Office of Special Education Presentation to the Eastern Suffolk - - PowerPoint PPT Presentation
Office of Special Education Presentation to the Eastern Suffolk BOCES Curriculum Council February 7, 2020 New York State (NYS) Approximately 465,000 school- Approximately 80,000 preschool age students with disabilities students with
732 Districts 4,433 Public Schools 351 Charter Schools 109 SED Approved Nonpublic Schools 2 State-operated Schools 11 State-supported Schools 10 Special Act School Districts Over 400 SED Approved Preschool Programs
Approximately 465,000 school- age students with disabilities Approximately 80,000 preschool students with disabilities
To ensure that all children with disabilities have available to them a free appropriate public education To ensure that the rights of children with disabilities and their parents are protected To ensure Educators and Parents are provided necessary tools for Support and Technical Assistance To assess, and ensure the effectiveness of, efforts to educate children with disabilities
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NYS receives $836 million in federal IDEA funding 87% of this funding is allocated as grants to schools
Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum. Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities. Schools provide multi-tiered systems of behavioral and academic support. Schools provide high quality inclusive programs and activities. Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
Students engage in self-advocacy and are involved in determining their own educational goals and plan. Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.
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Indicator 1: Graduation Rates Indicator 2: Drop Out Rates Indicator 3: Assessments Indicator 4: Suspension/Expulsion Indicator 5: Least Restrictive Environment – School Age Indicator 6: Least Restrictive Environment – Preschool
New York State 2017-18 Performance in Meeting SPP Targets
Indicator 7: Preschool Outcomes Indicator 8: Parental Involvement Indicator 9: Disproportionality in Special Education by Race/Ethnicity Indicator 10: Disproportionality in Classification/ Placement by Race/Ethnicity Indicator 11: Child Find Indicator 12: Early Childhood Transition Indicator 13: Secondary Transition Indicator 14: Post-School Outcomes Indicator 15: Hearing Requests Resolved by Resolution Sessions Indicator 16: Mediation Agreements Indicator 17: State Systemic Improvement Plan
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School –age LRE 58.4% (80% or more) 5.55% (Separate Settings) Drop Out Rate 11.70% Graduation Rate 55.35% Preschool LRE 43.56% (Regular) 22.46% (Separate Settings) Child Find: Timely Initial Evaluation 84% Early Childhood Transition 56.67% Secondary Transition 88.05%
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Two Components: IDEA Annual Determinations State Performance Plan (SPP) Indicators
(USDE), each state is required to issue annual IDEA determinations.
four annual determinations indicating its status in meeting the requirements of IDEA:
either Needs Assistance or Needs Intervention.
identify districts.
performance data used for the IDEA annual determinations is the same data used for the Every Student Succeeds Act (ESSA) subgroup performance data for students with disabilities.
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Tiered Interventions and Supports
There are three levels of interventions and supports for districts.
Needs Assistance or Needs Intervention, and will receive monitoring from SEQA and embedded professional learning from the Educational Partnership (Support Plan)*
targets under one or more State Performance Plan (SPP) Indicator(s), and will receive monitoring from SEQA and/or professional learning from the Educational Partnership (Support Plan orTargeted Skills Group)**
Indicator district, and/or has SPP trend data indicating a potential issue(s) in meeting SPP Indicator target(s). The district will receive professional learning from the Educational Partnership (Regional Learning Opportunities or Targeted Skills Group)
*Big 5 Cities and select districts (Strategic Action Plan or Comprehensive Compliance Assurance Plan) **This tier is also used for NYSED Approved Nonpublic Schools and Preschools.
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Oversee the implementation
and policy for students with disabilities.
and monitoring of public and nonpublic schools serving New York State preschool and school-age students with disabilities.
provide technical assistance to parents and schools.
