Office of Special Education - esboces.org

Presentation to the Eastern Suffolk BOCES – Curriculum Council

February 7, 2020

Office of Special Education

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

New York State (NYS)

Approximately 465,000 school-age students with disabilities

Approximately 80,000 preschool students with disabilities

Purposes of theIndividuals with Disabilities Education Act(IDEA)

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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NYSED

Priority Improvement Areas for Special Education

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NYSED

Coordinated Approach to Improving Outcomes

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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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Statewide SPP Data

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%

Special Education Accountability System in NYS

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Two Components:

IDEA Annual Determinations

State Performance Plan (SPP) Indicators

• As required by the United Stated Department of Education(USDE), each state is required to issue annual IDEAdeterminations.

• Each district in the state must receive one of the followingfour annual determinations indicating its status in meetingthe requirements of IDEA:

- Meets Requirements

- Needs Assistance

- Needs Intervention

- Needs Substantial Intervention

• In the 2018-19 school year, there were 44 districts that wereeither Needs Assistance or Needs Intervention.

• Both performance and/or compliance criteria are used toidentify districts.

• The performance data used for the IDEA annualdeterminations is the same data used for the Every StudentSucceeds Act (ESSA) subgroup performance data forstudents with disabilities.

Regional Resource Planning

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Tiered Interventions and Supports

There are three levels of interventions and supports for districts.

• Coordinated Intervention – district is identified under IDEA asNeeds Assistance or Needs Intervention, and will receivemonitoring from SEQA and embedded professional learningfrom the Educational Partnership (Support Plan)*

• Focused Intervention – district is identified as not meetingtargets under one or more State Performance Plan (SPP)Indicator(s), and will receive monitoring from SEQA and/orprofessional learning from the Educational Partnership(Support Plan or Targeted Skills Group)**

• Proactive Support – district is an upcoming sample SPPIndicator district, and/or has SPP trend data indicating apotential issue(s) in meeting SPP Indicator target(s). Thedistrict will receive professional learning from the EducationalPartnership (Regional Learning Opportunities or Targeted SkillsGroup)

*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 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.

Western Central Eastern Hudson Valley New York City Long Island Nondistrict

Special Education Quality Assurance (SEQA)

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 organizations

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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:

• 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

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 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.

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.

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Regional Partnership Centers (RPC)Twelve (12) Regional Partnership Centers1. 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

REGION RPC SPECIALIST POSITIONSSCF SET CRE SDI BS TS LS Totals

1 Long Island 1 1 1 1 3 3 3 132 Lower Hudson 1 1 1 1 3 3 3 133 Mid-Hudson 1 1 1 1 2 2 2 104 Capital District 1 1 1 1 2 2 2 105 North Country 1 1 0 1 1 1 1 66 Southwest 1 1 1 1 1 1 1 77 Southeast 1 1 0 1 1 1 1 68 Central 1 1 1 1 2 2 2 109 Mid-State 1 1 1 1 2 2 2 10

10 Mid-West 1 1 1 1 3 3 3 1311 West 1 1 1 1 3 3 3 13

TOTAL 11 11 9 11 23 23 23 11112 NEW YORK CITY

Brooklyn 1 1 1 1 2 2 2 10Bronx 1 1 1 1 2 1 2 9

Manhattan 1 1 1 1 2 2 2 10Queens 1 1 2 1 1 2 2 10

Staten Island 1 1 1 1 1 1 1 7NYC TOTAL 5 5 6 5 8 8 9 46

RPC Staffing

• Systems Change Facilitator (SCF) will provide leadership to the Regional Partnership Center, including conducting regional and district needs assessments and deploying the resources of the specialists, under the direction of OSE. The Systems Change Facilitator will be the expert on implementation science and systems change.

• Special Education Trainer (SET) will provide training and information on the special education process consistent with federal law, regulation and guidance, as well as State law and NYSED guidance.

• Culturally Responsive Educator (CRE) will provide 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.

• Specially Designed Instruction (SDI) Specialist will provide training and technical assistance on research-based instructional teaching and learning strategies.

• Behavior Specialist (BS) will provide training and technical assistance on issues related to social-emotional and behavioral health within multi-tiered systems of support.

• Transition Specialist (TS) will provide training and technical assistance on issues related to transition planning and services.

