Improving Special Education Services to Students with Disabilities Altmar-Parish-Williamstown...

Improving Special Education Services

to Students with Disabilities

Altmar-Parish-Williamstown Central School District

September 25, 2014

Special Educationin New York State

• Special education means specially designed individualized or group instruction or special services or programs and special transportation, provided at no cost to the parent, to meet the unique needs of students with disabilities

• Includes but is not limited to that conducted in classrooms, homes, hospitals, institutions and in other settings

• Includes specially designed instruction in physical education, including adapted physical education

Structure of the Special Education Legal System in

New York State

CSE Local Policy &

ProceduresNYS Policy

State Performance

PlanNYS Laws & Regulations

Article 89, Part 200 & 201, Article 81, Part

100

Federal Laws & RegulationsNCLB, IDEA, ADA, FERPA

Point of application to individual students

Foundations of system

Federal Laws• No Child Left Behind

o Quality instruction, rigorous academic progress, and assessment for all students

o Districts and schools held accountable for results• May result in sanctions due to lack of adequate yearly progress

• Individuals with Disabilities Education Act (IDEA)o Provide timely evaluation and services

• Procedural relief and streamlined discipline serviceso Emphasize scientific, research-based practiceso Give schools and families expanded positive opportunities to settle

disputes

• Americans with Disabilities Act (ADA)• Part 300 of Federal Regulations• Family Educational Rights and Privacy Act (FERPA)• Section 504 of the Rehabilitation Act

State Laws and Regulations

• Article 89 of NYS Education Lawo Addresses IDEA and additional NYS requirementso Section 4410 pertains to services and programs for preschool children

with disabilities

• Article 81 of NYS Education Lawo Children residing in Child Care Institutions

• Article 73, section 3602-c of NYS Education Lawo Parentally-placed Non public and Home-instructed students

• Part 100o General education school requirements

• Part 200o Establishes special education process and procedures

• Part 201o Discipline of students with disabilities

New York State Policy-State Performance Plan (SPP)• Establishes accountability for special education• Addresses 3 priority areas:

o Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)

o Disproportionality in identification or program of serviceo General supervision/compliance issues

• SPP indicators include 14 items for school districts and 6 for NYSEDo Annual reporting

• Sets rigorous targets for improvement

New York StateContinuum of Services

• The continuum of special education services for school-age students with disabilities is an array of services to meet an individual student's needs

Related Services

Consultant Teacher

Consultant Teacher

Combined with

Resource Room

Resource Room

Integrated Co-Teaching Special Class

Specially Designed Instruction

• Specially-designed instruction means 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 educational standards that apply to all students

Related Services• Purpose

o Developmental, corrective and other supportive services• Speech-language, physical therapy, audiology, occupational, etc.• Does not include optimization, maintenance, or replacement or surgically

implanted devices• May provide more than one related service and/or combine with other general

or special education programs

• Frequency and Durationo IEP must specify how often the service will be provided during a particular time

period

• Durationo IEP must specify the duration of each related service

• Locationo IEP must specify where services will be provided

• Grouping, Class Size, and Caseloado May be provided individually or in a group; maximum group size is 5o Speech and language therapy caseload is 65

• Provided byo Appropriately certified providers

Consultant Teacher (CT)Direct or Indirect

• Purposeo Direct: to aid the student to benefit from the general education class instructiono Indirect: to assist the general education teacher in adjusting the learning environment

and/or modifying his/her instructional methods to meet the individual needs of the student with a disability who attends the general education classroom

• Frequency and Durationo IEP must specify how often the service will be provided during a particular time period

• Durationo Minimum of two hours per week, in any combination of direct and/or indirect CT services

• Locationo Direct: MUST be provided in the classroom; NOT pullout; IEP must identify the class

subject(s) where CT services will be providedo Indirect: The general education class taught by the teacher receiving the consultation

• Grouping, Class Size, and Caseloado Individual or group basis (based on similarity of need)o Caseload-20 students; can request a variance over 20

• Provided byo Certified special education teachero Certified reading teacher for students grouped and in Resource Room for reading needs

Consultation Teacher (CT) in Combination with Resource

Room• Purpose

o To meet the needs of a student who could benefit from the two types of services, but who does not need 2 hours per week of CT and 3 hours per week of Resource Room


• Durationo Minimum of three hours per week (combination of CT and Resource Room)

• Locationo Direct: MUST be provided in the classroom; NOT pullout; IEP must identify the class

subject(s) where CT services will be providedo Indirect: The general education class taught by the teacher receiving the consultationo Resource Room

• Grouping, Class Size, and Caseloado Resource Room-instruction group maximum size of 5 studentso Grades 1-6, 20 studentso Grades 7-12, 25 students

• Provided byo Certified special education teacher

Resource Room• Purpose

o To provide specialized supplementary small group instruction. This supplementary instruction is provided in addition to the general education or special education classroom instruction that the student receives. It is not provided in place of the student’s general education instruction.


