Karin Vitellaro's IEP Class Home

My name is Karin Vitellaro and I am the IEP teacher at PS144.  My role is to work closely with several different teachers as well as different teams in the building to support the creation and implementation of quality IEPs (Individualized Education Plans) for our students with special needs.  I attend initial meetings as the special education representative for children who are in the process of receiving an IEP for the first time.  At times, I also cover classroom teachers so that they can attend IEP meetings for their students.

Within our building we follow a system of intervention called Response to Intervention (RtI).  It is a three- tiered approach meant to provide at risk services for students, as well as support for classroom teachers, in an attempt to intervene prior to requesting an evaluation for special education services.  Part of my role is to coordinate these RtI services.  I help ensure that all students have access to necessary supports so that they can maximize their educational experience.  I work closely with classroom teachers to gather and analyze student data so that we can determine how best to help students on an at-risk basis. 

RtI support typically lasts between 8-10 weeks and is documented and tracked closely by the provider to monitor growth.  At the end of the cycle, teachers will make determinations, collaboratively with parents, as to next steps. 

Additionally, I am trained in SPIRE which is a research-based reading intervention aimed at supporting struggling readers through direct, explicit instruction utilizing a multi-sensory approach.  I work directly with students who may benefit from this type of support within a small group. 

It is a pleasure to be a member of the PS 144 community and work with the amazing students, families and colleagues that make our school the family that it truly is!

Family GuideFamily Guide

• Related Services
  • Related services include Speech and Laguage Therapy, Occupational Therapy, Physical Therapy and Counseling.  There are other services but the afformentioned ones are the most common ones at PS144.  Children who receive related servcices only are in a general education classroom.  They may be pulled out of their classroom to be seen by a therapist or the therapist may push in to the classroom to provide support.
• Special Education Teacher Support Services (SETSS) 
  • Children who receive SETSS services are being supported by a special education teacher in small groups in the SETSS classroom.  The academic support can be in one or more  subject areas and the group of students cannot exceed 8  children.  The teachers work collaboratively to ensure that students have access to the general education curriculum with  the necessary support and accommodations provided by the SETSS teacher.  
• Integrated Co-Teaching (ICT) 
  • This program is considered a general education class placement and is taught collaboratively by a Special Education Teacher and a General Education Teacher.  The class is structured by a 60:40 ratio - 60 % of the students do NOT have IEP's and 40% DO have IEPs.  Both teachers work with all children and bring in a variety of strategies to maximize learning.
• Self-Contained 
  • These classes are smaller in size and are designated by a 12:1:1 ratio at PS144 - up to 12 students, 1 teacher and 1 paraprofessional.  The children in this class follow the same grade-level curriculum as their peers.  This classroom environment allows for modifications to be made to pacing and content delivery to ensure equitable and appropriate access for all.  

An IEP is an educational plan developed for a student who has met the criteria to receive special education services.  A team comprised of the student's family members as well as school staff members create this plan collaboratively after an evaluation has been completed by the School Based Support Team (SBST).  The IEP details the student's strengths and struggles, recommended support services, goals aligned to the areas that will be progress monitored and any other pertinent information that will support relevant staff in implementing the plan within the school environment.  IEPs are updated annually unless there is a request made by either a family member or staff member to do so sooner.  Families are central to the special education evaluation process and decisions are always made collectively in the best interest of the child.