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SPECIAL EDUCATION CONTINUUM OF SERVICES

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Why have a Special Education Reform?•Four year graduation rate -65.1% (Regents diploma) citywide•Graduation rates continue to increase for all ethnicities•Graduation rates for Students With Disabilities (SWD) has increased 79.5% from 2005-2010From 17.1% to 30.7% graduation rate•Research shows the more time SWD (regardless of race, disability, gender, family socio-economic status) spend in general education classrooms, the :• Higher their scores are on standardized tests

of reading and math• Fewer absences they have from school• Fewer referrals they have for disruptive

behavior• Better outcomes they have after H.S. in areas

of employment and independent living

Major studies on Special Education in NYC suggest need for change

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Least Restrictive Environment: “The placement process in NYC emphasizes the notion of placement as the “availability of “seats” in special education programs rather that as the individualized needs of the students…

Moreover, this process promotes the idea that special education is a “place rather that a service, and places priority of such placement over what should be the most important consideration-the general education placement.” (Hehir report 2005)

Access to the General Education Curriculum and Student Achievement : “ In the coming years, consistent with the principles of Children First, the department should increase its focus on long-term outcomes for SWD and empower schools, parents, DOE staff to collaborate in building successful instructional models and strengthening the culture of inclusion for SWD.” (Harris Report 2009)

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Less restrictive setting will be changingNow In future According to the Hehir Report-

Least restrictive environment: The placement process emphasizes the notion of placement as the “availability of seats in special education programs rather then as the individual needs of the students…Moreover this process promotes the idea of special education as a place rather than a service, and places priority of such placement over what should be the most important consideration---the general education placement (Hehir 2005)

Whenever possible, all needs should be met in the general education classroom.

Our goal is to educate children with disabilities in their local schools with their typically developing peers wherever possible.

Classes will only be considered if the student cannot make meaningful progress in that general education class, even with the help of supports and services

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Addressing Concerns1. There is a GAP between students with disabilities and their peers without disabilities

2. Students with disabilities do not have full access to the general education curriculum taught in general education classrooms and they are often not prepared for life after leaving high school.

3. Many students with IEPs do not attend their zoned schools. This causes longer bus rides, an inability to connect with neighborhood peers and other social and emotional issues.

1. We are planning to close the GAP

2. We have to restructure the way programs and services are given to students with IEPs and prepare them for life after leaving HS.

3. We need to provide creative programming and keep social and emotional issues to a minimum in zoned school.

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Goals of the Special EducationReform Initiative

• Build system-wide instructional and organized capacity at central, network, and school levels.

• Close the significant achievement gap by providing students with disabilities increased access to and participation in the general education curriculum.

• Promote more flexible instructional programs by using innovative approaches and maximizing the flexibility within the Continuum of Services and learn about these designs from schools.

How is NYC reforming Special Education?

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Students with disabilities access the general education curriculum using the full continuum of special education services, in the least restrictive environment appropriate. The focus of special education reform must be on improvement of outcomes for all students with disabilities, including students with severe disabilities

Equity of Access to

Schools and Classrooms

Access to Common Core

Standards

Development of High-

Quality IEPs

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Principles of IDEA (Individuals with Disabilities Education Act) -Special Ed Law

• assure SWD access to the GE curriculum; • recognize SE is a service, not a place; • provide a broad range of services addressing the

needs of all SWD; • IEP teams will first consider providing each student

services in the GE classroom, with supplementary support services

• provide a continuum of options that provide education for a student with a disability alongside his/her non-disabled peers; and

• assure parents full access to a system of procedural and substantive rights and ensuring that they are informed participants in educational decision-making—for their child.

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Current best practices in education

• Centers upon the development of "neighborhood school" approaches which create a single, unified and efficient service delivery system for all students

• Only when the home zoned school cannot provide the unique services required by a student, and with appropriate justification, should the student receive services in a school other than the home zoned school.

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LRE MRE

The Continuum of Services

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The continuum:

provides a basis for IEP Teams to make service recommendations and informs parents of the options available

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Continuum Flexibility The continuum supports a variety of

combinations of SE supplementary aids and services across the entire spectrum of instructional settings.

Students are scheduled according to their strengths, needs, preferences, and interests, maximizing time spent with their non-disabled peers.

Teachers’ and related service providers’ schedules promote flexibility and collaboration within the classroom

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Declassification Support Services

May be direct or indirect services intended to support the decertified student as they transition to GE

Declassification services may include: Instructional supports or remediation Related services Test accommodations

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The first option considered

for any disabled student should be services provided in general education with special education supplementary aids and services.

