1. Office of Special Education
Presentation to the Staff / Curriculum Development Network
Christopher Suriano, Assistant Commissioner
New York State Education Department
December 2, 2016

2. Blueprint for Improved Results Core Principles
Students engage in self-advocacy and are involved in determining their own educational goals and plan.
Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.
Schools provide multi-tiered systems of behavioral and academic support.
Schools provide high quality inclusive programs and activities.
Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

3. Results Driven Accountability (RDA)
Office of Special Education Programs (OSEP) made a shift from compliance-based monitoring to a results driven accountability (RDA) system.
With the RDA system, OSEP targets its work and investments to best support states in improving results for infants, toddlers, children and youth with disabilities.

4. Differentiated Monitoring and Support (DMS)
Differentiated Monitoring and Support (DMS) was initiated based on the shift to the RDA system.
OSEP could no longer monitor and support states using a “one size fits all” approach.
The DMS system focuses on state-based monitoring and support decisions.

5. Levels of Support
OSEP developed the following hierarchy of monitoring and support for states:
Universal
(minimal level of support provided to all states)
Targeted
(monitoring and support based on common needs in multiple
states)
Intensive
(reserved for the most intense and complex challenges to implementation)

6. DMS Notice – New York May 1 - September 30, 2016
New York was identified with the following designations, based on the corresponding factors, in its DMS Notice from OSEP:

7. OSEP Monitoring Visit
New York was selected for an OSEP DMS visit based on:
size of its IDEA grant,
date of its last monitoring visit,
unresolved fiscal findings,
recent change in leadership, and
history of nonparticipation in federally funded technical assistance.
The visit occurred on September 28-30, 2016.

8. OSEP Recommendations for New York
OSEP made the following recommendations, as a result of the visit:
Increase participation in OSEP-sponsored and other national technical assistance centers by NYSED staff and NYSED- funded technical assistance center staff
Increase collaboration between NYSED’s fiscal and program staff
Increase data driven decision making to inform monitoring and technical assistance needs

9. OSEP Recommendations for New York
Collaborate with other NYSED offices (Title I, etc.) in the fiscal monitoring of IDEA funds
Increase automated data systems
Use the Blueprint for Improved Results for Students with Disabilities to drive the work of the State

10. DMS Notice – New York October 1, 2016 - September 30, 2017
New York was identified with the following designations, based on the corresponding factors, in its DMS Notice from OSEP:

11. DMS Notice – New York cont’d October 1, 2016 – September 30, 2017

12. DMS Notice – New York cont’d October 1, 2016 – September 30, 2017

13. Special Education Updates

14. Superintendent Determination

15. Grade 3-8 ELA State Assessments Changes in the Allowable Testing Accommodations for Students with Disabilities

16. Office of Special Education
Presentation to the Staff / Curriculum Development Network
Christopher Suriano, Assistant Commissioner
New York State Education Department
December 2, 2016