Special Education Reform: Basics for

SLTs

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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

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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.

Why is reform needed?

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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 RatesPercent 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 %

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What is the special education reform?

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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

How is NYC reforming Special Education?

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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

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

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)

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How will this impact your school?

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What does this mean for schools?

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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

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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

Flexible Programming on the IEP

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Developing High-Quality IEPs

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The Individualized Education Program (IEP) drives instruction for every child who receives special education services.

Developing High-Quality IEPs

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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).

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.

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FEDERAL 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

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Least Restrictive Environment (LRE)

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)

 

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Least Restrictive Environment (LRE)

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 BComparison of State Level LRE Data

(DAC- IDEA Data, 2008)State % Students in MRE Settings

Vermont0

Puerto Rico5.84

North Dakota8.33

Alabama9.41

South Dakota10.5

West Virginia10.5

Oklahoma11.36

Nebraska 11.37Wyoming

11.44Idaho

11.76Kansas

12.02Iowa

12.66Kentucky

12.88Texas

13.66Oregon

13.7Montana

13.79Colorado

13.81Connecticut

14.1Wisconsin

14.33Minnesota

14.55Nevada

15Pennsylvania

15.39Mississippi

15.47Tennessee

15.6Alaska

15.63Missouri

15.68Washington

15.73Maine

16.25Arkansas

16.8North Carolina

18.04Arizona

18.26Indiana

18.93Georgia

19.04Louisiana

19.11Utah

19.21Ohio

19.63Virginia

20.91Michigan

21.3New Mexico

21.53Rhode Island

21.97Florida

22.06Massachusetts

22.62South Carolina

22.84Delaware

23.3Maryland

23.99Illinois 25.5California

27.78Hawaii

28.93New Jersey

29.19New Hampshire

30.26New York

32.46District 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

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What does this mean for schools?

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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

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Building the Capacity of NYC Schools Additional Support Roles

Cluster Senior Instructional Facilitators Network Special Education Achievement Coaches

Web Resources NEW Toolkit to Support Students with Disabilities Flexible Programming Options One-page Overview for Families Family Friendly Website

Professional Development Opportunities Teachers College Inclusive Classrooms Project (TCICP) Network facilitated reform training and instructional programming clinics Citywide PD for Educators Webinars on the following topics: High Quality IEPs, IEPs, Behavior Supports 20 Parent Information Sessions Parent Coordinator Training Turning 5 Training for Psychologists

IEP Resources Developing IEPs linked to the Standards

Justification/Rationale for Removing Students from General Education Setting

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More Questions?

If you have any questions specific to your school, please feel free to email: SpecialEducationReform@schools.nyc.gov

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