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TRANSCRIPT
At the Lower Hudson RSE-TASC, we start with our Why: Ensuring success for students with disabilities
Our goal to improve outcomes for all students with disabilities by
ensuring the development of strong academic, social-emotional and self-
determination skills is at the center of everything we do.
We evaluate our work in terms of the impact it has on student
performance. These impacts are shared in our Bright Spot stories, through
which we celebrate students’ accomplishments.
Our focus is on How educators ensure student success:
Implementing evidence-based practices and systems
Students with disabilities are successful when schools and districts
provide them full access to the educational
experience by identifying, implementing and
assessing the impact of:
student self-advocacy & goal setting
individualized educational programming
family-school-community collaborations
evidence-based instructional practices
specially designed instruction
multi-tiered systems of support
career development and work-based
learning
serving districts in
Volume 6, Issue 1, September 2016 Page 1
RSE-TASC REPORTER LOWER HUDSON REGIONAL SPECIAL EDUCATION TECHNICAL ASSISTANCE AND SUPPORT CENTER
Inside this issue: RSE-TASC Why, How & What
1
RSE-TASC Training Calendar
2
School Tool: RSE-TASC Website
3
Community Trainings 3
Bright Spot 4
Contact Information 4
The Lower Hudson Regional
Special Education Technical
Assistance Support Center:
Why, How & What
(cont’d on pg. 4)
To Register for our Regional Workshops: Please go to www.pnwboces.org/catalog to register
online. Click on the down arrow next to the box that says “Click one or more options…”, then select RSE-TASC and click “Search”. Scroll down the
webpage until you see the workshop in which you are interested and then click on its name to see details and enroll.
RSE-TASC REPORTER LOWER HUDSON REGIONAL SPECIAL EDUCATION TECHNICAL ASSISTANCE AND SUPPORT CENTER
Volume 6, Issue 1, September 2016 Page 2
Teachers, 9/13
Specially Designed Instruction for
Students with Disabilities and
English Language Learners (3-
Day), 9/14, 9/28 and 10/5
Explicit Direct Instruction (3-
Day), 9/22, 9/29 and 10/6
October
Special Education 101 for ENL
Teachers, 10/14
Specially Designed Instruction for
Students with Disabilities and
English Language Learners (3-
Day), 10/19, 10/28 and 11/10
Literacy for English Language
Learners: What’s Different?, 10/20
Explicit Direct Instruction for Non
-District Settings (4-Day), 10/21,
11/18, 3/22 and 5/19
November
Understanding Specially
Designed Instruction for Students
with Disabilities, 11/2
Understanding Cultural and
Linguistic Diversity, 11/14
Literacy for English Language
Learners: What’s Different?, 11/21
December
Special Education 101 for ENL
Teachers, 12/2
Understanding Cultural and
Linguistic Diversity, 12/6
Improving the Sentence, 12/12
Literacy for English Language
Learners: What’s Different?, 12/13
Leadership September
Graduation Options: For
Administrators, 9/19
Effective Implementation of
Evidence-Based Practices, 9/20
CSE Roundtable, 9/27
October
CPSE Colloquium, 10/13
December
CSE Roundtable, 12/7
Effective Implementation of
Evidence-Based Practices, 12/13
CPSE Colloquium, 12/14
Consortium, 12/8
Graduation Options, 12/20
Behavior & Discipline Supports
September
PBIS Kick-Off, 9/30
October
PBIS Forum for Administrators, 10/7
Universal / Tier 1 Team Refresher,
10/25
November
Team Implementation Guidance for
Social & Behavioral Supports, 11/1
PBIS Coaches’ Forum, 11/10
New Coaches’ PBIS Basic Training,
11/10
PBIS TAC Regional Forum, 11/29
December
PBIS Tier 2 Supports with Dr. Terry
Scott, 12/16
Individualized Education Planning and
the CSE Process September
IEPs for English Language Learners,
9/16
October
IEP Institute 1: Developing Quality
IEPs (2-Day), 10/18 and 11/1
Student Directed IEPs, 10/19
New CSE/CPSE Chairperson Training
(3-Day), 10/20, 11/3 and 11/10 *WAIT
LIST*
IEPs for English Language Learners,
10/24
November
Language Acquisition vs. Learning
Disability, 11/9
IEP Institute 2: Developing Quality IEP
Goals (2-Day), 11/7 and 11/14
IEPs for English Language Learners,
11/17
Language Acquisition vs. Learning
Disability, 11/30
December
Student Directed IEPs, 12/5
Instructional Practices September
Special Education 101 for ENL
Come Learn with us at our Fall 2016 Regional Trainings! School-Wide Systems
Transition
September
Putnam County Transition
Consortium, 9/8
CAN*DO, 9/9
Transition Boot Camp: An Overview,
9/13
Transition Specialist Network, 9/26
Rockland Road Trip, 9/29
October
CDOS Commencement Credential,
10/7
CDOS Credential: Implementing
Program Options, 10/7
Putnam County Transition
Consortium, 10/13
Work-Readiness Options for Students
with Disabilities: School-Based
Enterprises, 10/17
Work-Readiness Options for Students
with Disabilities: Activities Aligned
with the CDOS Commencement
Credential, 10/17
November
The Forum: The OPWDD Eligibility
and Application Process, 11/2
Work-Readiness Options for Students
with Disabilities: An Overview of
Community Work-Based Learning,
11/7
Work-Readiness Options for Students
with Disabilities: National Work
Readiness Credentials, 11/7
Exploring CareerZone, 11/15
Putnam County Transition
Consortium, 11/17
Transition Assessment & Planning for
Career Bound Students, 11/29
December
Work-Readiness Options for Students
with Disabilities: How Career and
Technical Education Aligns with the
CDOS Commencement Credential,
12/7
Work-Readiness Options for Students
with Disabilities: Registered Work-
Based Learning Programs, 12/7
Putnam County Transition
We are excited to have launched our new website, www.pnwboces.org/rsetasc!
