NYS Regents and CDOS Graduation Requirement Changes! Office of Student Support Services Mamaroneck UFSD Dr. Mike Mercanti-Anthony, Asst. Director Lindsay Fleming, MHS Department Chair Laura Peterson, Transition Councelor

Tonight’s Agenda: Mission and Vision of Mamaroneck Student Support Services. Changes to State Regulations. What we do here at the High School.

Mission Statement Students with disabilities can achieve when provided opportunities to access appropriate levels of supports in a range of settings striving towards an inclusive environment. The long-term goal is for each student with a disability to meet his or her individual potential and to become an engaged member of social, community, and work environments.

Core Values 1. Relationships 2. Expectancy 3. Personalization 4. Independence

Core Values 3. Personalized Learning How we develop individualized plans based upon student needs. How we identify goals to support students’ individualized progress. How we monitor a student’s growth and identify timely interventions and supports in response.

Core Values 4. Learned Independence How we support students in the classroom to develop their own skills and competencies. How we help students prepare for and transition into their life after Mamaroneck. How we structure learning environments that allow students to learn from set-backs and develop their own sense of confidence.

Three MHS Exiting Credentials Mamaroneck High School Diploma Signifies the student has met the Regents-aligned general education curriculum standards of Mamaroneck High School. Career Development and Occupational Studies Credential (CDOS) Signifies the student is qualified for entry-level work. Skills and Achievement Commencement Credential For students with severe disabilities. Recognizes achievement in student-specific standards accessed alternitively.

Mamaroneck High School Graduation requirements

22 Credits English 4 Credits Social Studies 4 Credits Math 3 Credits Science 3 Credits World Lang. 1 Credit Art/Music 1 Credit Health .5 Credit Phys. Ed. 2 Credits Electives 3.5 Courses 22 Credits

4 + 1 Math Science Social Studies (US or Global history) English 4 + 1 Math Science Social Studies (US or Global history) English CDOS Commencement Credential (requirements fulfilled) Social Studies Regents (Humanities Pathway) Math Regents (STEM Pathway) Science Regents (STEM Pathway) Arts (State approved exam) CTE (State approved exam)

Low Pass/High Pass -Appeal- Superintendent Determination Safety Nets Low Pass/High Pass -Appeal- Superintendent Determination

Appeal: A score of 52-55 can be appealed.

Compensatory Safety Net for Students with disabilities: A score of 65 or above can compensate for a score of 45-54 on exams other than Math and English.

Superintendent’s Determination for Graduation Based on review of documentation supporting proficiency in the subject area in which the student was unable pass the Regents exam, the Superintendent can review the documentation, grades and coursework and grant a diploma if the documentation supports this.

Transition Planning in the IEP Beginning with the year the student will turn 15, transition planning sections are written into the IEP. These sections include the Measurable Post- Secondary Goals and the Coordinated Set of Transition Activities The Measurable Post-Secondary Goals are written based on the information given in the Level 1 Vocational Assessment The Coordinated Set of Transition Activities are how the school will be supporting the student that school year to work towards their post secondary goals

Level 1 Vocational Assessments 3 part assessment - parent, student and teacher Updated annually, begins at age 12

Measurable Post-Secondary Goals

Coordinated Set of Transition Activities

How do we help reach these goals at MHS CDOS - Career Exploration class Vocational Program in Transition Academy Internship Program Resource Room Learning Center

NOVEMBER 9th 7 pm High School Library Mamaroneck High School 4th Annual Transition Fair: Life After High School NOVEMBER 9th 7 pm High School Library

Competence, Confidence, & Independence Questions Enhance our collective professional knowledge base through professional development and collaborative discussions to better: Promote and develop instructional practices. Hone the curriculum and related learning experiences. Support our continued growth in developing tailored IEP goals, collecting and analyzing data, and writing reports, and crafting informative assessments. Competence, Confidence, & Independence