Office of Special Education

Improving Results for Students with Disabilities

Topics

• Overview of Special Education Technical Assistance Centers

• ESEA and IDEA Accountability Systems

• Special Education and Race To The Top

Technical Assistance Goals

1. Timely and appropriate identification of students with disabilities

2. Support and provide information to parents of students with disabilities

3. Accessible instructional materials

4. Address personnel shortage areas

5. Improve instructional programs and outcomes – Literacy, behavior and specially-designed instruction

6. Promote nonadversarial dispute resolution

NYSED Special Education Technical Assistance Centers

Center for Autism and Related Disorders Special

Education Parent Centers

Early Childhood

Direction Centers

Technical Assistance Center

on Disproportionality (TAC-D)

Responseto Intervention

TACRSE-TASCS³TAIR Project

Projects to Address Personnel Shortages

Accessible Instructional Materials (AIM)

PBIS TAC

Transition TAC

http://www.p12.nysed.gov/specialed/techassist/

State Technical Assistance Centers

• Positive Behavioral Interventions and Supports (PBIS)http://nyspbis.org/

• Transition Services: Professional Development Support Center www.transitionsource.org

• Network Capacity: Professional Learning Center

• Response to Intervention (RtI) – www.nysrti.org

• Technical Assistance Center on Disproportionality (NYU) http://steinhardt.nyu.edu/metrocenter/tacd

• Autism Behavioral Support Project (Center for Autism and Related Disorders) http://www.albany.edu/autism/

Special Education Parent Centers

Thirteen Regional Centers Across NYS

• Established to promote effective parental and family engagement in the education of students with disabilities.

• The Centers provide parents of children with disabilities the information and resources necessary to promote their meaningful involvement in their children’s education programs.

Early Childhood Direction Centers

http://www.p12.nysed.gov/specialed/techassist/ecdc/home.html

• Matching the needs of children with available services

• Assisting parents in obtaining services

• Following up to ensure that children receive services

• Coordination of services between agencies

• Education of parents of preschool children with disabilities

Accessible Instructional Materials

http://www.p12.nysed.gov/specialed/aim/

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Response To Intervention

New Federal State Personnel Development Grant

2012-2017

Goals

• Early Recognition and Response (Pre-K RtI)

• Elementary School

• Middle School

• Years 1-2: 80 districts(up to 3 schools each)

• Years 3-4: 80 districts(up to 3 schools each)

• All districts, private schools, preschools and BOCES – Webinars

• Partnerships

Objectives

• Expand capacity of the NYS Rti-TAC

• Establish four regional professional development teams

• Provide sequenced professional development to schools

• On-site technical assistance to districts

• Information to parents

Regional Special Education Technical Assistance Support Centers

• Regional Coordinators

• Special Education School Improvement (115)

• Behavior

• Bilingual Special Education

• Transition

• Special Education Trainers

• Nondistrict Program Specialists

RSE-TASC

Alignment of IDEA and NCLB Accountability Systems

1. Identification Criteria

2. Diagnostic Reviews– Special Education School Improvement Specialist

• Subgroup specialist on the team

3. Technical assistance resources dedicated– Ongoing and embedded professional development

to support implementation of school improvement plans as they relate to students with disabilities

Instruction for Students with Disabilities

What is special education?

Special Education Programs and Services

and

Specially Designed Instruction

Special Education Services and Programs

• Consultant teacher (CT)• Related services• Resource room program (RR)• Integrated co-teaching services (ICT)• Special class• Adapted physical education• Special transportation

* NYC only – waiver to provide Special Education Teacher Services (SETS) - combination of resource room and CT

Specially Designed InstructionNYS Regulation: Section 200.1(vv)NYS Regulation: Section 200.1(vv)

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.

17

An Analogy….

Differentiated Instruction

Universal D

esign

for L

earning Scaffolding

Specially Designed Instruction

Differentiated Instruction

• Educational philosophy

• Maximizing learning for all students

• Deliberate decisions based on student data

• Multiple access points to:– acquire content

– process & construct ideas

– demonstrate learning

Universal Design for Learning

• Flexible curriculum framework

• Maximizes learning for all students

• Deliberate decisions based on student data

• Based on learning pathways in brain– Recognition

– Strategic

– Affective

Scaffolding

• Instructional support to promote learning of new concepts & skills

• Deliberately planned based on student data– Lesson Planning– During Instruction

• Scaled back as student mastery increases

• Flexibly changes from lesson to lesson– Groups of students– Individual students

Specially Designed Instruction

• Individualized

• Based upon assessed needs of student

• Documented in the Individualized Education Program (IEP)

• Combination of specific instructional supports & supplemental supports

• Functions to:– Compensate – Remediate– Overcome

Race to the Top and RSE-TASC:Goals in Common