Take a walk through our site ...
RSE-TASC REPORTER LOWER HUDSON REGIONAL SPECIAL EDUCATION TECHNICAL ASSISTANCE AND SUPPORT CENTER
School Tool: Lower Hudson RSE-TASC Website Launch!!
Volume 6, Issue 1, September 2016 Page 3
Visit our What
Works pages to
learn about
evidence-based
practices in the
areas of IEP &
CSEs, Explicit & Specially Designed
Instruction, Behavior Supports,
Transition Planning and Quality
Improvement Processes...
Visit our Bright
Spots pages to be
inspired by student
accomplishments
and the strategies
educators used to
support them
Visit our Resources to read
previous RSE-TASC
Reporter articles … and to read our Blogs or take a
Mini– Training
Community Events Co-Teaching & Inclusion Education
Academy (Grades K-5); starts 9/13,
Guidance & Child Study Center (GCSC) @
PNW BOCES, www.pnwboces.org/
catalog
Literacy Support for ELLs: Reading
Strategies for K-12 at Orange-Ulster
BOCES; 9/15, Hudson Valley Regional
Bilingual Education Resource Network
(HVRBERN), www.swboces.org/
support.cfm
Addressing Disproportionality Through
a Culturally Responsive and Systemic
Self Review, 9/20 & 27, NYU Technical
Assistance Center for Disproportionality,
https://www.eventbrite.com/e/session-1-
assessing-our-data-policies-and-practices-
related-to-disproportionality-through-a-
tickets-27477077679
Building Strong Programs & Delivering
Effective Instruction to ELL’s; starts
9/20/16, GCSC @ PNW BOCES,
www.pnwboces.org/catalog
WRS Level 1 Certification: Practicum;
starts 9/20, The Hudson River Teacher
Center (HRTC) at PNW BOCES,
www.pnwboces.org/catalog
New York State Alternate Assessment
(NYSAA) 2016-17 Full Training; 9/23 or
9/26, Rockland BOCES,
www.rocklandboces.org
Co-Teaching Basics—Practical Options
for New Partnerships; 9/26 and 9/17,
www.rocklandboces.org
Integrated Co-Teaching for English
Language Learners; HVRBERN,
www.swboces.org/support.cfm
9/27 at Orange-Ulster BOCES
9/30 at Rockland BOCES
Visit our Training Calendar to
see what trainings are
coming up and to register
Volume 6, Issue 1, September 2016 Page 4
(cont. from pg. 1) RSE-TASC REPORTER
LOWER HUDSON REGIONAL SPECIAL EDUCATION TECHNICAL ASSISTANCE AND SUPPORT CENTER
We develop our What:
Providing regional technical assistance and support to educators
We provide a coordinated system of high quality regional technical
assistance, professional development and on-site support to district and
school communities in Putnam, Rockland and Westchester counties in
partnership with Putnam Northern Westchester BOCES, Rockland BOCES,
Southern Westchester BOCES and Yonkers City Schools. This support
ranges from regional trainings on effective practices and systems (see our
current calendar of trainings on page 2), to intensive quality improvement
supports on-site for individual schools, to web-based tools and supports (see
our website link on page 3).
Patti Slobogin, Director Leslie Zedlovich, Jr. Administrative Assistant Felecia Morris, Sr. Office Assistant
Regional Trainers: John Boniello, Bilingual Special Education Specialist Kit Casey, Transition Specialist Sara Fienup, Behavior Specialist Dale Langley, Behavior Specialist Erin Leskovic, Preschool Behavior Specialist Laurie Levine, Regional Special Education Specialist Ann Narcisse, Regional Special Education Specialist Stephanie Wozniak, Transition Specialist
Special Education School Improvement Specialists (SESIS): Randy Ascher, Yonkers City Schools Andrew J. Ecker, Putnam Northern Westchester Fran Fernandez, Special Act and Approved Private Schools Denise Jaffe, Southern Westchester Nicole Scariano, Rockland David Luhman, Southern Westchester John McCabe, Special Act and Approved Private Schools Martha Trujillo-Torp, Yonkers City Schools
RSE-TASC Staff—Contact us at 914-248-2289
Lower Hudson RSE-TASC:
Providing regional technical assistance and support to educators in implementing evidence-based practices and systems that ensure success for students with disabilities
Bright Spots! Thank you again to all the survey respondents at the end of 2015-2016 — we really appreciate your feedback on the supports we offer and your stories. These are just a few of the Bright Spots from your survey responses.
“We executed a trial run of the Tier II Check-In Check-Out program and saw improved social connections between students and building staff, improved self-monitoring skills and self-awareness in students, and overall improved behavior for students that followed the routines.” “As a direct result of using Specially Designed Academic Instruction with our ELL students, students are more engaged and motivated to work independently. We see a great increase in reading comprehension and more retention and use of taught strategies.” “I taught all of my students to construct the 4 basic types of sentences to incorporate into and create more in-depth introductions. Student essays improved dramatically. Students felt so much better about their introductions and they felt relieved after having struggled with introductions and conclusions for so long.”
Thank you for sharing all of your stories—we’ll keep publishing them throughout the year!