Western Central Eastern Hudson Valley New York City Long Island Nondistrict
NYSED Office of Special Education
The purpose of the OSE Educational Partnership is to improve outcomes for students with disabilities and provide effective support for educational
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What is the OSE Educational Partnership? The Educational Partnership is a coordinated and cohesive network of support focused on enhancing services and supports for students with disabilities from early childhood and school-age education to engagement in post-school opportunities. The Educational Partnership will increase organizational capacity (systems change) using a team approach to technical assistance and professional development rooted in the multi-tiered systems of support framework.
OSE Educational Partnership
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What are the components of the OSE Educational Partnership? The Partnership is managed by the OSE and includes the following organizations:
Data
Engagement Centers (EC FACE Centers)
Engagement Centers (SA FACE Centers
OSE Educational Partnership
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What are the primary activities of the OSE Educational Partnership? The TAPs will provide professional development to Regional Teams and develop materials for various
and support to families, approved preschool and school- age programs, public schools and districts, and community partners. The Regional Teams will work together to:
educational system;
within the educational system;
literacy, behavior, transition, specially designed instruction, and equity; as well as
service options for students from early childhood and school-age education to engagement in post- school opportunities.
What is a TAP? A Special Education Technical Assistance Partnership, or TAP, is a funded MOU/contract located within an institute of higher education that serves two primary purposes: provide tools and resources for families and professionals, as well as provide direct support to the professionals within the Educational Partnership. The five TAPs include Data, Transition, Behavior, Academics, and Equity.
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Twelve (12) Regional Partnership Centers
1. Long Island
(Long Island University)
2. Lower Hudson
(Putnam Northern Westchester BOCES)
3. Mid-Hudson
(Dutchess BOCES)
4. Capital District
(Measurement, Inc.)
5. North Country
(Measurement, Inc.)
6. Southwest
(Greater Southern Tier BOCES)
7. Southeast
(Otsego Northern Catskills BOCES)
8. Central
(Jefferson-Lewis BOCES)
9. Mid-State
(Syracuse University)
(Monroe 1 BOCES)
(Erie 1 BOCES)
(NYCDOE)
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REGION RPC SPECIALIST POSITIONS SCF SET CRE SDI BS TS LS Totals 1 Long Island 1 1 1 1 3 3 3 13 2 LowerHudson 1 1 1 1 3 3 3 13 3 Mid-Hudson 1 1 1 1 2 2 2 10 4 CapitalDistrict 1 1 1 1 2 2 2 10 5 NorthCountry 1 1 1 1 1 1 6 6 Southwest 1 1 1 1 1 1 1 7 7 Southeast 1 1 1 1 1 1 6 8 Central 1 1 1 1 2 2 2 10 9 Mid-State 1 1 1 1 2 2 2 10 10 Mid-West 1 1 1 1 3 3 3 13 11 West 1 1 1 1 3 3 3 13 TOTAL 11 11 9 11 23 23 23 111 12 NEW YORK CITY Brooklyn 1 1 1 1 2 2 2 10 Bronx 1 1 1 1 2 1 2 9 Manhattan 1 1 1 1 2 2 2 10 Queens 1 1 2 1 1 2 2 10 Staten Island 1 1 1 1 1 1 1 7 NYC TOTAL 5 5 6 5 8 8 9 46
RPC Staffing
to the Regional Partnership Center, including conducting regional and district needs assessments and deploying the resources of the specialists, under the direction of
implementation science and systems change.
information on the special education process consistent with federal law, regulation and guidance, as well as State law and NYSED guidance.
training and technical assistance that informs the relationship between teaching, learning, and cultural context, as well as training related to effective instructional programs and practices for students who are bilingual/English language learners with suspected or identified disabilities.
provide training and technical assistance on research- based instructional teaching and learning strategies.
technical assistance on issues related to social-emotional and behavioral health within multi-tiered systems of support.
technical assistance on issues related to transition planning and services.
assistance related to understanding and acquisition of literacy skills within multi-tiered systems of support.