• Durationo Minimum of three hours per week, maximum of 50% of the school day

• Locationo Resource Room or push-in to the general education classroom, provided that the

resource room teacher provides supplemental instruction

• Grouping, Class Size, and Caseloado Students grouped by similarity of needo Instructional group maximum size of 5 studentso Grades 1-6, 20 studentso Grades 7-12, 25 students


Integrated Co-Teaching (ICT)• Purpose

o To provide academic and specially designed instruction in the general education setting to an integrated group of students. The responsibility for planning, delivering, and evaluating instruction for all students in shared by the general education and special education teachers.

• Frequency and Durationo IEP must specify how often the service will be provided during a particular time periodo Does not have to be daily

• Durationo May be permitted for all or part of the school day

• Locationo General education class(es) where integrated co-teaching will be provided

• Grouping, Class Size, and Caseloado Students grouped by similarity of needo Maximum number of students with disabilities on the class roster for ICT is 12. The roster

of 12 students includes any student with a disability in that class regardless whether all 12 students are recommended for ICT. No regulatory maximum on the number of non-disabled students, but this number should be more than or equal to the number of students with disabilities. Variance for up to 14 students is possible

• Provided byo Certified general education teacher and certified special education teachero One of the teachers must be highly qualified in the core academic area.

Special Class• Purpose

o To provide primary instruction that is specially designed to meet the similar needs of a group of students in a self-contained setting, separate form their non-disabled peers

• Frequency and Durationo IEP must specify how often the service will be provided during a particular time periodo Does not have to be daily

• Durationo All or part of the school day

• Locationo Special classo NOT in the general education classroom

• Grouping, Class Size, and Caseloado Students grouped by similarity of needso Must include class size ratio on the IEP

• 15:1 Specialized instruction• 12:1+1 Management needs interfere with the instructional process• 8:1+1 Intensive management needs• 6:1+1 Highly intensive management needs• 12:1+3 Severe, multiple disabilities

o Age range in special classes for students under 16-no more than 36 months; age 16 and over has no age range

o Age range variances can be requested


Additional Services• Transition Services are a coordinated set of activities for a

student with a disability beginning not later than the first IEP to be in effect when the student is age 15

• Transitional support services are those temporary services, specified in a student's IEP, provided to a general or special education teacher to aid in the provision of appropriate services to a student with a disability transferring to a general education classroom or to another special education program or service in a less restrictive environment.

• Travel training is instruction, as appropriate, provided to students with significant cognitive disabilities, and any other students with disabilities who require this instruction, to enable them to develop an awareness of the environment in which they live; and learn the skills to move effectively and safely from place to place within that environment

Additional Services• Adapted physical education is a specially designed

program of developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program.

• Twelve-month special service and/or program is a special education service and/or program provided on a year-round basis for students with disabilities determined to require a structured learning environment of up to 12 months duration to prevent substantial regression.

• Special transportation

Committee on Special Education (CSE)

• The Committee on Special Education (CSE) is sanctioned and regulated by New York State. It acts as a multi-disciplinary team to evaluate the management, academic, physical and social needs of the referred child and determines if there is an educational disability. The CSE must then decide on an appropriate program and/or placement for the student and the need for related services (i.e. occupational therapy, physical therapy, speech therapy, counseling, etc.) if necessary.

Individualized Education Program (IEP)

• The IEP is the cornerstone of the special education process for each individual student. It is the tool to document how one student’s special needs related to his/her disability will be met within the context of an educational environment.

• The IEP is a strategic planning document that should be far reaching in its impacto Identifies a student’s unique needs and how the school will strategically address

those needs

• The Committee on Special Education (CSE) recommends goals and services on the IEP that will assist the student to be involved and progress in the general education curriculumo Committee determines if students need adaptions, accommodations, or

modifications to the general curriculum for all or part of their learning

Special Education in APW

Student Achievement

Special Education in APW• How many students are classified as students with

disabilitieso Elementary School currently has 144 students classified (21.23% percent of all

students are classified at the elementary school). o Junior / Senior High School currently has 115 students classified (18.7% percent of

all students are classified at the Jr/ Sr high school).

