As Services and Not a Place Quality IEPs + Tiered Interventions and Supports

Goal : Preparing SWDs for further education, employment, and independent living Universal Design for Learning/Response to Intervention Least Restrictive Environment Core Principles Common Core Learning Standards Teacher Effectiveness Positive Behavior: Interventions and Supports Standards Individualized Educational Program Needs and resources assessment, FBA/BIP, MDR Tools

Who Are Our Students with Disabilities in NYC Schools?

Accessing the General Education Curriculum Learning Characteristics Academic Content/ Processes

1-5% 5-10% 80-90% % Tier III Interventions Individual Students High Intensity Intensive Individual Interventions Individual Students Intense, durable procedures Wraparound Plans Tier II Interventions Some students (at-risk) High efficiency Rapid response Group Interventions Some students (at-risk) High efficiency Rapid response Tier I Interventions All students Preventive, proactive All Academic Areas Universal Interventions All settings,all students Preventive, proactive School-wide Programming Response to Intervention Academic SystemsBehavioral Systems 5-10% 80-90%

Tiered Interventions and Supports What is your school’s tiered interventions and supports process? What are the resources, the needs of the school? Who captures data around students missing instructional time? How is this information addressed? Who is the team that bridges between behavior and academics?

The IEP is the Cornerstone of the Special Education Process Identifies how the student will be prepared for adult living Identifies how the resources of the school need to be configured to support the student’s needs Provides an accountability tool Guides the provision of instruction designed to meet a student’s needs Ensures a strategic and coordinated approach to address a student’s needs Supports participation in the general education curriculum and learning standards IEP The IEP is a strategic planning document that should be far reaching in its impact. An IEP identifies a student’s unique needs and how a school will strategically address those needs. 7 New York City Department of Education | Special Education Student Information System

IEP teams must determine: what specially-designed instruction, resources, and ancillary aids are necessary for achieving goals for their students. What access or compensatory skills need to be taught in order engage students more productively in the general curriculum and prepare them for independent community living? Goals are developed from student’s unique needs and reflect learning standards. UDL dictates that goals must be stated in a way to allow educators to incorporate necessary accommodations or alternate entry points to curriculum. Aligning to Standards

Your school, in collaboration with parents, and through the IEP process will refine instructional programs by taking a fresh look at the strengths and needs of students with disabilities. The school will also strengthen its systems for analyzing student progress to make necessary adjustments for performance. WHAT DOES THIS MEAN FOR YOUR SCHOOLS?

Three Important Considerations 1.What are the student’s long term educational goals? 2.Does each student with disabilities have access to the general education curriculum and is she/he educated alongside general education peers as much as possible? 3.Does each IEP include a focused recommendation for services targeted to student achievement?

In the past…. We made program recommendations and if that placement was not available in the school, parents would have been sent to the Office of Student Enrollment for another placement. We have been accustomed to thinking of special education services as a “class” or a “place.”

Now…. If student is zoned for a school, the school has the flexibility to develop a personalized plan, within the law, to support student achievement and success. Services can be used for different parts of the school day and in combination using the full flexibility of the continuum.

What does using the “Full Flexibility of the Continuum” mean? A student may have multiple program recommendations. For example, a student may receive intensive reading instruction in a self contained setting and spend the rest of the day in a general education class with, or without support services. Schools will be utilizing a wider array of special education service options.

How Do We Support a Unified Approach? A parent goes into his home zoned school in September with his child and his child’s IEP. The IEP has a recommendation for a program the school does not have. What do we tell this parent?

Suggestions for Welcoming Parents and Students Form a team whose members may include : An Administrator Special Education Teacher Guidance Counselor An IEP Team Member Parent Coordinator Pupil Accounting Secretary

Be ready to discuss….. “Our school is taking part in the first phase of an initiative which emphasizes student achievement, student success, and personalized support. In the past, we have thought of special education services as a “class” or “place” where students spend the school day, like Integrated Co- Teaching (ICT), Self-Contained, or Special Class (SC). Your child’s IEP may state he is recommended for a self contained class and here at PS/MS/HS 555 we are servicing our children in a different manner. We will review your child’s IEP and see how we can best meet the needs of your child. If it is necessary to modify your child’s IEP in any way, we will invite you to attend an IEP meeting.”

STRESS THAT….. The child will continue to receive high quality instruction based on his/her individualized academic and behavioral needs. This is called “flexible scheduling” and is meant to give the child the services he needs according to his individual needs. All services the child has been recommended for will remain the same unless the parent is contacted to discuss changes. Try to avoid…..Having parents think “we don’t have a class for your child and therefore can not attend his zoned school.”

Come September…. Schools may be faced with the following situations: New recommendations (initials and reevaluations) Amending the IEP after the annual review Students entering from outside NYC with a NYS IEP Students entering from outside NYS with an IEP

New Recommendations Based on an IEP meeting that was either an initial or reevaluation, the program on the IEP does not match the program in the school. Suggested Procedures: IEP team MUST contact parent to schedule a reconvene meeting to discuss how services will be delivered in the school. Hold an IEP meeting with all mandated members Create an IEP using the full flexibility of the continuum based on students’ needs Follow all Placement Procedures: Final Notice, Consent, Authorization Begin to provide services to the student

NYC Summary - Student Information 21 1) Present Level Of Performance 9) Participation in State Assessments, and with Students without Disabilities 8) Coordinated Set of Transition Activities 2) Measurable Post Secondary Goals and Transition Needs 7) Testing Accommodations 6) 12 month Services (if needed) 5) Programs and Services–Modifications & Supports 4) Reporting progress to parents 3) Annual Goals, Objectives / Benchmarks (if needed) 10) Special Transportation 11) Placement Sections of the IEP New York City Department of Education | Special Education Student Information System