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Early Childhood Family and Community Engagement Centers (EC FACE Centers) Fourteen (14) Early Childhood FACE Centers
1. Long Island
(Long Island University)
2. Lower Hudson
(Westchester Institute for Human Development)
3. Mid-Hudson
(Westchester Institute for Human Development)
4. Capital District/North Country
(Measurement, Inc.)
5. South
(Southern Tier Independence Center)
6. Central
(Jefferson-Lewis BOCES)
7. Mid-State
(Syracuse University)
8. Mid-West
(Monroe 1 BOCES)
9. West
(Parent Center of WNY)
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REGION EC FACE Center Specialist Positions PDS RRS TOTAL 1 Long Island 1 1 2 2 LowerHudson 1 1 2 3 Mid-Hudson 1 1 2 4 CapitalDistrict 1 1 2 NorthCountry 5 South 1 1 2 6 Central 1 1 2 7 Mid-State 1 1 2 8 Mid-West 1 1 2 9 West 1 1 2 TOTALS 9 9 18 NEW YORK CITY 10 Brooklyn 1 1 2 11 Bronx 1 1 2 12 Manhattan 1 1 2 13 Queens 1 1 2 14 Staten Island 1 1 2 NYC TOTAL 5 5 10
The Early Childhood and School-Age FACE Center PDSs will be expected to provide technical assistance and professional development to a variety of stakeholders as determined through regional planning. They will also serve as lead of the project.
Early Childhood and School-age FACE Center RRSs provide regional training and support, made available to families and other
and support by the RRS will be planned under the direction of the PDS. The RRS will also identify and maintain regional resource information for community partners that serve children/students with disabilities and their families, birth-5 or 5-21.
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School-age Family and Community Engagement Centers (SA FACE Centers) Fourteen (14) School-age FACE Centers
1. Long Island
(Long Island University)
2. Hudson Valley
(Westchester Institute for Human Development)
3. Capital District
(Wildwood Programs)
4. North Country
(Child Care Coordinating Council of the North Country)
5. South
(Southern Tier Independence Center)
6. Central
(Jefferson-Lewis BOCES)
7. Mid-State
(Syracuse University)
8. Mid-West
(Monroe 1 BOCES)
9. West
(Parent Center of WNY)
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REGION EC FACE Center Specialist Positions PDS RRS TOTAL 1 Long Island 1 1 2 2 Hudson Valley 1 1 2 3 CapitalDistrict 1 1 2 4 NorthCountry 1 1 2 5 South 1 1 2 6 Central 1 1 2 7 Mid-State 1 1 2 8 Mid-West 1 1 2 9 West 1 1 2 TOTALS 9 9 18 NEW YORK CITY 10 Brooklyn 1 1 2 11 Bronx 1 1 2 12 Manhattan 1 1 2 13 Queens 1 1 2 14 Staten Island 1 1 2 NYC TOTAL 5 5 10
The Early Childhood and School-Age FACE Center PDSs will be expected to provide technical assistance and professional development to a variety of stakeholders as determined through regional planning. They will also serve as lead of the project.
Early Childhood and School-age FACE Center RRSs provide regional training and support, made available to families and other
and support by the RRS will be planned under the direction of the PDS. The RRS will also identify and maintain regional resource information for community partners that serve children/students with disabilities and their families, birth-5 or 5-21.
