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 of 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 opportunities 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
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