Special Education Reform: Basics for SLTs

Special Education Reform: Basics for SLTs

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 2

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. 3

Why is reform needed? 4

Four-Year Graduation Rates Percent of Students in a Cohort Graduating from High School in 4 Years 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. 60.7 % 62.7 % 65.1% 52.8 % 46.5% 49.1% Diploma Type 26.7 % 30.7 % 22.6 % 17.3% 18.5% 18.3% 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) Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006. 4

What is the special education reform? 6

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? Equity of Access to Schools and Classrooms Access to Common Core Standards Development of High- Quality IEPs Students with disabilities access the general education curriculum using the full continuum of special education services, in the least restrictive environment appropriate. 7

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) 10

How will this impact your school? 11

What does this mean for schools? Instruction: Universal Design for Learning Develop High- Quality IEPs: Provide access to Common Core standards for each individual student Students with disabilities access the general education curriculum using the full continuum of special education services, in the least restrictive environment appropriate School-wide Structures and Resources: Utilize staff and resources innovatively Flexible Programming: Use the full continuum of services 12

Unified Service Delivery System This chart represents the types of special education services included in the continuum of services. Non-Special Education Strategies to Maintain Student in General Education and to Support Achievement of Standards Declassification Support Services Referral for Special Education Related Services Provided as Support Throughout the Continuum General Education with Related Services General Education with Special Education Teacher Support Services Integrated Co-Teaching 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 State Supported/Operated Schools and SED Approved Non-Public Schools Home/Hospital/Instruction (Temporary) 13

Flexible Programming on the IEP 14

Developing High-Quality IEPs 15

Developing High-Quality IEPs The Individualized Education Program (IEP) drives instruction for every child who receives special education services. 16

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. 17 17

Least Restrictive Environment (LRE) 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 18

NY STATE Least Restrictive Environment (LRE) 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) 19

New York State LRE Data IDEA Part B Comparison of State Level LRE Data (DAC- IDEA Data, 2008) Percent of students, ages 6 through 21, receiving special education services outside the regular class setting more than 60 percent of the school day. 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. State % Students in MRE Settings Vermont 0 Puerto Rico 5.84 North Dakota 8.33 Alabama 9.41 South Dakota 10.5 West Virginia 10.5 Oklahoma 11.36 Nebraska 11.37 Wyoming 11.44 Idaho 11.76 Kansas 12.02 Iowa 12.66 Kentucky 12.88 Texas 13.66 Oregon 13.7 Montana 13.79 Colorado 13.81 Connecticut 14.1 Wisconsin 14.33 Minnesota 14.55 Nevada 15 Pennsylvania 15.39 Mississippi 15.47 Tennessee 15.6 Alaska 15.63 Missouri 15.68 Washington 15.73 Maine 16.25 Arkansas 16.8 North Carolina 18.04 Arizona 18.26 Indiana 18.93 Georgia 19.04 Louisiana 19.11 Utah 19.21 Ohio 19.63 Virginia 20.91 Michigan 21.3 New Mexico 21.53 Rhode Island 21.97 Florida 22.06 Massachusetts 22.62 South Carolina 48. Hawaii 28.93 22.84 Delaware 23.3 Maryland 49. New Jersey 29.19 23.99 Illinois 25.5 California 27.78 50. New Hampshire 30.26 Hawaii 28.93 New Jersey 29.19 New Hampshire 51. New York 32.46 30.26 New York 32.46 District of Columbia 52. District of Columbia 51.96 51.96 State Performance Plan Indicator 5: Least Restrictive Environment School Age 20

What does this mean for schools? Instruction: Universal Design for Learning Develop High- Quality IEPs: Provide access to Common Core standards for each individual student Students with disabilities access the general education curriculum using the full continuum of special education services, in the least restrictive environment appropriate School-wide Structures and Resources: Utilize staff and resources innovatively Flexible Programming: Use the full continuum of services 21

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 22

IEP Resources Developing IEPs linked to the Standards Justification/Rationale for Removing Students from General Education Setting 23

More Questions? If you have any questions specific to your school, please feel free to email: SpecialEducationReform@schools.nyc.gov 24