ( except when the test is designed to measure sensory, speaking, or manual skills).

An evaluation that satisfies these requirements will be conducted prior to your child's initial placement and conducted or reviewed prior to any subsequent significant change in placement. 
If your child is identified as an individual with a disability under Section 504 the school will periodically reevaluate your child as appropriate. 

PLACEMENT

If your child is identified as an individual with a disability under Section 504, placement decisions about your child will be made by the school's 504 Team, who, are knowledgeable about your child, the meaning of the evaluation data, and the placement options. You will be invited to participate in any meeting of the 504 Team if your child's placement and/or services are to be discussed. The 504 Team will also ensure that your child is placed in the "least restrictive environment." 

LEAST RESTRICTIVE ENVIRONMENT

If your child is identified as an individual with a disability under Section 504, your child will be placed and served in the "least restrictive environment." This means that your child will be served with nondisabled students in the regular education environment to the maximum extent appropriate. Prior to removing your child from the regular education environment due to his/her disability, the school will consider the use of supplementary aids and services. Your child will be removed from the regular education environment only if he/she cannot be served satisfactorily in that environment, even when supplementary aids and services are provided. 

If it becomes necessary to serve your child in an alternate setting due to disability, the school will take into account the proximity of the alternate setting to your home. 

EXAMINATION OF RECORDS

You have the right to see and examine any educational records that pertain to your child or are relevant in serving your child. 

HEARINGS

If you disagree with a decision of the 504 Team regarding the identification, evaluation, or educational placement of your child you have the right to an impartial hearing. You have the right to participate in such a hearing and to be represented by a person of your choice, including an attorney. 

If you wish to request a hearing, you must make a written request for a hearing within 30 calendar days from the time you receive the written notice of the decision of the 504 Team. Your request for a hearing must be filed with the district's Section 504 Coordinator. 

Upon receipt of a timely request for a hearing, the district will notify you of the date, time, and location of the hearing. If you disagree with the decision of the hearing officer, you have the right to a review of that decision by a court a competent jurisdiction. 

OTHER COMPLAINTS

You also have the right to file a complaint with the district's Section 504 Coordinator pertaining to harassment, retaliation or discrimination against your child in ways that do not involve your child's identification, evaluation, or educational placement. 

OFFICE FOR CIVIL RIGHTS

You also have the right to file a complaint with the United State Office for Civil rights.