Special Education Presentation NYSEDs Blueprint for Improved Results - - PowerPoint PPT Presentation

Special Education Presentation

NYSED’s Blueprint for Improved Results for Students with Disabilities: A Review of Guiding Principles

March 14, 2016 Susan Bishop, Director of PPS

Students Engage in Self-Advocacy and are Involved in Determining Their Own Educational Goals and Plans

Evident when:

• Participation in IEP meetings
• Create and monitor their progress toward IEP goals
• Engage in career planning and courses of study for post-secondary

living, working, learning. Greenwich Central School District Supports by:

• Grades 7-12 participation
• Testing Accommodations/Accountability Sheets
• Vocational Assessments

Parents and family members are engaged as Meaningful Partners in the Process and Education of Child

Evident when:

• Report understanding of rights and participate in development of

child’s IEP

• Understand what their child is expected to know and do to

progress toward State learning standards

• Engage in frequent, respectful, open discussion of student needs
• Invited and welcomed in all school environments
• Have information for strategies to support learning and transition

to post-school activities Greenwich Central School District Supports by:

• Drafts and Evaluations shared prior to CSE meeting
• Parent Contact document and State Reporting
• Introduce Progress Monitoring
• Transition Specialist

All Teachers Design, Provide, Assess Effectiveness of Specially-Designed Instruction to Provide Access to Participation and Progress in General Education

Evident when:

• All students receive instruction aligned with State Learning Standards
• IEP’s are developed in consideration of grade level standards
• IEP’s are implemented and reviewed to ensure annual goals are met
• SPED and Gen Ed teachers collaborate lesson planning to meet needs of

each student with disability

• Individual student data is used to inform and design instruction for

SWD to progress toward grade level standards

• SWD receive instructional materials in formats at same time as other

students Greenwich Central School District Supports by:

• Standards Based Rubrics where implemented
• Progress Monitoring of Goals
• Specially-Designed Instruction K-12
• Aide Documentation for Skill Development

Teachers Provide Research-Based Instructional Teaching and Learning Strategies and Supports for Students with Disabilities

Evident when:

• All teachers develop lessons that allow multiple modes of engagement for

students with diverse needs

• All teachers of students are knowledgeable and skilled in providing

explicit instruction in academics and social-emotional learning

• SWD are taught strategies for self-regulated learning across the content

areas

• All teachers continually assess students’ understanding of lessons to

improve and target instruction to student needs

• Students’ individual needs for assistive technology devices and services

are considered and accommodated Greenwich Central School District Supports by:

• Projections shared at Grade Levels for programming
• Monthly Department Meetings with State Memos
• In-District training

Schools Provide Multi-Tiered Systems of Behavioral and Academic Support

Evident when:

• Educators collect and analyze student outcome data to plan, organize,

deliver and evaluate the effectiveness of school-wide programs and instruction

• Educators disaggregate and analyze outcomes for SWD to improve in

school-wide programs and interventions

• Educators collect and analyze data to identify individual students in need
• f additional support
• Evidence-based interventions are provided in a timely manner to

students needing more support

• Progress monitoring data are collected and inform decisions about

effectiveness and/or need to modification to those interventions Greenwich Central School District Supports by:

• Benchmarking K-6/7-12
• Instructional Strategies Teams
• Academic Intervention Services K-6/7-12

Schools Provide High Quality Inclusive Programs and Activities

Evident when:

• Educators use the full continuum of services to ensure that students with

disabilities are educated in the Least Restrictive Environment

• Needs of students are primary consideration in the configuration of special

education programs and services to be provided with SWD

• District/school leaders allocate human and financial resources to support

scheduling and planning time to ensure all students receive rigorous and appropriate instruction throughout the continuum of special education programs/services

• SWD in inclusive settings are provided the accommodations and explicit

and specially-designed instruction needed to progress in the curriculum Greenwich Central School District Supports by:

• Linking goals directly to programming
• Review and Discussion of Programming Definitions:
• http://www.ocmboces.org/tfiles/folder2434/specialedcontinuumguidewithlookfo

rs.pdf

Schools Provide Appropriate Instruction for Students with Disabilities in Career Development and Opportunities to Participate in Work-Based Learning

Evident when:

• Students are provided age-appropriate transition assessments, guidance,

courses of study and work-based learning opportunities to meaningfully engage in early and ongoing career planning and exploration

• SWD and families receive instruction toward Career Development and

Occupational Studies Learning Standards beginning in early grades

• Students are provided instruction to develop lifelong learning skills
• Students and families actively participate in transition planning process
• Schools facilitate timely student and family connections to post-secondary

supports and services through ACCES-VR and other State programs/services Greenwich Central School District Supports by:

• Transitional Information included in Present Levels of Performance
• Contracted Service in 2015-16 for students/families
• Standards introduced at early grades through programming

“The mission of the New York State Education Department, Office of Special Education-supported by all offices within NYSED-is to ensure that students with disabilities have

• pportunities to benefit from high quality instruction, to reach

the same standards as all students, and to leave school prepared to successfully transition to post-school learning, living and working.”

Source: http://www.p12.nysed.gov/specialed/publications/2015- memos/blueprint-for-improved-results-for-students-with-disabilities.html