Special Education Updates 3.24.2017 Presented by Tracy Mosher, SESIS Coordinator

Special Education Blueprint - NYS overview

Mission of NYSED, Office of Special Education high quality instruction same standards successful transition to post-school learning, living, and working

Special Education Blueprint Essential Understandings “. . . must provide systemic supports and professional development for teachers to meet the needs of students with disabilities, including appropriate identification and ensuring classrooms have necessary supports, rigorous and relevant learning environments . . .” “. . . instructional leaders for students with disabilities . . .” “. . . all teachers are teachers of students with disabilities . . .” “. . . must be held to high expectations . . .” “. . . parents of students with disabilities need information and support . . .” “. . . students with disabilities should participate, to the maximum extent possible, in making recommendations . . .” The essential understandings are the foundation Must live by these to achieve mission

Special Education Blueprint Evidence-based Guiding Principles Will be used by the State to review: Policy Technical assistance Other improvement activities School districts are encouraged to use these principles to review practice and to identify and act on areas where improvement is needed. NYS creating self-assessment Technical assistance should be provided to support the guiding principles

Special Education Blueprint Guiding Principle #1 Self-Advocacy

Special Education Blueprint Guiding Principle #2 Parents, and other family members

Special Education Blueprint Guiding Principle #3 Specially-designed instruction Design, provide and assess effectiveness

Specially-Designed Instruction (SDI) NYS Regulation: Section 200.1 (w) Adapting as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the education standards that apply to all students. Modified Content - knowledge and skills are different from what is being taught to typically developing same-aged peers For example, a student with an IEP may be working on increasing the number of words that he can spell correctly while typically developing peers are being taught to write short stories with complete paragraphs. All students are working toward the same standard concerning writing, but the student with the IEP is learning a skill and working toward a standards indicator that is different than his peers. instruction in daily living skills that are not components of the general education curriculum for typically developing peers, but rather are reflected in the student's IEP goals and objectives (e.g., self-management skills for behavior control are not part of the general curriculum.) Modified Methodology - different instructional strategies and approaches are used to teach content to the student with a disability than are used with typically developing, same-aged peers One example is a special education teacher employing System 44 as a way of teaching basic reading skills and fluency. This and similar reading methodologies that are designed for use with students having neurologically based reading problems are not commonly used in the general education classroom with general education peers. Modified Delivery of Instruction - the way in which instruction is delivered is different than what is provided to typically developing peers Examples include providing intensive instruction individually or in small groups outside of the general education classroom or providing more frequent instructional opportunities than are provided to general education peers.

How Learning is Measured Mid-South RSE-TASC 2012-13 6/9/2018 What Factors Might Present Barriers to Access, Participation & Progress in General Education? Environment Materials Content How Learning is Measured Instruction Developing a Quality IEP - notes

Special Education Blueprint Guiding Principle #4 Research-based instructional teaching & learning strategies & supports

Special Education Blueprint Guiding Principle #5 Multi-tiered systems of behavioral and academic support

Special Education Blueprint Guiding Principle #6 High quality inclusive programs and activities NYS also creating an LRE self-assessment

Least Restrictive Environment (LRE) LRE means that placement of students with disabilities in special classes, separate schools or other removal from the regular educational environment occurs only when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be satisfactorily achieved.

Least Restrictive Environment (LRE) The placement of an individual student with a disability in the least restrictive environment shall: provide the special education needed by the student; provide for education of the student to the maximum extent appropriate to the needs of the student with other students who do not have disabilities; and Be as close as possible to the student’s home.

School Age LRE Data, 2014-2015 Ages 6-21 Statewide data shows that: 57.8% are served inside regular classrooms 80 percent or more of the school day; 11.7% are served inside regular classrooms for between 40 and 79 percent of the school day; 19.8% are served inside regular classrooms for less than 40 percent of the school day; and 6.1% are served in separate schools, residential placements or homebound or hospital placements.

School Age LRE Data, 2014-2015 Ages 6-21 When comparing LRE percentages to other states, NYS ranks: 38th for Time Inside the Classroom 80% or more (New York’s rate is 58.16%) 49th for Time Inside Regular Classroom Less than 40% (New York’s rate is 21.47%) 43rd for Separate Settings Outside of regular school facilities (New York’s rate is 5.98%) 49th overall based on the average of these three LRE rankings (the average rank for New York was 43rd)

Students with Disabilities (Ages 6-21) in

Students with Disabilities (Ages 6-21) in

1996-97 Public and Private Special Education Placements at Separate Sites for Each BOCES Region and New York City

