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 disabilities 732 Districts Over 400 SED 109 SED Approved 2 State-operated 11 State-supported 10 Special Act School 4,433 Public Schools Approved Preschool Nonpublic Schools Schools Schools Districts Programs 351 Charter Schools
Purposes of the Individuals with To ensure that all children Disabilities with disabilities have Education Act available to them a free appropriate public education (IDEA) To assess, and ensure the To ensure that the rights of NYS receives effectiveness of, efforts to children with disabilities and educate children with $836 million in their parents are protected disabilities federal IDEA funding To ensure Educators and 87% of this funding Parents are provided necessary tools for Support is allocated as and Technical Assistance grants to schools 3
Students engage in self-advocacy and are involved in determining their own educational goals and plan. Parents, and other family members, are engaged as meaningful partners in the special Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child. education process and the education of their child. Teachers design, provide, and assess the effectiveness of specially designed Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and instruction to provide students with disabilities with access to participate and progress in the general education curriculum. 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 . Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning. 4
NYSED Priority Improvement Areas for Special Education 5
NYSED Coordinated Approach to Improving Outcomes 6
New York State 2017-18 Performance in Meeting SPP Targets Indicator 12: Indicator 1: Early Childhood Indicator 7: Graduation Rates Transition Preschool Outcomes Indicator 13: Indicator 2: Indicator 8: Secondary Transition Drop Out Rates Parental Involvement Indicator 14: Indicator 3: Indicator 9: Post-School Outcomes Assessments Disproportionality in Special Education by Race/Ethnicity Indicator 15: Hearing Requests Indicator 4: Resolved by Resolution Indicator 10: Suspension/Expulsion Sessions Disproportionality in Classification/ Indicator 5: Placement by Indicator 16: Least Restrictive Race/Ethnicity Mediation Agreements Environment – School Age Indicator 11: Indicator 6: Indicator 17: Child Find Least Restrictive State Systemic Environment – Preschool Improvement Plan 7
Statewide SPP Data Graduation Drop Out School –age Preschool LRE Rate Rate LRE 43.56% 55.35% 58.4% 11.70% (Regular) (80% or more) 5.55% 22.46% Early Child Find: (Separate (Separate Childhood Timely Settings) Settings) Transition Initial Evaluation Secondary 56.67% 84% Transition 88.05%
• As required by the United Stated Department of Education Special (USDE), each state is required to issue annual IDEA determinations. Education • Each district in the state must receive one of the following Accountability four annual determinations indicating its status in meeting System in NYS the requirements of IDEA: - Meets Requirements - Needs Assistance - Needs Intervention Two Components: - Needs Substantial Intervention IDEA Annual • In the 2018-19 school year, there were 44 districts that were Determinations either Needs Assistance or Needs Intervention. State Performance • Both performance and/or compliance criteria are used to Plan (SPP) identify districts. Indicators • The 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. 9
There are three levels of interventions and supports for districts. Regional • Coordinated Intervention – district is identified under IDEA as Resource Needs Assistance or Needs Intervention, and will receive monitoring from SEQA and embedded professional learning Planning from the Educational Partnership (Support Plan) * • Focused Intervention – district is identified as not meeting 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) ** Tiered Interventions and Supports • Proactive Support – district is an upcoming sample SPP 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. 10
NYSED Office of Special Education Oversee the implementation of federal and State laws and policy for students with disabilities. • Provide general supervision and monitoring of public and nonpublic schools serving New York State preschool and school-age students with disabilities. • Meet with stakeholders and provide technical assistance to parents and schools. Special Education Quality Assurance (SEQA) Western Central Eastern Hudson Valley New York City Long Island Nondistrict 11
The purpose of the OSE Educational What is the OSE Educational Partnership? Partnership is to improve outcomes The Educational Partnership is a coordinated and for students with cohesive network of support focused on enhancing disabilities and services and supports for students with disabilities provide effective from early childhood and school-age education to support for engagement in post-school opportunities. The educational Educational Partnership will increase organizational organizations capacity (systems change) using a team approach to technical assistance and professional development rooted in the multi-tiered systems of support framework. 13
OSE Educational What are the components of the OSE Educational Partnership Partnership? The Partnership is managed by the OSE and includes the following organizations: • Technical Assistance Partnerships (TAP) o Academics, Behavior, Equity, Transition, Data • Regional Teams o Regional Partnership Centers (RPC) o Early Childhood Family and Community Engagement Centers (EC FACE Centers) o School-age Family and Community Engagement Centers (SA FACE Centers 14
What are the primary activities of the OSE Educational OSE Educational Partnership? Partnership The TAPs will provide professional development to Regional Teams and develop materials for various stakeholders. Regional Teams will provide direct training and support to families, approved preschool and school- age programs, public schools and districts, and community partners. The Regional Teams will work together to: • Promote meaningful change within the educational system; • Promote family and community engagement within the educational system; • Provide information and training in the areas of literacy, behavior, transition, specially designed instruction, and equity; as well as • Provide information and training about available service options for students from early childhood and school-age education to engagement in post- school opportunities. 15
Technical Assistance Partnerships (TAP) 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. 16
Regional Partnership Centers (RPC) 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) 10. Mid-West (Monroe 1 BOCES) 11. West (Erie 1 BOCES) 12. New York City (NYCDOE) 17
Recommend
More recommend
