department of specialized services updates on special ......regional special education technical...
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Department of Specialized Services
Updates onSpecial Education
Sandra SimpsonTeresa Root, Kelly Sanson and Stephanie Thompson
March 28, 2017
• Efforts to improve academic achievement
• Academic and social/emotional/behavioral supports
• Reducing the percentage of RCSD student classified as students with disabilities
Focus Areas
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Rochester City School DistrictGraduation Rate – (Includes August Graduates)
Students with Disabilities in Comparison to General Education StudentsFive Year Trend
55.1% 53.8% 57.0% 56.1% 58.8%
18.7%23.5% 26.7% 28.8% 32.2%
2008 2009 2010 2011 2012
General Ed
SWD
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Source: NYSED School Year Total Cohort Graduation Rate and Enrollment Outcome Summary ReportStudents are reported based on their date of entry in grade 9 and their last enrollment status as reported in the SIRS.
The Graduation Rate for Student with Disabilities has increased over the past five years.The 2012 Cohort Graduation Rate of 32.2% is the highest percentage of SWD graduates in over ten years.
Goal: Continuum of Services
The Rochester City School District will implement an expanded continuum of services that offers a full range of special education program options designed to meet the individual needs of students with disabilities in the least restrictive environment. The expanded continuum of services will enable students with disabilities to be educated with nondisabled peers to the maximum extent appropriate in accordance with 8NYCRR §200.6.
Goal: Committee on Special Education (CSE)
The Rochester City School District’s CSE process will develop high quality individualized education programs (IEPs) for students with disabilities that result in student access, participation and progress in the general education curriculum and address other disability related needs of the student.
Goal: Career and Technical Education (CTE)
The Rochester City School District will provide access to high quality CTE programming that enables students with disabilities to be placed in District-operated CTE programs and/or CTE programs operated by the Board of Cooperative Educational Services (BOCES).
Strategic Action Plan
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Improving Quality of IEP Development• Professional Development for Coordinating Administrators of Special Education with
Regional Special Education Technical Assistance Support Center (RSE-TASC), on a monthly basis throughout the 2016-2017 school year.
• Professional Development for Special Education Teachers with RCSD Special Education School Improvement Specialists (SESIS). Multiple offerings throughout the 2016-2017 school year.
• Directors have reviewed individual IEPs through random selection on bi-weekly basis to review CSE decision-making and data collection.
• Directors have scheduled one-on-one meetings with Coordinating Administrators of Special Education to review IEPs in accordance with the Department of Specialized Services Local Guidelines.
• The Department has requested that all IEPs during the 2016-2017 Annual Review season be visually displayed to review as a Committee with parents and students.
Efforts to Improve Academic Achievement
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Involvement with NYSED
• The Lead Team (Department of Specialized Services Directors) meets on a monthly basis with New York State Special Education Quality Assurance Team to review NYSED regulations, memos and updates.
Changes in Allowable Testing Accommodations - Tests Read Accommodation for the NYS ELA and Math 3-8 Exams
Superintendent Determination of Graduation with a Local Diploma
Guidance for CSE Transition Meetings, diploma Requirements, including multiple pathways
Efforts to Improve Academic Achievement
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Regular Data Review for Compliance
• Students Awaiting Consent to Test
• Students Awaiting Consent to Place
• Annual Review Status Report
• Open Events List (upcoming meetings)
• FBA & BIP
• Progress Reports
Expect CASEs to know all students by name and face.
Efforts to Improve Academic Achievement
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Continuum of Services
The Department has worked to develop and expand our continuum of special education services within the District.
Related Services: Speech Therapy, Occupational Therapy, Physical Therapy,
Consultant Teacher
Resource Room
Integrated Co-Teaching
Special Classes
Within the continuum, there are specialized programs for students with significant cognitive and/or physical needs, autism and speech and language needs.