2014-15 Percent of Students by Disability Category by LRE 80% or more 40-79% Less than 40% Separate setting Learning Disabilities 69.1% 13.7% 11.9% 0.9% Speech or Language Impairments 65.7% 7.8% 18.4% 1.2% Emotional Disturbance 31.1% 11.0% 30.3% 25.1% Other Health Impairments 64.0% 13.1% 14.9% 3.0% Autism 25.4% 9.2% 43.9% 20.3% Deaf-Blindness 16.7% 5.6% 27.8% 38.9% Deafness 20.4% 6.1% 11.3% 57.2% Hearing Impairments 70.5% 8.3% 11.1% 2.2% Intellectual Disability 6.0% 15.8% 56.1% 21.6% Multiple Disabilities 8.2% 13.9% 45.4% 31.6% Orthopedic Impairments 7.0% 9.3% Traumatic Brain Injury 39.4% 21.1% 23.9% 12.6% Visual Impairments (Includes Blind) 57.1% 8.9% 19.8%

2014-15 Percent of Students by Age Range in Least Restrictive Environment (LRE) Settings Separate Setting Less than 40% 40% to 79% 80% or more

2014-15 Percent of Students by Gender in Least Restrictive Environment (LRE) Settings 60.5 % 4 56. 11.5 11.7 5.0 6.2 5.4 6.5 10 20 30 40 50 60 70 Female Male Separate Setting Less than 40% 40% to 79% 80% or more

2014-15 Percent of Students by Race/Ethnicity in Least Restrictive Environment (LRE) Settings Separate Setting Less than 40% 40% to 79% 80% or more

School District Action Steps Ensure that each student with a disability has access to the full continuum of special education programs and services, as required by federal and State law and regulation. Ensure Committees on Preschool Special Education (CPSE) and Committees on Special Education (CSE), including parents understand their responsibilities for LRE determinations. Ensure that each annual review includes consideration of special education services and supplementary supports and services that would support the student to receive education services in the student’s regular school and in age appropriate general education classrooms.

School District Action Steps Assess and address the extent to which each of their schools provides a high- quality inclusive setting. Each school district reviews its LRE data for preschool students. Each school district reviews, discusses and develops a plan to address its data, by district and schools and disaggregated by disability category, race/ethnicity, gender and age.

Special Education Blueprint Guiding Principle #7 Career development & work-based learning

NYSAA Changes: Social Studies & Science

NYSED Field Memo February 2017 In 2017-2018, NYS Alternate Assessment (NYSAA) will No longer include a Social Studies component Continue to include ELA, Mathematics and Science Use the Dynamic Learning Maps (DLM) computer-based assessments for all 3 components ( dynamiclearningmaps.org/ ) Assess ELA and Math at grades 3-8 and once at the secondary level Assess Science at grades 4, 8 and once at the secondary level

NYSED Field Memo February 2017 This change will Will not impede a NYSAA-eligible student from attaining a Skills and Achievement Commencement Credential Certificate Not affect a district’s accountability status Allow for one administration window for all three components from March 14, 2018 to June 8, 2018 Allow for one comprehensive training for all three content areas

Multiple Day Administration for SWDS

NYSED Field Memo February 2017 Effective immediately Schools must now complete and submit an Assurance of Multiple Day Administration of State Assessments for each student whose IEP or 504 plan recommends this test accommodation Note Previously issued authorizations will still apply

NYSED Field Memo February 2017 Section I: Considerations for Determining if a Student Needs Multiple Day Test Administration Section II: Documentation of Multiple Day Test Administration on the IEP or 504 Plan Section III: Revised Process for Requesting Authorization to Administer State Assessments over Multiple Days Section IV: Procedures Relating to the Administration of State Assessments over Multiple Days

Superintendent Determination of Graduation

NYSED Field Memo February 2017 (Supersedes guidance issued in June 2016) Revisions include: MUST have written request from an eligible student’s parent or guardian MUST provide prior written notice (PWN) that the student in not eligible to receive FAPE after graduation with a local diploma The definition of Superintendent, for purposes of this regulation only, include the principal, head of school, or other equivalent, of charter schools or nonpublic schools MUST ensure the provision of transition services

NYSED Field Memo February 2017 (Supersedes guidance issued in June 2016) Also Noteworthy: Does not apply to students with 504 plans Student has passed and earned required course credits Student must achieve a minimum score of 55 on ELA and math Regents exams Student has participated in other Regents exams (science and social studies) The superintendent determination form must be submitted to NYSED no later than August 31 The Commissioner will periodically audit the determinations Students can make use of the low pass appeal AND the compensatory option

“The great aim of education is not knowledge but action.”