1. Special Education Reform: Basics for SLTs

2. 2 Introduction This overview is designed to explain the New York City Department of Education’s special education reform and how it relates to your school. We will discuss:  Why there is a need for a special education reform  What the reform is  How this may affect your school

3. 3 Background Information  There are currently more than 175,000 students with disabilities in New York City public schools.  These students have a broad range of disabilities, including learning disabilities, hearing impairments, orthopedic impairments, autism, and others.  Historically, special education in New York City has often involved placing students in a separate class, apart from their peers without disabilities.  Research shows that to be most successful, students with disabilities should have access to a range of services and spend as much time as appropriate in a classroom with students without disabilities.

4. Why is reform needed? 4

5. The 4-year graduation rate is presented at the top of the columns. The overall rate may not equal the sum of each diploma type due to rounding. Diploma Type Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006. 62.7 % 60.7 % 52.8 % 49.1% 18.5% 65.1% Four-Year Graduation Rates Percent of Students in a Cohort Graduating from High School in 4 Years Class of ’05 (2001 Cohort) Class of ’06 (2002 Cohort) Class of ’07 (2003 Cohort) Class of ’08 (2004 Cohort) Class of ’09 (2005 Cohort) Class of ’10 (2006 Cohort) 17.3% 46.5% 18.3% 22.6 % 26.7 % 30.7 % 4

6. What is the special education reform? 6

7. NYC’s Special Education Reform: Guiding Principles 1.Every school should educate and embrace the overwhelming majority of students with disabilities that they would serve if the students did not have an IEP. 2.All schools and students with disabilities are held accountable for goals that are standards-based. IEPs should reflect Common Core Standards and emphasize long-term educational outcomes. 3.All schools should have the curricular, instructional, and scheduling flexibility needed to meet the diverse needs of students with disabilities with accountability outcomes. 4.School accountability measures, funding formulas, and enrollment policies and practices will be aligned with the foregoing principles. 5. Schools must be active partners with parents of students with disabilities. 6

8. How is NYC reforming Special Education? 7 Students with disabilities access the general education curriculum using the full continuum of special education services, in the least restrictive environment appropriate. Development of High- Quality IEPs Equity of Access to Schools and Classrooms Access to Common Core Standards

9. What the research shows… The more time students with disabilities spend in a general education classroom:  the higher their scores on standardized tests of reading and math;  the fewer their absences from school;  the fewer their referrals for disruptive behavior; and  the better their outcomes after high school in the areas of employment and independent living. These results were found for all students with disabilities, regardless of:  their classification;  the severity of their disability;  their gender; or  their family’s socio-economic status. (Wagner, Newman, Cameto, Levine, & Garza, 2006) 9

10. What the research shows… The performance of students without disabilities is not compromised by the presence of students with disabilities. In fact, they derive benefits from their involvement. (McGregor & Vogelsberg, 1998) 10

11. How will this impact your school? 11

12. What does this mean for schools? 12 Students with disabilities access the general education curriculum using the full continuum of special education services, in the least restrictive environment appropriate Instruction: Universal Design for Learning School-wide Structures and Resources: Utilize staff and resources innovatively Flexible Programming: Use the full continuum of services Develop High- Quality IEPs: Provide access to Common Core standards for each individual student

13. 13 Unified Service Delivery System This chart represents the types of special education services included in the continuum of services. Strategies to Maintain Student in General Education and to Support Achievement of Standards Declassification Support Services General Education with Related Services General Education with Special Education Teacher Support Services Integrated Co-Teaching Non-Special Education Special Class Services Special Education Support Part-Time in Community Schools, Part-Time & Special Class Special Class Full-Time in Community Schools Special Class Full-Time in Specialized Public Schools Home/Hospital/Instruction (Temporary ) State Supported/Operated Schools and SED Approved Non-Public Schools Related Services Provided as Support Throughout the Continuum Referral for Special Education

14. Flexible Programming on the IEP 14

15. Developing High-Quality IEPs 15

16. 16  The Individualized Education Program (IEP) drives instruction for every child who receives special education services. Developing High-Quality IEPs

17. 17 The IEP is a Legal Document Federal law: IDEA - Section 614(d)(1)(A)(i)  In the United States an Individualized Education Program (IEP), is mandated by the Individuals with Disabilities Education Act (IDEA).United StatesIndividuals with Disabilities Education Act NYS regulations: Section 200.4(d)(2)  “If a student has been determined to be eligible for special education services, the Committee shall develop an IEP”  The IEP is intended to help children reach their educational goals 34 CFR 300.320. In all cases the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must help teachers and related service providers understand the student's disability and how the disability affects the learning process.34 CFR 300.320 17

