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RSE-TASC OVERVIEW New Specialist Orientation May 2014 1.

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Presentation on theme: "RSE-TASC OVERVIEW New Specialist Orientation May 2014 1."— Presentation transcript:

1 RSE-TASC OVERVIEW New Specialist Orientation May

2 Topics Vision and Goals NYSED Structure RSE-TASC Structure Roles and Responsibilities Reporting Requirements 2

3 Vision and Goals Improve results for students with disabilities How? Network specialists focused on the most critical needs in special education Targeted technical assistance and professional development to schools, approved private schools, parents and others on special education policy Coaching of instructional staff to utilize the most current research-based instructional strategies and practices for students with disabilities. Monitoring of schools to ensure change is occurring Through Systemic Change 3

4 Expectations for Results Improvement goals that are clear, measurable and achievable and based on assessment of the district’s instructional practices High quality professional development provided in research based instructional practices to help schools build their capacity to achieve those goals Systemic changes that are sustainable 4

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6 Research tells us that aligning our resources to effect change means…  data-driven decision making,  continuous improvement planning,  resource alignment,  implementation and monitoring,  coordination,  developing expectations, and  high-quality professional development. 6

7 The Focus – – Target all resources – Focus every discussion/decision – Continuously communicate the focus until every classroom demonstrates the vision 7

8 Coordination of Efforts Analysis and deployment based on State, district and school results and upcoming reviews Regional Planning Process for the deployment of TA resources State School Improvement Cabinet 8

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10 P- 12:Office of Special Education 10

11 P-12: Office of Special Education Funded Technical Assistance and Resource Centers Center for Autism and Related Disorders 14 Special Education Parent Centers 14 Early Childhood Direction Centers Technical Assistance Center on Disproportionality (TAC-D) Response to Intervention TAC and RtI Professional Development Project 10 RSE Technical Assistance and Support Centers (RSE-TASC) (Regional Specialists and School Improvement Specialists) Transition Services Professional Development Support Center (PDSC) Positive Behavioral Interventions and Supports TAC (PBIS TAC)

12 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 district Regional Planning Process to strategically deploy TA Resources to those schools, districts & nondistrict programs most in need RSE-TASC Coordinators 12

13 Technical Assistance Structure Regional Special Education Technical Assistance Support Centers (RSE-TASC) Formed in Brought several TA networks under one umbrella 10 Coordinators – Oversee each RSE-TASC SESIS – Provide targeted technical assistance to school districts. Focus is to improve instructional practices primarily in the areas of literacy, behavioral supports and special education for students with disabilities. RSETS – Provide technical assistance and professional development to schools, families and others regarding special education regulations and policy. 13

14 TA Structure ( cont’d. ) RSE-TASC (continued) Transition Specialists – Provide technical assistance and professional development to schools, families and others regarding transition. Behavior Specialists – Provide professional development and technical assistance to schools in order to establish and sustain school-wide positive behavioral interventions and supports (PBIS). Nondistrict Specialists – Provide training and technical assistance to Nondistrict programs on literacy, behavior and specially designed instruction. Bilingual Specialists – Provide regional information and technical assistance to groups of schools, districts and Nondistrict programs regarding services and effective practices for bilingual/English language learners (ELL) students with disabilities. 14

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17 TA Structure ( cont’d. ) Technical Assistance Centers Established to Support the RSE-TASC Professional Learning Center (PLC): formed in 2011 Assesses the RSE-TASC network’s PD needs in multiple skill and content areas; provides skills training for RSE-TASC Nondistrict Specialists, Bilingual Specialists and SESIS; increases the RSE-TASC network’s knowledge and application of research- based practices in school improvement; evaluates the effectiveness of the RSE-TASC school improvement work with districts; assists in planning and development of statewide meetings, and arranges for PD for RSE-TASC Coordinators. Transition Services Professional Development Support Center (PDSC): formed in 2010 Provides PD & and TA to the RSE-TASC Transition Specialists; evaluates effectiveness of PD offered by the Transition Specialists; developed and maintains TransitionSource, a web-based data and resource system for transition services and planning. Positive Behavioral Interventions and Supports (PBIS) TAC: formed in 2010 Provides PD & TA to the RSE-TASC Behavior Specialists; developed and maintains statewide website, and evaluates effectiveness of support provided by the Behavior Specialists to school districts in PBIS implementation. 17

