1. Improving Special Education Services to Students with Disabilities Altmar-Parish-Williamstown Central School District September 25, 2014

2. Special Education in New York State Special education means specially designed individualized or group instruction or special services or programs and special transportation, provided at no cost to the parent, to meet the unique needs of students with disabilities Includes but is not limited to that conducted in classrooms, homes, hospitals, institutions and in other settings Includes specially designed instruction in physical education, including adapted physical education

3. Structure of the Special Education Legal System in New York State CSE Local Policy & Procedures NYS Policy State Performance Plan NYS Laws & Regulations Article 89, Part 200 & 201, Article 81, Part 100 Federal Laws & Regulations NCLB, IDEA, ADA, FERPA Point of application to individual students Foundations of system

4. New York State Continuum of Services The continuum of special education services for school-age students with disabilities is an array of services to meet an individual student's needs Related Services Consultant Teacher Consultant Teacher Combined with Resource Room Resource Room Integrated Co- Teaching Special Class

5. Specially Designed Instruction Specially-designed instruction means adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student's disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students

6. Related Services Purpose o Developmental, corrective and other supportive services Speech-language, physical therapy, audiology, occupational, etc. Does not include optimization, maintenance, or replacement or surgically implanted devices May provide more than one related service and/or combine with other general or special education programs Frequency o IEP must specify how often the service will be provided during a particular time period Duration o IEP must specify the duration of each related service Location o IEP must specify where services will be provided Grouping, Class Size, and Caseload o May be provided individually or in a group; maximum group size is 5 o Speech and language therapy caseload is 65 Provided by o Appropriately certified providers

7. Consultant Teacher (CT) Direct or Indirect Purpose o Direct: to aid the student to benefit from the general education class instruction o Indirect: to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of the student with a disability who attends the general education classroom Frequency o IEP must specify how often the service will be provided during a particular time period Duration o Minimum of two hours per week, in any combination of direct and/or indirect CT services Location o Direct: MUST be provided in the classroom; NOT pullout; IEP must identify the class subject(s) where CT services will be provided o Indirect: The general education class taught by the teacher receiving the consultation Grouping, Class Size, and Caseload o Individual or group basis (based on similarity of need) o Caseload-20 students; can request a variance over 20 Provided by o Certified special education teacher o Certified reading teacher for students grouped and in Resource Room for reading needs

8. Consultation Teacher (CT) in Combination with Resource Room Purpose o To meet the needs of a student who could benefit from the two types of services, but who does not need 2 hours per week of CT and 3 hours per week of Resource Room Frequency o IEP must specify how often the service will be provided during a particular time period Duration o Minimum of three hours per week (combination of CT and Resource Room) Location o Direct: MUST be provided in the classroom; NOT pullout; IEP must identify the class subject(s) where CT services will be provided o Indirect: The general education class taught by the teacher receiving the consultation o Resource Room Grouping, Class Size, and Caseload o Resource Room-instruction group maximum size of 5 students o Grades 1-6, 20 students o Grades 7-12, 25 students Provided by o Certified special education teacher

9. Resource Room Purpose o To provide specialized supplementary small group instruction. This supplementary instruction is provided in addition to the general education or special education classroom instruction that the student receives. It is not provided in place of the student’s general education instruction. Frequency o IEP must specify how often the service will be provided during a particular time period Duration o Minimum of three hours per week, maximum of 50% of the school day Location o Resource Room or push-in to the general education classroom, provided that the resource room teacher provides supplemental instruction Grouping, Class Size, and Caseload o Students grouped by similarity of need o Instructional group maximum size of 5 students o Grades 1-6, 20 students o Grades 7-12, 25 students Provided by o Certified special education teacher o Certified reading teacher for students grouped and in Resource Room for reading needs

10. Integrated Co-Teaching (ICT) Purpose o To provide academic and specially designed instruction in the general education setting to an integrated group of students. The responsibility for planning, delivering, and evaluating instruction for all students in shared by the general education and special education teachers. Frequency o IEP must specify how often the service will be provided during a particular time period o Does not have to be daily Duration o May be permitted for all or part of the school day Location o General education class(es) where integrated co-teaching will be provided Grouping, Class Size, and Caseload o Students grouped by similarity of need o Maximum number of students with disabilities on the class roster for ICT is 12. The roster of 12 students includes any student with a disability in that class regardless whether all 12 students are recommended for ICT. No regulatory maximum on the number of non-disabled students, but this number should be more than or equal to the number of students with disabilities. Variance for up to 14 students is possible Provided by o Certified general education teacher and certified special education teacher o One of the teachers must be highly qualified in the core academic area.

