P-12 Office of Special Education RSE-TASC Statewide Meeting September 2013

A message from the Commissioner Teaching is the Core message-from-commissioner-king-2013

Celebrate our Accomplishments

Challenges Ahead

What we need to do more about…. Preschool Special Education Access to CTE and work based learning opportunities The Common Core and Students with Disabilities The Student’s Perspective Learning Disabilities Emotional Disabilities Dispute Resolution

Preschool Special Education

11/15/12 This map substitutes PSWD for children aged 3 through 5 with IEPs Measurement B: Percent = [(# of children aged 3 through 5 with IEPs attending a separate special education class, separate school or residential facility) divided by the (total # of children aged 3 through 5 with IEPs)] times 100. Percent of Preschool Students with Disabilities (PSWD) attending a separate special education class, separate school or residential facility Less than 4.0% (8) % (14) % (5) More than 22.2% (11) GS Measurement B – PSWD Only

What we need to do more about…. Preschool Special Education Access to CTE and work based learning opportunities The Common Core and Students with Disabilities The Student’s Perspective Learning Disabilities Emotional Disabilities Dispute Resolution

Transition and Graduation Credentials

Career Development and Occupational Studies Commencement Credential 12 Option 1 Complete a Career Plan Demonstrate achievement of the commencement level CDOS learning standards Successfully completes 216 hours of participation in CTE coursework and/or work- based learning experiences at least 54 hours must be in work- based learning experiences Has a completed Employability Profile Option 2 Meets the requirements for one of the nationally recognized work readiness credentials, including but not limited to: National Work Readiness Credential; National Career Readiness Certificate-(ACT) WorkKeys; SkillsUSA Work Force Ready Employability Assessment; and Comprehensive Adult Student Assessment Systems Workforce Skills Certification System

Career Plan Commencement Level Career Plan (beginning in 9 th grade) Student driven: Active engagement in career exploration Documents student identified career related:  Interests  Strengths and needs  Goals  CTE coursework  Work-based learning experiences Considered in development of IEP Maintained in permanent record 13

Career ExplorationApplied AcademicsSoft Skill Development Technical Skill Development 14

Courses of Study and Work-Based Learning Experiences Meaningful access to the general curriculum  appropriate opportunities to earn a regular diploma Equivalent of 2 units of study (216 hours of participation) in:  career and technical education (CTE) coursework and/or  work-based learning experiences (at least 54 of the 216 hours)

CTE Coursework A grade 9-12 approved program in career and technical education CTE studies are organized in the following content areas:  Agricultural education  Business and Marketing education  Family and Consumer Sciences education  Health Occupations education  Technology education  Trade and Technical education  Specialized courses Integrated courses

Animal Sciences and Care Career Plan Developed powerpoint on responsibilities of veterinarian Participated in mock interviews Developed list of safety measures when working with animals Reported to work on time Presentation on expectations in workplace Evidence of CDOS Learning Standards Academic courses required for a regular diploma CTE course in Animal Sciences (e.g., Animal Care) Course of Study Job shadow with a veterinary technician Participated in a community- based work program at a local animal shelter through ACCES- VR Youth Employment Services (YES) Program Work-Based Learning Experiences John NYS CDOS Commencement Credential Acquisition of academic skills Researched possible career options using CareerZone Created Career Portfolio Referred to and eligible for ACCES-VR: IPE developed

Marketing Communications Career Plan Oral report about products or services to be marketed Developed written samples for marketing product or service Utilized computer software programs often used in marketing Responds positively to Supervision Evidence of CDOS Learning Standards Academic courses required for a regular diploma CTE course in Business and Marketing (e.g., Computer Applications) Course of Study Job Shadow with local marketing firm Produce advertisement for school newspaper Participate in a Career Exploration Internship Program (CEIP) Work-Based Learning Experiences Darnell Local diploma and NYS CDOS Commencement Credential Acquisition of academic skills Develop school-to- work plan to include activities toward attainment of a career goal Research possible career options within chosen pathway ACCES-VR Eligible

Check your knowledge O Name 4 requirements a student must meet to earn the CDOS Commencement Credential. O If a student meets the requirement for the national WorkKeys credential, he/she can graduate with the CDOS Commencement Credential even if he has not met the other 4 requirements. True or False? O An academic class that teaches the CDOS learning standards is a CTE course that counts toward the 216 hour of required instruction? True or False? 20

Next Steps Webinar series RSE-TASC Training Regional Conferences Parent – Student Brochures Grants to districts for program development Initiatives to ensure employer recognition of the credential

What we need to do more about…. Preschool Special Education Access to CTE and work based learning opportunities The Common Core and Students with Disabilities The Student’s Perspective Learning Disabilities Emotional Disabilities Dispute Resolution

What you will find on EngageNY.org: Common Core-aligned educational resources, instructional content, performance tasks, and assessment guidelines and materials developed by NYSED and our partners Teacher/Leader Effectiveness materials and resources, such as guidance around Student Learning Objectives (SLOs) and the Value Added Measure (VAM) Professional development resources; such as data driven instruction materials and supports Video library; including Common Core Videos Network team community Resources for Parents

What we need to do more about…. Preschool Special Education Access to CTE and work based learning opportunities The Common Core and Students with Disabilities The Student’s Perspective Learning Disabilities Emotional Disabilities Dispute Resolution

Nothing About Us Without Us

What we need to do more about…. Preschool Special Education Access to CTE and work based learning opportunities The Common Core and Students with Disabilities The Student’s Perspective Learning Disabilities Emotional Disabilities Dispute Resolution

Students with Learning Disabilities 149,146 students with disabilities classified as having a learning disability Graduation rate was 57.05% Dropout rate was 13.13%

Learning Disabilities Central Auditory Processing Disorder DyscalculiaDyslexiaDysgraphiaDyspraxiaPerceptual Executive Functioning

What we need to do more about…. Preschool Special Education Access to CTE and work based learning opportunities The Common Core and Students with Disabilities The Student’s Perspective Learning Disabilities Emotional Disabilities Dispute Resolution

Supports for Students with Emotional Disabilities

Students with Emotional Disabilities Approximately 52% attend special classes 22% of whom attend these special classes outside their regular school building. The graduation rate was 25.28% The dropout rate was 26.38%.

What we need to do more about…. Preschool Special Education Access to CTE and work based learning opportunities The Common Core and Students with Disabilities The Student’s Perspective Learning Disabilities Emotional Disabilities Dispute Resolution

IEP Facilitation  Voluntary process  Used in an IEP meeting  Involves neutral third party  Facilitates communication  Facilitates successful drafting of the student’s IEP

NYU Technical Assistance Center on Disproportionality Parent Centers Center for Autism and Related Disabilities (CARD) Early Childhood Direction Centers

Program Development and Support Services Updates Response to Intervention RtI Personnel Development Project Field Memo Regional Professional Development Teams West, Capital, Westchester/Long Island New York City RtI TAC Regional Professional Development Sessions “Using Your RtI Model to Differentiate and Support the Common Core Learning Standards” Albany (November 7); Buffalo (October 17 th ); New Rochelle (November 20 th )

RSE-TASC - Year 5 New vetted training modules – check with your Regional Special Education Training Specialists and Transition Specialists Special Education Parent Centers Request for Proposals Additional center in North Country Positive Behavioral Interventions and Supports TAC Regional Forums: “Strengthening Classroom Systems Within the Context of PBIS”