18. FEDERAL LAW, as cited in IDEAFEDERAL LAW, as cited in IDEA §300.114  (i) To the maximum extent appropriate, children with disabilities are educated with children who are nondisabled; and  (ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. [§300.114(a]  §300.116 Placements – A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum 18 Least Restrictive Environment (LRE)

19. NY STATE  The school must first consider placement in general education with appropriate support for the student and the student's teacher(s).  Alternative placements, such as special classes, special schools or other removal from the general education environment, would be considered only when the school determines that a student's education in regular classes cannot be satisfactorily achieved even with the use of supplementary aids and services. NY CITY  Special Education Services: As Part of A Unified Service Delivery System (The Continuum of Services for Students with Disabilities) 19 Least Restrictive Environment (LRE)

20. Percent of students, ages 6 through 21, receiving special education services outside the regular class setting more than 60 percent of the school day. IDEA Part B Comparison of State Level LRE Data (DAC- IDEA Data, 2008) State% Students in MRE Settings Vermont 0 Puerto Rico 5.84 North Dakota 8.33 Alabama 9.41 South Dakota 10.5 West Virginia 10.5 Oklahoma 11.36 Nebraska 11.37 Wyoming 11.44 Idaho 11.76 Kansas 12.02 Iowa 12.66 Kentucky 12.88 Texas 13.66 Oregon 13.7 Montana 13.79 Colorado 13.81 Connecticut 14.1 Wisconsin 14.33 Minnesota 14.55 Nevada 15 Pennsylvania 15.39 Mississippi 15.47 Tennessee 15.6 Alaska 15.63 Missouri 15.68 Washington 15.73 Maine 16.25 Arkansas 16.8 North Carolina 18.04 Arizona 18.26 Indiana 18.93 Georgia 19.04 Louisiana 19.11 Utah 19.21 Ohio 19.63 Virginia 20.91 Michigan 21.3 New Mexico 21.53 Rhode Island 21.97 Florida 22.06 Massachusetts 22.62 South Carolina 22.84 Delaware 23.3 Maryland 23.99 Illinois 25.5 California 27.78 Hawaii 28.93 New Jersey 29.19 New Hampshire 30.26 New York 32.46 District of Columbia 51.96 48. Hawaii 28.93 49. New Jersey 29.19 50. New Hampshire 30.26 51. New York 32.46 52. District of Columbia 51.96 State Performance Plan Indicator 5: Least Restrictive Environment – School Age This definition includes students with disabilities in public schools, separate alternative schools, residential facilities. parentally placed in private schools, correctional facilities, and home or hospital environments. New York State LRE Data 20

21. What does this mean for schools? 21 Students with disabilities access the general education curriculum using the full continuum of special education services, in the least restrictive environment appropriate Instruction: Universal Design for Learning School-wide Structures and Resources: Utilize staff and resources innovatively Flexible Programming: Use the full continuum of services Develop High- Quality IEPs: Provide access to Common Core standards for each individual student

22. 22 Building the Capacity of NYC Schools  Additional Support Roles Additional Support Roles  Cluster Senior Instructional Facilitators Cluster Senior Instructional Facilitators  Network Special Education Achievement Coaches Network Special Education Achievement Coaches  Web Resources Web Resources  NEW Toolkit to Support Students with Disabilities NEW Toolkit to Support Students with Disabilities  Flexible Programming Options Flexible Programming Options  One-page Overview for Families One-page Overview for Families  Family Friendly Website Family Friendly Website  Professional Development Opportunities Professional Development Opportunities  Teachers College Inclusive Classrooms Project (TCICP) Teachers College Inclusive Classrooms Project (TCICP)  Network facilitated reform training and instructional programming clinics Network facilitated reform training and instructional programming clinics  Citywide PD for Educators Citywide PD for Educators  Webinars on the following topics: High Quality IEPs, IEPs, Behavior Supports Webinars on the following topics: High Quality IEPs, IEPs, Behavior Supports  20 Parent Information Sessions 20 Parent Information Sessions  Parent Coordinator Training Parent Coordinator Training  Turning 5 Training for Psychologists Turning 5 Training for Psychologists

23. IEP Resources  Developing IEPs linked to the Standards Developing IEPs linked to the Standards  Justification/Rationale for Removing Students from General Education Setting Justification/Rationale for Removing Students from General Education Setting 23

24. More Questions?  If you have any questions specific to your school, please feel free to email: SpecialEducationReform@schools.nyc.govSpecialEducationReform@schools.nyc.gov 24