1. NYSED Office of Special Education April’s MUST KNOWs
Reviewed at CIC
Friday, May 5, 2017

2. Placements of Students with Disabilities in Approved Out-of-State Residential Schools
Changes
April 2017 Memorandum
June 2016 Memorandum
Removed
If a school district submits a reapplication for reimbursement after June 1 of the year preceding the school year for which funding is sought, the district is only entitled to receive State reimbursement of tuition costs (if approved) as of the date the application was received by NYSED, rather than the date the student commenced actual attendance in the CSE-recommended private school placement.

3. Placements of Students with Disabilities in Approved Out-of-State Residential Schools
Note . . .
Regardless of the State’s determination regarding approval of State reimbursement of tuition costs, the school district is responsible to implement the CSE’s recommendation for timely placement in an approved private school.
Page 3 of the April, 2017 Memorandum
Page 2 of the Application Instructions

4. Placements of Students with Disabilities in Approved Out-of-State Residential Schools
Technology implication . . .
While electronic submissions to the Nondistrict Unit are preferred, NYSED’s server cannot guarantee secure transmittal of messages at this time. Please consult with your information technology staff, and if your server allows for transmitting electronic messages securely via Transport Layer Security (TLS) protocols, you can submit applications electronically. If you cannot send an securely via TLS, in order to protect student confidential information, you must mail or fax the application. Select one method for submission ( or mail or fax).
Page 6 of the April, 2017 Memorandum

5. Placements of Students with Disabilities in Approved Out-of-State Residential Schools
Questions & Answers
If a student earns a diploma from an out-of-State school, does this end his/her eligibility for schooling with NYS?
Yes, if the diploma is considered a regular high school diploma by the host state’s Department of Education. Earning a high school equivalency diploma does not terminate a student’s entitlement to a free appropriate public education.
If a student is eligible for a diploma from an out-of-State school, who makes the arrangements?
The arrangements would be the responsibility of the approved out-of-State school where the student is enrolled.
What are the school district’s responsibilities to ensure a student placed in an out-of-State residential school takes NYS assessments?
The district of residence is responsible to arrange for a student to take NYS assessments. They may do so through arrangements in a public school district closer to the out-of-State school, returning to the school district of residence to take the State assessment, or sending a NYS certified teacher to the out-of-State school to administer the State assessment. Contact the New York State Education Department’s (NYSED) Office of State Assessment to obtain technical assistance in making such arrangements.
Page2 of Amendment 1 of the April, 2017 Memorandum

6. Assistive Technology for Students with Disabilities
Device
Service
Definition
Any item, piece of equipment, or product system, whether required commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of a student with a disability; does NOT include medical device that is surgically implanted
Any service that directly assists a student with a disability in the selection, acquisition, or use of as assistive technology device
Goal is to facilitate success and independence for students with disabilities
while they work toward academic, social, communication, occupational and recreational goals.
Page 1 of the April, policy brief

7. Assistive Technology for Students with Disabilities
Device
Service
Examples
(not an exhaustive list)
Low tech: wrist stabilizer, adapted pencil grips, pictures attached to objects with Velcro, crutches, walkers, book holders, adapted paper
Mid tech: battery operated word processors, visual timers, automatic pager turners, adapted switches, talking calculators
High tech: mobile devices, motorized wheelchairs, screen enlargement applications, eye-gaze interfaces, voice-output (speaking) devices with touch screens
Can include:
Evaluation
Purchasing, leasing
Coordinating and using other therapies, interventions or services
Training
Page 1-2 of the April, 2017 policy brief

8. Assistive Technology for Students with Disabilities
CSE MUST decide . . .
Who:
Whether each student with a disability requires assistive technology devices and services
Where:
Whether the use of school-purchased assistive technology devices are required to be used in the student’s home or other setting
Who will be responsible for providing assistive technology services
The Committee should consider the following guiding questions:
What can the student do now with and without assistive technology devices and services?
What does the student need to be able to do?
Can assistive technology devices and services facilitate the student’s success in a less restrictive environment?
Does the student need assistive technology devices and services to ensure equitable access to the general curriculum and/or to participate in nonacademic and extracurricular activities?
What assistive technology services would help the student participate in the general curriculum and/or classes?
Page 2-3 of the April, 2017 policy brief

9. Assistive Technology for Students with Disabilities
An assistive technology evaluation may be included in a student’s initial evaluation for determination of eligibility and/or as part of a student’s reevaluation
There are no specific credentials required to conduct assistive technology evaluations or to provide assistive technology services; may be conducted by school personnel
Page 3 of the April, 2017 policy brief

10. Approved Work-Readiness Assessments to meet the Requirement for the CDOS Commencement Credential
This is intended for students seeking Option 2 to meet the requirements for the NYS CDOS Commencement Credential
National Work Readiness Credential
SkillsUSA Work Force Ready Employability Assessment
National Career Readiness Certificate WorkKeys
Comprehensive Adult Student Assessment Systems Workforce Skills Certification System
On or after April 3, 2017 students who seek Option 2 must pass a work- readiness assessment approved by the Department

11. Transition Planning and Services for Students with Disabilities
Key elements of successful transition plans and services:
Results of age-appropriate transition assessments provided to the student
Engagement of the parent and student as partners so that the parents’ concerns for the education of their child and the student’s needs, strengths, preferences, and interests are considered and documented
Collaboration with participating State and community agencies to provide the student with appropriate services that will assist the student to meet his/her post- school goals
Instruction toward the career development and occupational studies (CDOS) learning standards
Opportunities for career development activities, including in-school and out-of- school job training and career and technical education (CTE) coursework to enhance employment opportunities and outcomes for the student
Page 5 of the April, 2017 policy brief

12. Technical Assistance Center on Disproportionality (TAC-D) Summer Institute
Dismantling and Eradicating Disproportionality: Interventions for All Children
When: Friday, May 19 7:30am to 5:00pm
Where: NYU’s Kimmel Center, New York, NY
What: Will provide educators and practitioners with the opportunities to learn how to address alternatives to suspensions and academic classifications that are not conducive to our children’s needs, and ways in which to create the most equitable school environments for our children
Audience: School district staff, researchers, and technical assistance providers
Registration Cost: Free for all TAC-D affiliated school districts

13. Questions?
If you do, please contact Tracy Mosher, SESIS Coordinator W:| C:|