18 Alignment of IDEA and NCLB Accountability Systems 1.Identification Criteria 2.Diagnostic Reviews – Special Education School Improvement Specialist Subgroup specialist on the team 3.Technical assistance resources dedicated – Ongoing and embedded professional development to support implementation of school improvement plans as they relate to students with disabilities

19 2012–13 IDEA Determination Criteria DeterminationCriteria Needs Assistance Performance: District is a Focus District under the ESEA Waiver based on combined ELA and math assessment results or the graduation rate for students with disabilities; and/or the district has one or more schools identified in need of a local assistance plan (LAP) for students with disabilities; and/or Compliance: District has findings of noncompliance that remain uncorrected between 12 and 24 months from the date of identification of the noncompliance by the State. Needs Intervention [1] Performance: District is a Focus District under the ESEA Waiver based on combined ELA and math assessment results or the graduation rate for students with disabilities; and/or the district has one or more schools identified in need of a local assistance plan (LAP) for students with disabilities; and/or Compliance: District has findings of noncompliance that remain uncorrected more than 24 months from the date of identification of the noncompliance by the State. Needs Substantial Intervention Compliance: District has significant noncompliance that remains uncorrected and that is resulting in substantial failure of the district to provide a free appropriate public education (FAPE) for its students with disabilities. [1] [1] Districts identified as Needs Assistance for three consecutive years beginning in will also be designated as Needs Intervention.

20 DTSDE 20

21 Quality Improvement Process Results of Diagnostic Reviews will inform selection of schools and focus for SESIS led Quality Improvement Process for following two years. QIP focus must continue to be on: – Specially-designed instruction – Literacy and/or – Behavioral supports and interventions

22 Roles and Responsibilities: NYSED Project Manager Ensure that contract deliverables are being met. Ensure professional development needs for RSE-TASC Part I, Part II specialists are being met. Ensure effective communication between NYSED, RSE-TASC, and TACs supporting specialists (i.e., PLC, PBIS TAC, Transition PDSC) Coordinate and collaborate with other project managers 22

23 Roles and Responsibilities: Coordinators Meet monthly as a group in Albany – Identify and plan professional development needs of Network in coordination with PLC Includes discussion with PLC regarding Statewide Topics (SDL, DTSDE, QIP, Walk Through Tool) – Receive updates from NYSED to deliver to the field Changes in Regulations, new initiatives, challenges – Develop training packages to bring to regions on key Special Education Initiatives Common Core Learning Standards, CDOS – Collaborate to bring best practices to their regions Goal: To Contribute to Systemic Change Across the State 23

24 Roles and Responsibilities: SESIS Work directly with school districts identified through the regional planning process to bring and sustain high quality, research-based practices in the areas of literacy, behavioral supports and special education instruction to improve outcomes for students with disabilities. Special Education School Improvement Specialists: work with each of the designated school districts, including school districts identified for NYSED Quality Assurance Focused Monitoring Reviews to: conduct an analysis of data relating to results for students with disabilities to identify the area(s) of instructional review and improvement for the school district; conduct an analysis and review of instructional practices, using the Quality Indicator Review and Resource Guides developed for this purpose (http://www.p12.nysed.gov/specialed/techassist/QIcover.htm);http://www.p12.nysed.gov/specialed/techassist/QIcover.htm develop upfront agreements with districts/schools to establish the level and type of commitment the district/school will make to improve and sustain improvements in its instructional programs and practices for students with disabilities; 24

