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Harry Hoag School LOCAL ASSISTANCE PLAN (LAP). PURPOSE In accordance with NYS Commissioner’s Regulations, “…a district in Good Standing that has LAP Schools.

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Presentation on theme: "Harry Hoag School LOCAL ASSISTANCE PLAN (LAP). PURPOSE In accordance with NYS Commissioner’s Regulations, “…a district in Good Standing that has LAP Schools."— Presentation transcript:

1 Harry Hoag School LOCAL ASSISTANCE PLAN (LAP)

2 PURPOSE In accordance with NYS Commissioner’s Regulations, “…a district in Good Standing that has LAP Schools will be required to work with the identified school(s) to complete the Diagnostic Self-Review Document and Report Template for each identified LAP School.” Harry Hoag School was identified by NYS as a LAP school for failing to make AYP in ELA for 3 consecutive years for students with disabilities (SWD) (August, 2013) Data to determine this identification: , , NYS ELA & Math assessment data

3 OPTIONS Districts have 3 options: 1.Complete Self- Review internally, using NYS available resources 2.Enlist RSE-TASC Special Education School Improvement Specialist(SESIS) as a sub-group specialist through local BOCES to assist with Walk-Throughs, Interviews, final report 3.Enlist RSE-TASC Special Education School Improvement Specialist(SESIS) support for the entire Self-Review process, which includes Professional Development Harry Hoag School chose option #2, which allows the SESIS to assist to some degree in the completion of the report.

4 LAP SELF-REVIEW Select LAP team Classroom visits Interviews with Principals, Superintendent, Students and Parents Data collection of evidence Compilation of all findings/evidence rated on HEDI scale to determine needs, activities & evidence-based practices to close achievement gaps

5 TIMELINES LAP team initial meeting- October 9 th Interviews- October 17 th (Parents) October 21 st (Students) October 24 th (Staff) LAP team meeting- October 31 st LAP to BOE- November 13 th Initial presentation November 20 th Board Approval LAP Link posted to district website- no later than 11/22

6 LAP Highlights Significant changes in practice from 2011 to 2013: 1.Increased number of Co-Teaching classes Reduce the percentage of classified students assigned to a self-contained environment and Increase the percentage of time that SWDs assigned to a Self-Contained classroom spend in inclusive instructional environments-CDEP Goal #1 and Goal #2 2. Provision of NYS approved curriculum aligned to the NYS Common Core State Standards Implementation of the NYS approved Learning Modules, PK-6 th grade with professional development in Differentiated Instructional strategies for Students with Disabilities

7 LAP Highlights 3.Implementation of Instructional strategies (Differentiated Instruction) tailored to strengths and needs of SWDs (and all students) Goals: Grade levels meet both vertically and laterally and collaborate as teams to improve instruction for SWDs (all students) 4. Development of a Behavioral RtI system targeting SWDs emotional and behavioral needs Goals: Gather behavioral data, provide SWDs (all students) focused behavioral strategies to improve student classroom and assessment performance

8 5.Reduced number of Self-Contained Classrooms in 2012 In accordance with our CDEP, we have reduced the number of self-contained classrooms and reassigned the Special Education staff to Co-Teaching classrooms In the Spring of 2011, with support from Campbell House Associates and through the Consolidated Grant, we restructured our AIS and RtI process targeting and prioritizing our students’ needs LAP Highlights

9 LAP Access The completed Local Assistance Plan is located at Harry Hoag Elementary School Anyone wishing to view the entire LAP document and associated evidence may do so by contacting Mrs. Cathy Brucker, Harry Hoag Elementary School Principal

10 Cathy Brucker Principal: Harry Hoag Elementary School (518) CONTACT INFORMATION


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