11. Special Class Purpose o To provide primary instruction that is specially designed to meet the similar needs of a group of students in a self-contained setting, separate from their non-disabled peers Frequency o IEP must specify how often the service will be provided during a particular time period o Does not have to be daily Duration o All or part of the school day Location o Special class o NOT in the general education classroom Grouping, Class Size, and Caseload o Students grouped by similarity of needs o Must include class size ratio on the IEP 15:1Specialized instruction 12:1+1Management needs interfere with the instructional process 8:1+1Intensive management needs 6:1+1Highly intensive management needs 12:1+3Severe, multiple disabilities o Age range in special classes for students under 16-no more than 36 months; age 16 and over has no age range o Age range variances can be requested Provided by o Certified special education teacher o Certified reading teacher for students grouped and in Resource Room for reading needs

12. Additional Services Transition Services are a coordinated set of activities for a student with a disability beginning not later than the first IEP to be in effect when the student is age 15 Transitional support services are those temporary services, specified in a student's IEP, provided to a general or special education teacher to aid in the provision of appropriate services to a student with a disability transferring to a general education classroom or to another special education program or service in a less restrictive environment. Travel training is instruction, as appropriate, provided to students with significant cognitive disabilities, and any other students with disabilities who require this instruction, to enable them to develop an awareness of the environment in which they live; and learn the skills to move effectively and safely from place to place within that environment

13. Additional Services Adapted physical education is a specially designed program of developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program. Twelve-month special service and/or program is a special education service and/or program provided on a year-round basis for students with disabilities determined to require a structured learning environment of up to 12 months duration to prevent substantial regression. Special transportation

14. Committee on Special Education (CSE) The Committee on Special Education (CSE) is sanctioned and regulated by New York State. It acts as a multi-disciplinary team to evaluate the management, academic, physical and social needs of the referred child and determines if there is an educational disability. The CSE must then decide on an appropriate program and/or placement for the student and the need for related services (i.e. occupational therapy, physical therapy, speech therapy, counseling, etc.) if necessary.

15. Individualized Education Program (IEP) The IEP is the cornerstone of the special education process for each individual student. It is the tool to document how one student’s special needs related to his/her disability will be met within the context of an educational environment. The IEP is a strategic planning document that should be far reaching in its impact o Identifies a student’s unique needs and how the school will strategically address those needs The Committee on Special Education (CSE) recommends goals and services on the IEP that will assist the student to be involved and progress in the general education curriculum o Committee determines if students need adaptions, accommodations, or modifications to the general curriculum for all or part of their learning

16. Special Education in APW Student Achievement

17. Special Education in APW How many students are classified as students with disabilities o Elementary School currently has 144 students classified (21.23% percent of all students are classified at the elementary school). o Junior / Senior High School currently has 115 students classified (18.7% percent of all students are classified at the Jr/ Sr high school). APW has seen a steady rise in students being classified. o 12 – 13 classification rate was 15% o 13 – 14 classification rate was 17% o 14 – 15 classification rate as of 9/23/14 is 20% The statewide average for students classified as students with disabilities is currently 12%. (As a point of reference Syracuse City has 19% of students classified and Rochester City has 18% of students classified.

18. Special Education in APW 2013 – 2014 Student Achievement Data - ELA GradePercent Scoring at Level 1 ELA Percent Scoring at Level 2 ELA Percent Scoring at Level 3 ELA Percent Scoring at Level 4 ELA 3100%0% 4100%0% 5100%0% 694%6%0% 790%10%0% 886%7% 0%

19. Special Education in APW 2013 – 2014 Student Achievement Data - Math GradePercent Scoring at Level 1 Math Percent Scoring at Level 2 Math Percent Scoring at Level 3 Math Percent Scoring at Level 4 Math 392%8%0% 4100%0% 595%5%0% 687%13%0% 740% 20%0% 866%25%8%0%

20. Special Education in APW: Graduation Rate School Year Cohort Enrollment as of June Total Number of Graduates Local Diplomas Regents Diplomas without Advanced Designation Regents Diplomas with Advanced Designation IEP Diplomas and Commencem ent CredentialsStill Enrolled Transferred to AHSEPP/ HSEPPDropped Out Unknown Outcome% Graduated % IEP Diplomas and Commencem ent Credentials % Still Enrolled % Transferred to AHSEPP % Dropped Out % Unknown Outcome 2013- 14 20106402404050%10%20%0%20%0%

21. Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate ELA Regents Score Count 201420132012 APW ELAScored 85 - 100Regular Education534041 Special Education101 All Education Types544042 Scored 79 - 84Regular Education1900 All Education Types1900 Scored 65 - 84Regular Education385036 Special Education567 All Education Types435643 Scored 65 - 78Regular Education1400 Special Education400 All Education Types1800 Scored 55 - 64Regular Education1059 Special Education1252 All Education Types221011 Scored below 55Regular Education548 Special Education1268 All Education Types171016 Regents ScoreRegular Education1399994 Special Education341718 All Education Types173116112

22. Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate Math 201420132012 APW Mathematics Scored 85 - 100Regular Education3628 Special Education000 All Education Types3628 Scored 74 - 84Regular Education1000 All Education Types1000 Scored 65 - 84Regular Education126152166 Special Education739 All Education Types133155175 Scored 65 - 73Regular Education4100 Special Education100 All Education Types4200 Scored 55 - 64Regular Education533029 Special Education1098 All Education Types633937 Scored below 55Regular Education321815 Special Education2066 All Education Types522421 Regents ScoreRegular Education298228238 Special Education381823 All Education Types336246261

23. Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate Global Studies Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate Global Studies 201420132012 APW Global Studies Scored 85 - 100Regular Education273129 Special Education011 All Education Types273230 Scored 65 - 84Regular Education414463 Special Education533 All Education Types464766 Scored 55 - 64Regular Education91216 Special Education547 All Education Types141623 Scored below 55Regular Education221014 Special Education1513 All Education Types372327 Regents ScoreRegular Education9997122 Special Education252124 All Education Types124118146

24. Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate American History Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate American History 201420132012 APW American History Scored 85 - 100Regular Education414736 Special Education112 All Education Types424838 Scored 65 - 84Regular Education294437 Special Education557 All Education Types344944 Scored 55 - 64Regular Education565 Special Education242 All Education Types7107 Scored below 55Regular Education456 Special Education896 All Education Types121412 Regents ScoreRegular Education7910284 Special Education161917 All Education Types95121101

25. Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate Science Special Education in APW: 2013 – 2014 June Regents Exam Pass Rate Science 201420132012 APW All Regents Science Scored 85 - 100Regular Education544779 Special Education000 All Education Types544779 Scored 65 - 84Regular Education112117120 Special Education6813 All Education Types118125133 Scored 55 - 64Regular Education173014 Special Education374 All Education Types203718 Scored below 55Regular Education9108 Special Education234 All Education Types111312 Regents ScoreRegular Education192204221 Special Education111821 All Education Types203222242

26. Special Education in APW Continuum of Services

27. Special Education in APW Some students with disabilities are being served well, but not all, as measured by student achievement outcomes Current services do not include full required continuum o Examples: No 15:1 program No Resource Room Some services are mislabeled, resulting in inaccurate programming o Some consultant teacher services are labeled as Integrated Co-Teaching o Some students have special class and ICT on their IEPs Increased classification rate prompts overall review of intervention and referral processes and procedures Processes and procedures for intervention, referrals, and progress monitoring should be written and transparent o For families, teachers, students, and leaders

28. Taking Proactive Steps for Improvement Immediate CSE meetings called to correct IEPs o Began process over summer, will complete first round by September 30, 2014 o Special class designations o ICT, Consultant Teacher, and Resource Room services will be corrected in round 2 Review of all IEPs (round 3) to conduct overall needs assessment will be completed by early November Establishment of parent special education advisory team in October 2014 Partnering with SUPAC to provide information at Open House events

29. Taking Proactive Steps for Improvement Annual IEP review meeting schedule will be established by end of November Professional development on continuum of services, high-quality IEPs, and rigorous annual goal-setting will be conducted throughout the fall and winter o For general education and special education staff Special education PTSA group meetings will be held to assess needs and discuss ongoing improvement and communication strategies around processes and procedures Partnering with PTSA and SUPAC to recruit and train parent members to support the CSE process throughout the school year

30. Taking Proactive Steps for Improvement A Parent’s Guide to Special Education will be developed and posted by December 2014 Professional development on differentiated instruction strategies for general education and special education staff will be provided throughout the fall o Instructional walkthroughs and staff development day support Budget recommendations for staffing and resource needs will be presented by end of January o Will include teacher, parent, leader, and student input and recommendations for improved services Full continuum of services will be established by July 1, 2015