Academic and Social-Emotional-Behavioral Supports
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Staff to Support Academic and Social-Emotional-Behavioral needs of approximately 6000 students
Coordinating Administrators of Special Education assigned to each building. (38)
Special Education Teachers: 603
Paraprofessionals: 122
Teaching Assistants: 214
1:1 Paraprofessionals: 108
TES (The Employment Store, Temporary 1:1’s): 83
Related Service Providers (School Psychologists, Speech Pathologists,
Occupational Therapists, Physical Therapists, Teachers of the Deaf, Teachers of Visually Impaired): Approximately 250
Academic and Social-Emotional-Behavioral Supports
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Multiple Support Teams within District
MATCH
Behavior Support Teams – staff development, TCI and CPI
Autism Team
Special Education School Improvement Specialists (SESIS)
Partnerships
Hillside – Contracted with NorthSTAR program to provide additional behavioral support for students.
Hillside – On-site Day Treatment program for elementary students at School #2
University of Rochester – Project Search
Academic and Social-Emotional-Behavioral Supports
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Academic and Social-Emotional-Behavioral Supports
Overall Compliance and Special Education Supports for students with Behavioral needs:
The Department of Specialized Services recognizes the importance of assessing behaviors (Functional Behavioral Assessment, FBA), and providing targeted intervention for such behaviors impacting educational performance (Behavior Intervention Plan, BIP).
Over the past 18 months, multiple trainings have been provided for FBA’s /BIP’s. The focus has been on compliance with New York State Regulation, as well as development of quality assessments and plans.
The Department, working with NYSED and the Special Education School Improvement Specialists, identified specific schools for targeted intervention and support.
Next Steps: Creation of Rapid Response Teams, in collaboration with the Office of
Teaching and Learning, to address individual student on a needs basis. Instructional team with training. Development of team would be based on input from principals, and the needs of the individual student.
Expansion of continuum for 2017-2018: for example: Consultant Teacher and Resource Room available in all schools.
Academic and Social-Emotional-Behavioral Supports
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By the numbers
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Reducing the Percentage of Students with Disabilities
17.48
10.01
18.316.62
17.43
14.7
Rochester Albany Buffalo New York City Syracuse Statewide
Per
cen
tage
of
SWD
School District
Classification Rates 2015-16 Beds data
Students with disabilities are those who have been identified as such by the Committee on Special Education and are receiving services under the Individuals with Disabilities Education Act (IDEA). Students with disabilities include those having an intellectual disability; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the IDEA according to an Individualized Education Program (IEP), Individualized Family Service Plan (IFSP), or a services plan.
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Reducing the Percentage of Students with Disabilities
RCSD Referral Trends
288 319
411
575644
209 239 247289 316
497558
658
864
960
0
200
400
600
800
1000
1200
2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
RCSDInitial Referral Data
2011-2016
Eligible Ineligible Total
Referral process
Consistency across all zones, schools, and programs
Quality and process reviews conducted weekly
Ongoing Professional Development related to established guidelines, program recommendations, diagnostic and clinical information, and the revised referral processes.
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Reducing the Percentage of Students with Disabilities
Ensuring accuracy and compliance
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Reducing the Percentage of Students with Disabilities Classification comparison: RCSD vs. NYS
Autism 8%Deafness <1%
Emotional Disturbance
8%
Hearing Impairment
1%
Intellectual Disability
7%
Learning Disability 27%
Multiple Disabilities 3%
Orthopedic Impairment
<1%
Other Health Impairment
28%
Speech or Language
Impairment 18%
Traumatic Brain Injury
<1%
Visual Impairment
<1%
RCSD BEDS 2016% DISABILITY
Autism 7.14%
Deafness<1%
Emotional Disturbance
6% Hearing Impairment<
1%
Intellectual Disability 3%
Learning Disability
36%
Multiple Disabilities
4%
Orthopedic Impairment
<1%
Other Health Impairment
17%
Speech/Lang. Impairment
26%
Traumatic Brain Injury
<1%
Visual Impairment
<1%
NYS 2016 % Disability
Taking a look at classification
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Reducing the Percentage of Students with Disabilities
LDRTI implementation and impact on referral process/eligibility determination
ED and OHICloser scrutiny on diagnostic information
Tier one and Tier two interventions
• Reinstate Central CSE for Initial Eligibility meetings and more restrictive program considerations.
• Collaborate with T and L in implementation and utilization of RTI.
• Psychologist handbook-Establishing criteria, guidelines and profiles for disability and classification purposes.
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Reducing the Percentage of Students with Disabilities Recommendations
• Questions and/or Comments
End of Presentation
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