• Literacy Specialist (LS) will provide training and technical assistance related to understanding and acquisition of literacy skills within multi-tiered systems of support. 18

Early Childhood Family and Community Engagement Centers (EC FACE Centers)

Fourteen (14) Early Childhood FACE Centers1. 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




(Parent Center of WNY)10. Brooklyn (INCLUDEnyc)11. Bronx (INCLUDEnyc)12. Manhattan (INCLUDEnyc)13. Queens (INCLUDEnyc)14. Staten Island (INCLUDEnyc) 19

REGIONEC FACE Center Specialist Positions

PDS RRS TOTAL1 Long Island 1 1 22 Lower Hudson 1 1 23 Mid-Hudson 1 1 2

4 Capital District 1 1 2North Country

5 South 1 1 26 Central 1 1 27 Mid-State 1 1 28 Mid-West 1 1 29 West 1 1 2

TOTALS 9 9 18NEW YORK CITY

10 Brooklyn 1 1 211 Bronx 1 1 212 Manhattan 1 1 213 Queens 1 1 214 Staten Island 1 1 2

NYC TOTAL 5 5 10

EC FACE Center Staffing

• Professional Development Specialist (PDS)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.

• Resource and Referral Specialist (RRS) The Early Childhood and School-age FACE Center RRSs provide regional training and support, made available to families and other stakeholders. The provision of such trainings 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 Centers1. 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




(Parent Center of WNY)10. Brooklyn (INCLUDEnyc)11. Bronx (INCLUDEnyc)12. Manhattan (INCLUDEnyc)13. Queens (INCLUDEnyc)14. Staten Island (INCLUDEnyc) 21

REGIONEC FACE Center Specialist

PositionsPDS RRS TOTAL

1 Long Island 1 1 22 Hudson Valley 1 1 2

3 Capital District 1 1 2

4 North Country 1 1 2

5 South 1 1 26 Central 1 1 27 Mid-State 1 1 28 Mid-West 1 1 29 West 1 1 2

TOTALS 9 9 18

NEW YORK CITY10 Brooklyn 1 1 211 Bronx 1 1 212 Manhattan 1 1 213 Queens 1 1 214 Staten Island 1 1 2

NYC TOTAL 5 5 10

SA FACE Center Staffing

• Professional Development Specialist (PDS)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.

• Resource and Referral Specialist (RRS) The Early Childhood and School-age FACE Center RRSs provide regional training and support, made available to families and other stakeholders. The provision of such trainings 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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Regional Resource Planning

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SUPPORT LEVEL

EDUCATIONAL ORGANIZATION ORG TYPE

IDEA DESIGNATI

ON(if

applicable

Regional Level Team

DESIGNATION

SEQA/NDU

PRIORITY FOCUS AREAS

SUPPORTING DATA

2019-2020 RECOMMENDED

TIERED SUPPORTS

RECOMMENDED DELIVERY

METHODS

RECOMMENDED 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 Engagement, Policies and Procedures for Suspensions/ MDR, EDI/SDI, ELA Performance

Did not meet SPP targets:3-8 ELA and math performance: HS math performance; LRE 5ac and 6abStudent population:76% Hispanic17% Black5% White31% ELLs

Regional Learning 1. Identifying ELLs as a SWD2. How to engage Families and cultural sensitivity3. Special Education Continuum (in CSE CHAIR)4. Student Engagement5. Alternatives to Suspension6. Transition - From Preschool to CSE (CSE Chair)

In-person Equity SpecailistSA FACE Ctr Specialist, Behavior Specialist, Transition Specialist, SDI Specialist, Special Education Trainer

Mid January

Targeted Skills 1. Family Engagement Inventory2. Book study -"Beyond the Bakesale" on family engagement3. EDI/SDI to build capacity of Literacy Coaches across the district (EDI)4. LRE to analyze district's continuum5. FBA/BIP development and implementation

In-person EC/SA FACE Ctr. Specialists, Behavior Specialists, Transition Specialists, Equity Specialist, Special Education Trainer, SDI Specialist, Literacy Specialist

January

Intensive Partnerships 1. Special Education Administrators -writing and implementing new policies/procedures for FBA/BIP, Suspension and MDR.2. Alternatives to

In-person EC/SA FACE Ctr. Specialists, 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 6abDispro for classification of Black students as EDStudent population:84% Hispanic9% Black3% Black33% ELLs

Regional Learning: 1. Unpacking NYS Guidance Document on NYSAA (Eligibility Criteria for Identifying Students w/Disabilities to Take NYSAA)2. LRE/Classification3. EDI/SDI/EBP4. Cultural Responsiveness5. Family Engagement


January

Targeted Skills :Network Improvement Community - to look deeper into current identified students (placements, instruction, progress monitoring, etc. )Literacy EBPs


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

Regional Training

Currently Available to the Field

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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

Regional Training

Under Development

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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

Discussion

Questions?

Documents

Office of Special Education - esboces.org