NYSED Policy Update Pat Geary Statewide RSE-TASC Meeting May 2013

Topics: 1. Federal changes to SPP/APR 2. Graduation Policies 3. Planning forward - State support for targeted improvement activities 4. Local Assistance Plan Schools 5. IDEA Determinations for

Federal SPP/APR: State Systemic Improvement Plan (SSIP) Phase I: (2015) Data Analysis Focus for Improvement Infrastructure – governance, fiscal, standards pd, data, TA and accountability (including beyond special education) Theory of Action  Logic Model Phase II: (2016) Infrastructure Development Support for LEA Implementation of Evidence- Based Practices Evaluation Plan Phase III ( ) Multi-year plan Results of ongoing evaluation and revisions to SPP

Graduation Policies Repeal of IEP Diploma Skills and Achievement Commencement Credential Career Development and Occupational Studies Commencement Credential Sunset of RCT Safety Net Additional Compensatory Safety Net Option Multiple Pathways discussions CTE coursework policy discussions

NYS CDOS Commencement Credential Career Plan Commencement level CDOS learning standards for:  Career Development  Integrated Learning  Universal Foundation Skills 216 hours of instruction in CTE and/or work-based learning (at least 54 hours must be in work- based learning) Employability Profile OR Meet requirements for one of the nationally- recognized work readiness credentials

It is the responsibility of each school to ensure that the student has been provided with appropriate opportunities to earn a Regents or local high school diploma, including providing the student with meaningful access to participate and progress in the general curriculum to assist the student to meet the State’s learning standards.

Special conditions on use of IDEA funds A school district that awards this credential to more than 20% of the students with disabilities in the cohort, where such credential is not a supplement to a regular high school diploma, shall be required to use a portion of its Part B Individuals with Disabilities Education Act grant funds for targeted activities as deemed necessary by the Department to ensure that students with disabilities have appropriate access to participate and progress in the general education curriculum necessary to earn a regular high school diploma.

Considerations for CSEs… In order to make recommendations to address how the student’s disability affects access to participate and progress in the general curriculum, you need to know: 1. about the student’s disability; and 2. about the curriculum and 3. assessments the student is expected to access.

Identify Standards for ALL students at student’s grade level. Assess where student is functioning with regard to standards. Determine disability-related needs that prevent success Develop annual goals to meet these needs.

New York State Learning Standards and Core Curriculum Prekindergarten Foundation for the Common Core Arts Career Development & Occupational Studies English Language Arts Health, Physical Education, Family & Consumer Sciences Languages Other Than English Mathematics, Science, Technology Social Studies New York State Alternate Assessment Frameworks

Prekindergarten Foundation for the Common Core  Approaches to Learning: Foundational Skills  Physical Development and Health  Social and Emotional Development  Communication, Language and Literacy

Common Core Standards ELA Math

Career Development and Occupational Learning Standards Resource Guide with Core Curriculum es2002.html Work Based Learning

Career ExplorationApplied Academics Soft Skill Development Technical Skill Development

Targeted Improvement Activities

State Support for Targeted Improvement Activities Supports to Parents  Increase $ to contracts (parent centers and ECDCs)  Add one additional parent center Behavior  Add behavior specialists in each region to target preschool special education  Add intensive behavioral support projects upstate

Targeted improvement activities (con’t) Expand transition specialist resources statewide Due Process  IEP Facilitation

Local Assistance Plan Schools

Local Assistance Plan (LAP) School School that is not a Priority or Focus School AND

Has large gaps in student achievement among subgroups of students

Has failed to make AYP for three consecutive years with same subgroup on same measure

Among the lowest in the state for the performance of one or more subgroups and for which the school is not showing progress

Schools that are not identified as _____________, but either have ___________________in performance among groups of students or that have failed for ___________ consecutive years to make _____________for a group of students on an accountability measure will be identified as Local Assistance Plan Schools. In addition, in districts that are not identified as_______________, those schools that are among the ___________________in the State and _________________will be identified as Local Assistance Plan Schools. Local Assistance Plan Schools will be identified using _______________year results.

Determinations of LAP schools are made annually Applied the growth and graduation rate filters

LAP Schools Identified for students with disabilities subgroup  185 schools in 127 districts (NYC counted as one district)  42 of the 185 schools are in 12 Focus Districts  143 of the 185 districts are located in 115 non- Focus Districts. Most had one identified school

Identification Timeline Preliminary notifications to districts – May 30 Public release – July 30 Plans due – October 30

Requirements for LAP Schools Districts will be required to prepare Local Assistance Plans to support schools within the district. The plans must be posted to the district’s website. Focus districts will incorporate their plan for these schools into their District Comprehensive Education Plan in lieu of doing a separate Local Assistance Plan.

In districts that are required to develop a Local Assistance Plan for specified schools, the district will be expected to use the diagnostic tool to inform the development of its plans.

The Local Assistance Plan shall specify:  the process, by which the plan was developed and how school leadership, staff, parents, and students, if appropriate, were given meaningful opportunities to participate in the development of the plan;  the additional resources and professional development that will be provided to LAP Schools to support implementation of the plan;  the timeline for implementation of the plan; The plan must be approved by the board of education of the district and posted to the district's website.

Template for the LAP – in development Self assessment of DTSDE Questions specific to subgroup All tenets - modified

IDEA Determinations 2012 – 37 districts 2013 – determinations will (likely) be made in June  Will include all districts identified in 2012 based on performance  Districts identified based on compliance factors will change

Special Education School District Data Profile for Displays each school districts special education data (with links to prior years)