new york state’s special education technical assistance resources higher education task force...
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Turning the page …TRANSCRIPT
New York State’s Special Education Technical Assistance
Resources
Higher Education Task Force MeetingSeptember 2009
State Performance Plan Requirements
• Performance and Compliance
• NYS – State “In Need of Assistance”
• 2009 District Determinations– Graduation, drop out, performance on State assessments,
compliance• 58 Needs Assistance (17 NYC; 41 ROS)• 44 Needs Intervention (14 NYC; 30 ROS)• 97 At Risk of Identification
• 21 districts identified in 08-09 are not identified this year.
Turning the page …
Restructuring of former SETRC, Transition Coordination Sites and PBIS Networks into 10 Regional Special Education Technical Assistance and Support Centers
• Regional Specialists– Special education trainers– Behavior – Transition – Bilingual special education– Nondistrict program
technical assistance providers
• Special Education School Improvement Specialists– Each BOCES region– Each Big 5
Teams created in nine regions by Joint Management Team plus New York City
RSE-TASC Coordinators
Regional Planning Processto Strategically Deploy TA Resources to those Districts Most in Need
56 Regional Specialists Statewide
Cyndi Besig
Acts as a liaison between NYSED/VESID leaders, BOCES District Superintendents, Big 5 District Superintendents, NYSED
Special Education Quality Assurance officials, regional specialists & local SESIS and other NYSED funded technical
assistance networks
Regional Special Education Technical Assistance Support Center (RSE-TASC)A VESID funded network supporting & improving instructional practices & outcomes for students with disabilities. RSE-TASCs are located in
nine Joint Management Team Regions of New York State and in New York City
(Regional)Nondistrict Programs Technical
Assistance Specialist
Provides training and
technical assistance on
special education to
selected approved
private schools and
other nondistrict programs
(Regional)Transition Specialist
Provides training and
assistance to school districts
identified to improve transition
planning and services
(Regional) Behavior Specialist
Provides training and
technical assistance to districts on
positive behavioral
supports and establishing &
sustaining PBIS
(Regional) Bilingual Special
Education Specialist
Provides regional
information & technical
assistance related to effective
practices for students with
disabilities who are bilingual/English language learners
(Regional) Special
Education Training
SpecialistProvides training & information to
school personnel from multiple school
districts in region related to
special education
compliance & effective practices
(Local)Special Education
School Improvement Specialists
(SESIS)Provide targeted
technical assistance to school districts
designated by VESID focusing on improving
instructional practices for students with disabilities in the areas of literacy, behavioral supports,
special education instruction.
12 14 14 8 8 115
RSE-TASC Coordinator
(42 SESIS in NYC; 73 Rest of State)
56 Regional Specialists Statewide – 13 NYC; 43 Rest of State
Meet the RSE-TASC Coordinators
•http://www.vesid.nysed.gov/specialed/techassist/rsetasc/locations.htm
Regional Planning Process • Analysis and deployment
based on State and district results on the State Performance Plan
• Regional Planning process for the deployment of TA resources
• State School Improvement Cabinet– Project Directors Cabinet
Focus on the Instructional Core• What is the instructional basis for schools identified as
needing assistance or intervention?
– How are students taught literacy across the grades?
– What behavioral supports are in place school-wide, in classrooms, in small groups and for individual students?
– What is the quality of the special education instruction and supports students are receiving?
Supported by research-based tools and high quality professional development
• Research-based Quality Indicator Review and Resource Guides http://www.vesid.nysed.gov/specialed/techassist/QIcover.htm
– Literacy– Behavior– Specially designed
instructional practices
School districts with high or improving performance of students with disabilities on grades 3-8 assessment
• Professional learning communities drive system and classroom exploration of effective instruction through action research
• Dedicated 90-minute literacy blocks
• Movement within instructional groupings and allocation of educator intervention determined based on progress monitoring data
• Classes co-taught by special and general education teachers at every grade level
• Common planning time for general and special educators
• Systems of positive behavioral supports
• Literacy coaches
School districts with high or improving graduation rates for students with disabilities
• Integrated co-teaching
• Literacy instruction across the grades
• Good transition planning processes
• Regular guidance meetings
• Supplemental instructional support systems
• School wide, classroom, small group individualized positive behavioral supports
• Systems of progress monitoring
State Centers to Support Work of TA Providers
– Positive Behavioral Interventions and Supports (PBIS)
– Transition Services: TransQual and Professional Development
– Network Capacity: Professional Development
– Response to Intervention
VESID funded Technical Assistance Centers
Center for Autism &Related Disorders
13 Special Education
Parent Centers
15 Early Childhood
Direction Centers
Technical Assistance Center
on Disproportionality (TAC-D)
Resource CenterFor the Blind
ResponseTo Intervention
TAC
RSE-TASC
S³TAIR Project
Higher EducationSupport Center