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SUPPORT LEVEL EDUCATIONAL ORGANIZATION ORG TYPE IDEA DESIGNATI ON (if applicable Regional Level Team DESIGNATION
SEQA/NDUPRIORITY FOCUS AREAS SUPPORTING DATA 2019-2020 RECOMMENDED TIERED SUPPORTS RECOMMEND ED DELIVERY METHODS RECOMMEND ED TO BE DELIVERED BY (TITLE) PROPOSED START DATE Review Type/date CAP Status/Da te Due Level 3 XXXXXXX XXXXX DISTRICT NI CID LRE 6/21/19 Susp 1/31/17 Susp 2/29/16 APRON SPP 11, FBA/BIP, LRE, Family and Student Engagemen t, Policies and Procedures for Suspension s/ MDR, EDI/SDI, ELA Performanc e Did not meet SPP targets: 3-8 ELA and math performance: HS math performance; LRE 5ac and 6ab Student population: 76% Hispanic 17% Black 5% White 31% ELLs Regional Learning
a SWD
Families and cultural sensitivity
Continuum (in CSE CHAIR)
Engagement
Suspension
Preschool to CSE (CSE Chair) In-person Equity Specailist SA FACE Ctr Specialist, Behavior Specialist, Transition Specialist, SDI Specialist, Special Education Trainer Mid January Targeted Skills
Engagement Inventory
"Beyond the Bakesale" on family engagement
capacity of Literacy Coaches across the district (EDI)
district's continuum
development and implementation In-person EC/SA FACE
Behavior Specialists, Transition Specialists, Equity Specialist, Special Education Trainer, SDI Specialist, Literacy Specialist January Intensive Partnerships
Administrators - writing and implementing new policies/procedures for FBA/BIP, Suspension and MDR.
In-person EC/SA FACE
Behavior Specialists, Transition Specialists, Equity Specialist, Special Education Trainer, December
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Level 2 XXXXXXXXXX DISTRICT MR FID Did not meet the SPP targets: 3-8 ELA performance; LRE 5abc and 6ab Dispro for classification of Black students as ED Student population: 84% Hispanic 9% Black 3% Black 33% ELLs Regional Learning:
Guidance Document
Criteria for Identifying Students w/Disabilities to Take NYSAA)
Responsiveness
Engagement In-person EC/SA FACE
Behavior Specialists, Transition Specialists, Equity Specialist, Special Education Trainer, SDI Specialist, Literacy Specialist January Targeted Skills : Network Improvement Community - to look deeper into current identified students (placements, instruction, progress monitoring, etc. ) Literacy EBPs In-person EC/SA FACE
Behavior Specialists, Transition Specialists, Equity Specialist, Special Education Trainer, SDI Specialist, Literacy Specialist January
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Level 1 (13) XXXXXXXXXXX DISTRICT MR PSD SPP 12, PSD SPP 13 20/21 SPP 13 proactive 20/21 Regional Learning: Transition in the IEP, Transition Assessment In Person Transition Specialist January Targeted Skills: Skills Practice Transition in the IEP, Indicator 13 Protocol
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CPSE/CSE Chairperson Training FBA/BIP Toolkit Explicit Direct Instruction Classroom Management Training Self-Determination Training Transition Assessment Training Transition in the IEP Specially Designed Instruction Navigating Adult Services FBA/BIP/Progress Monitoring (PM) Day 1 FBA/BIP/PM Day 2 PBIS Tier 2 Team Training Diploma and Credential Options
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Early Intervention (EI) to CPSE for Parents EI to CPSE for Professionals Transition for Families Family Engagement: Communication & Culture Function Based Thinking in Preschool Indicator 13 – Secondary Transition Understanding Your Child's IEP (School-age Students) Creating the IEP Transition Assessments for Students with Significant Disabilities National Reading Panel Pillars of Reading CDOS Training Modules 2 and 3 CPSE to CSE for Parents Identifying and Intensifying Intervention: What to Do and How to Do it. Parent Member Introduction to Literacy Screening with Curriculum-based Measurement Explicit Vocabulary Instruction PBIS in Preschool FBA/BIP/PM Day 3 PBIS Tier 1 Developing Standard's Based IEPs PBIS Tier 3 Student Directed IEP Targeted Skills Group Transition in the IEP: Targeted Skills Group Student Directed IEP for Families CDOS Training Modules Understanding Your Child's IEP for Families (Preschool and School-age Sudents) Education Examples for Math & Science