25 Roles and Responsibilities: SESIS (cont’d.) document the professional development and support to be provided directly by the school improvement specialist on the NYSED required Quality Improvement Process (QIP) plan; provide high quality, professional development to the school district in a manner that will lead to district-wide improvement of instructional programs and practices; assure systems of progress monitoring are established and progress is documented; review and revise the QIP as necessary to ensure systemic change is occurring; communicate with the NYSED SEQA office on issues and concerns in their work with identified school districts; and submit the QIP for each district to NYSED as required by NYSED. 25

26 Roles and Responsibilities: SESIS (cont’d.) participate in NYSED directed professional development, statewide meetings as required by NYSED, and as necessary to enhance and maintain knowledge and skills in research- based instructional practices and research based school improvement activities; participate in workgroups as established by NYSED, including workgroups to develop, review and revise Quality Indicator Review and Resource Guides; and provide reports of work accountability in the time periods and format required by NYSED. 26

27 Roles and Responsibilities: Nondistrict Specialist (NDS) Provide training and technical assistance, consistent with NYS required training and the recommendations of the Steering Committee and the NYSED regional planning process, to selected approved private schools and other non-district programs. 1 Provide regional training and information to approved private schools and other Nondistrict providers of special education services on topics identified annually by NYSED, priority topics determined through the regional planning process and on effective and research-based instructional practices. (Level 1) 2 3 In collaboration with SEQA’s Nondistrict Unit, conduct an assessment of quality instructional and behavioral practices in identified non-district programs and provide school improvement support to promote the use of research-based practices in the three key areas (literacy, behavioral supports and interventions, and quality delivery of special education services) utilizing the Quality Indicator Review and Resource Guides (Level 2 or 3) 27

28 Roles and Responsibilities: NDS (cont’d.) Participate in workgroups as established by NYSED, including workgroups to develop, review and revise Quality Indicator Review and Resource Guides. Provide reports of work accountability in the time periods and format required by NYSED. 28

29 Reporting Requirements All Part I and Part II Specialists: Annual Service Plans (to NYSED) Quarterly Status Reports (PSRs) (to NYSED) Additional Reports: SESIS & Nondistrict: Quality Improvement Process Plans (QIPs) 29

30 Annual Service Plan Coordinator reviews and submits to NYSED. Project Manager reviews; asks for clarification, if needed; provides feedback. Outlines work to be completed during the upcoming year. For all Part I Specialists: Identifies the regional training topics and plan for delivery. For Behavior, Bilingual, Nondistrict, Transition and SESIS: Identifies the district, school or nondistrict program and the level of support to be provided. 30

31 Quarterly Status Report Coordinator reviews and submits to NYSED. Project Manager reviews and provides feedback. Program Managers may share/review with PBIS TAC, PDSC or PLC to help inform PD and TA needs. The report is used to reflect work conducted on project deliverables during each quarter Need balance to provide information that is reflective of expected work within one quarter’s timeframe, without excessive details. Review of sample Status Reports (see handouts) 31

32 Status Reports – Performance Objectives Specific to SESIS and NDS Let’s take a look at some sections of status reports for SESIS and Nondistrict Specialists – Who is receiving support from you? – What types of activities are you engaged in? – What is the focus of your support (e.g., topics on which you provide training)? – What tools are mentioned in your performance objectives? 32

33 Fiscal Reporting Annual Budget Preparation and Submission (see handouts) Timeframes Categories Tips 33

34 Quarterly Expenditure Reports and Vouchers for Payment (see handouts) Timeframe and reporting requirements Categories for expenditures Tips 34

35 Evaluation of the Network Completed yearly by Measurement Incorporated Evaluates the impact of RSE-TASC support on School Improvement Scope and quality of technical assistance activities Impact technical assistance activities on district/school organizational and teaching practices Impact of technical assistance activities on students and the district wide special education delivery system. 35

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