Rocky Point Schools

Special Education Forum December 8, 2011

Current Challenges: Achieving Proficiency

• With ever increasing demands and changing proficiency thresholds, achieving adequate yearly progress for students with disabilities continues to present challenges

Achievement of Adequate Yearly Progress for Students With Disabilities (X=failure to make AYP or AYP without Safe Harbor in either ELA or Math Test Performance Indicator)

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

JAE SH

SH

RPMS SH

RPHS Group size

below

accountability

threshold

Group size

below

accountability

threshold

Group size

below

accountability

threshold

Group size

below

accountability

threshold

91%

85%

52% 52%

87%

57%

83%86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ALL Students SWD

2006 * 2007 * 2008 2009 2010

Current Challenges: Achieving Alignment in Graduation Rates * not separately reported when student count is under 30

40% of these were local

diplomas. New rules make

Local Diplomas much

more difficult to obtain.

Excluding Local Diplomas,

the graduation rate for

SWD would be 34%

Current Challenges: Increased Rigor and Reduced Pathways

• 2010-11 and beyond

– “Cut” scores for proficiency on NYS assessments remain high and rigor of assessments continue to increase

– Multiple RPUFSD schools are unlikely to achieve proficiency in ELA and Math for the students with disabilities population

– Schools in “Improvement Status” (JAE for 2011-12) are required by NYS to implement intervention measures

• For students with disabilities entering 9th grade in the 2011-12 school year and beyond:

– RCT safety net is eliminated

– Students with disabilities must earn a score of 55-64 on one or more Regents exams to earn a Local Diploma

New Initiatives for Increased Success

• Changes to Curriculum and Assessment

– Movement toward alignment of instruction and assessment in all classrooms (general education, inclusion, and self-contained)

– Elimination of non-aligned classes that will not lead to graduation (exception for students appropriately working toward IEP diploma)

• Academic Support

– Norm referenced, research based programs such as Scholastic READ 180 and System 44

– Targeted interventions such as ICARE (Individual Comprehensive Academic Response for Excellence)

– At JAE, expansion of Late Bird and Jump Start support programs

• Instructional Focus

– Block scheduling of Math/ELA at primary level (presently at JAE)

– Emphasis on increased teacher contact time (review of time out of classroom and loss of core instruction)

Special Education at RPUFSD

• Placements and services include:

• Consultant Teacher Indirect: A special education teacher consults with the general education teacher regarding teaching strategies that best meet the needs of a given student with a disability.

• Consultant Teacher Direct: The special education teacher consults with the general education teacher and collaboratively plans lessons. The special education teacher is present in the academic classes with the general education teacher.

• Learning Labs: The student is in a general education setting most of the day but attends a learning lab one time every other day to remediate weaknesses in either math or reading.

Special Education at RPUFSD

• Placements and services include (continued):

• Related Services: A professional service provider (such

as a speech/language pathologist, among others) works

individually or in a small group with the student in the

areas directly related to his/her disability.

• Special Class: Students receive their academic

instruction in a non-integrated setting with a special

education teacher. They are integrated for some specials

and can be mainstreamed for some academic classes on

an individual basis.

• Out of District Placement: Students receive their

academic instruction and related services at a more

restrictive placement.

Special Education at RPUFSD: Continuing Commitment of Resources (Increase in full-time Teachers and PPS professional staff – excluding administrators, to

support increase in number of classified students)

Special Education Resources: Spending Per Pupil Trends (Latest NYSED data for SWD per pupil spending)

$7,317 $8,272 $8,367 $9,164 $8,791

Spending Per Pupil – RPUFSD General Education

Special Education Structure Superintendent

of Schools

Assistant Superintendent

Principals Director of

Special Education (TBA)

Coordinator of Special

Education

PPS and Support Staff

CSE/CPSE Chairs

Director of Instruction

Instructional Coordinators

Instructional Staff

Special education is a

shared responsibility

of all administrative,

instructional, and

support staff

District Focus: Working Toward Improved Outcomes

• Continue to provide an appropriate and full continuum of services to each student according to his/her needs

• Analyze what has worked and what has not worked

• Engage in data-driven decision making leading to program improvements and new programs to enhance outcomes for students with disabilities

• Equitable outcomes: continue efforts to produce outcomes for students with disabilities on par with general education students

When I have problems or

questions, who do I contact?

Who to Contact is Determined by the Subject of the Problem or Question

Instruction

related issues:

Special education

services or

placement issues:

Discipline

issues:

General questions or

issues:

First: Teacher First: Coordinator of

Special Education or

Principal

First: Assistant

Principal

First: teacher or guidance

counselor (MS/HS)

Next: Instructional

Coordinator or

Principal

Next: Director of

Special Education

Next: Principal Next: Principal or

Assistant Principal

Next: Director of

Instruction

Next: Assistant

Superintendent

Next: Assistant

Superintendent

Next: Coordinators or

Directors of Instruction or

Special Education

Next: Assistant

Superintendent

Next: Superintendent Next:

Superintendent

Next: Assistant

Superintendent

Next:

Superintendent

Next: Superintendent Remember: If you remain unsatisfied after these steps,

you may contact the Board or Education or the NYS

Department of Education.

Questions?