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Special Education Programs and Services

Supplementary aids and services may include:Services of various special education providers (Related services, SETSS), materials, devices and instructional adaptations.

For students whose needs can not be met in GE with supplementary aids and services:ICT and/or special class services part-time or full-time may be required

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Gen Ed with Related Services

•Related Services assist a student with a disability to benefit from instruction.

•Related services are intended to: assist the student in meeting the goals within the GE curriculum, to experience success while educated with nondisabled peers.

•Related Services provided to students in GE are considered a supplementary aid and service.

•Related Services may also be a support for students in SE

•Related services may be provided individually, in group in classroom or separate location

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Special Education Teacher Support Services (SETSS)

Specially designed instruction to support the participation of the student with a disability in the GE classroom.

There are 3 options for provision of SETSS:•Direct SETSS in a GE classroom•Direct SETSS in a separate location•Indirect SETSS services

•SETSS may be provided directly-by SE teacher or indirectly by consultation of the GE and SE teacher -focusing on adjusting/adapting the learning environment or instruction in the GE classroom.•SETSS is provided at a minimum of 3 hrs. per week•All 3 SETSS options are funded in the same matter

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Integrated Co-Teaching

Integrated Co-Teaching is a service through which students with disabilities are educated with age appropriate peers in the general education classroom. 60/40 GE to SE student ratio, no more than 12 SE students

•It provides students the opportunity to be educated with the full-time support of a special education teacher throughout the day to assist in adapting instruction

•ICT may be provided full time, part time-for less than the entire day, or on an individual subject basis

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Gen Ed /Special ClassSupport Services

Part Time

•Special Class Support Services (part time) provides students in community school with instruction in a special class setting with the remainder of the day spent in GE classes.

•Students can also receive related and support services including SETSS for the periods they spend in GE.

•Any special class provided in community school districts, regardless of staffing ratio, can be provided on a part-time basis.

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IEPs Each student's IEP must indicate the

# of periods special class services will be provided and the instructional areas in which the student will receive special class services

The IEP should also indicate related and support services, if any, the student will require when participating in GE classes

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Prior To Recommending Special Class ServicesAsk these questions:

•Have the full range of supplementary aids and services, including SETSS, to accommodate the student in the GE classroom been considered?If so, then:• Does the student require so much of a teacher's time that the teacher cannot give adequate attention to the needs ofother students in the classroom? • Does the student require the curriculum to be modified so significantly that it bears little relation to the instructionin the classroom?

If you answered yes to any of the above questions, then the GE classroom may not be an appropriate setting and special class services may be considered.

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Special Class Services (F/T) Community School

Before determining that a student requires special class services, the IEP Team must consider:

• the benefits of serving the student in the GE classroom• whether the student can achieve his/her IEP goals in the GE classroom •the effect that the student will have on the GE environment, including the education of other students.

Special classes may be composed of students with the same disability or with different disabilities but with similar educational/functional needs.

The chronological age range and functioning level shall not exceed thirty-six months.

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Special Class (F/T) in Specialized Public School

Special class services may be provided either in a community school or in self-contained school sites (District 75) throughout the city.

Only when the home zone school cannot provide the unique services required by a student, and with appropriate justification, does a student receive services in a specialized school.

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State Supported/Operated Schools and SED-Approved Non-Public Schools

The New York State Education Department (SED) approves non-public schools;

They provide a range of full time Special Class Services for students who require intensive educational, rehabilitative, and/or clinical services that cannot be provided in a public school

ie: day and residential programs

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Home/Hospital Instruction (Temporary)

Educational services provided to students with disabilities who are unable to attend school in either a public or private facility for an extended period of time.

The instructional services in home and hospital instruction follow the educational goals in a student's most recent IEP.

They are intended to be temporary in nature and are provided only until the student is able to return to his or her primary instructional setting.

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Unified Service Delivery System This chart represents the types of special education services included in the continuum of services.

Strategies to Maintain Student in General Education and to Support Achievement of Standards

Declassification Support Services

General Education with Related Services

General Education with Special Education Teacher Support Services

Integrated Co-Teaching

Non-Special Education

Referral for Special Education

Special Class Services

Special Education Support Part-Time in Community Schools, Part-Time & Special Class

Special Class Full-Time in Community SchoolsSpecial Class Full-Time in Specialized Public Schools

Home/Hospital/Instruction (Temporary)

State Supported/Operated Schools and SED Approved Non-Public Schools

Related Services Provided as

Support Throughout the

Continuum