• APW has seen a steady rise in students being classified. o 12 – 13 classification rate was 15% o 13 – 14 classification rate was 17% o 14 – 15 classification rate as of 9/23/14 is 20%

• The statewide average for students classified as students with disabilities is currently 12%. (As a point of reference Syracuse City has 19% of students classified and Rochester City has 18% of students classified.

Special Education in APW 2013 – 2014

Student Achievement Data - ELAGrade Percent

Scoring at

Level 1 ELA

Percent Scoring

at Level 2

ELA

Percent Scoring

at Level 3

ELA

Percent Scoring

at Level 4 ELA

3 100% 0% 0% 0%

4 100% 0% 0% 0%

5 100% 0% 0% 0%

6 94% 6% 0% 0%

7 90% 10% 0% 0%

8 86% 7% 7% 0%

Special Education in APW 2013 – 2014

Student Achievement Data - MathGrade Percent

Scoring at

Level 1 Math

Percent Scoring

at Level 2 Math

Percent Scoring

at Level 3 Math

Percent Scoring

at Level 4 Math

3 92% 8% 0% 0%

4 100% 0% 0% 0%

5 95% 5% 0% 0%

6 87% 13% 0% 0%

7 40% 40% 20% 0%

8 66% 25% 8% 0%

Special Education in APW: Graduation Rate

School Year

Cohort Enrollment as of June

Total Number of Graduates

Local Diplomas

Regents Diplomas without

Advanced Designation

Regents Diplomas

with Advanced

Designation

IEP Diplomas

and Commence

ment Credentials

Still Enrolled

Transferred to AHSEPP/

HSEPPDropped

OutUnknown Outcome

% Graduated

% IEP Diplomas

and Commence

ment Credentials

% Still Enrolled

% Transferred to AHSEPP

% Dropped Out

% Unknown Outcome

2013-14 20 10 6 4 0 2 4 0 4 0 50% 10% 20% 0% 20% 0%

Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate

ELA

Regents Score Count 2014 2013 2012 APW APW APW

ELA Scored 85 - 100 Regular Education 53 40 41

Special Education 1 0 1

All Education Types 54 40 42

Scored 79 - 84 Regular Education 19 0 0











Scored below 55 Regular Education 5 4 8



Regents Score Regular Education 139 99 94




Math

2014 2013 2012 APW APW APW

Mathematics Scored 85 - 100 Regular Education 36 28 28





















Global Studies

2014 2013 2012 APW APW APW

Global Studies Scored 85 - 100 Regular Education 27 31 29
















American History

2014 2013 2012 APW APW APW

American History Scored 85 - 100 Regular Education 41 47 36
















Science

2014 2013 2012 APW APW APW

All Regents Science Scored 85 - 100 Regular Education 54 47 79















Special Education in APW

Continuum of Services

Special Education in APW• Some students with disabilities are being served well,

but not all, as measured by student achievement outcomes

• Current services do not include full required continuumo Examples:

• No 15:1 program• No Resource Room

• Some services are mislabeled, resulting in inaccurate programmingo Some consultant teacher services are labeled as Integrated Co-Teachingo Some students have special class and ICT on their IEPs

• Increased classification rate prompts overall review of intervention and referral processes and procedures

• Processes and procedures for intervention, referrals, and progress monitoring should be written and transparento For families, teachers, students, and leaders

Taking Proactive Steps for Improvement

• Immediate CSE meetings called to correct IEPso Began process over summer, will complete first round by September

30, 2014o Special class designationso ICT, Consultant Teacher, and Resource Room services will be corrected

in round 2

• Review of all IEPs (round 3) to conduct overall needs assessment will be completed by early November

• Establishment of parent special education advisory team in October 2014

• Partnering with SUPAC to provide information at Open House events


• Annual IEP review meeting schedule will be established by end of November

• Professional development on continuum of services, high-quality IEPs, and rigorous annual goal-setting will be conducted throughout the fall and wintero For general education and special education staff

• Special education PTSA group meetings will be held to assess needs and discuss ongoing improvement and communication strategies around processes and procedures

• Partnering with PTSA and SUPAC to recruit and train parent members to support the CSE process throughout the school year


• A Parent’s Guide to Special Education will be developed and posted by December 2014

• Professional development on differentiated instruction strategies for general education and special education staff will be provided throughout the fallo Instructional walkthroughs and staff development day support

• Budget recommendations for staffing and resource needs will be presented by end of Januaryo Will include teacher, parent, leader, and student input and

recommendations for improved services

• Full continuum of services will be established by July 1, 2015

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