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Quality IEPs + Tiered Interventions and Supports

As Services and Not a Place. Quality IEPs + Tiered Interventions and Supports. Goal : Preparing SWDs for further education, employment, and independent living. Who Are Our Students with Disabilities in NYC Schools?. Tier III Interventions Individual Students

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Quality IEPs + Tiered Interventions and Supports

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  1. As Services and Not a Place Quality IEPs + Tiered Interventions and Supports

  2. Goal: Preparing SWDs for further education, employment, and independent living

  3. Who Are Our Students with Disabilities in NYC Schools?

  4. Tier III Interventions • Individual Students • High Intensity • Intensive Individual Interventions • Individual Students • Intense, durable procedures • Wraparound Plans • Tier II Interventions • Some students (at-risk) • High efficiency • Rapid response • Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Tier I Interventions • All students • Preventive, proactive • All Academic Areas • Universal Interventions • All settings,all students • Preventive, proactive • School-wide Programming Response to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% %

  5. Tiered Interventions and Supports What is your school’s tiered interventions and supports process? What are the resources, the needs of the school? Who captures data around students missing instructional time? How is this information addressed? Who is the team that bridges between behavior and academics?

  6. The IEP is the Cornerstone of the Special Education Process The IEP is a strategic planning document that should be far reaching in its impact. An IEP identifies a student’s unique needs and how a school will strategically address those needs. Supports participation in the general education curriculum and learning standards Identifies how the resources of the school need to be configured to support the student’s needs Guides the provision of instruction designed to meet a student’s needs IEP Identifies how the student will be prepared for adult living Ensures a strategic and coordinated approach to address a student’s needs Provides an accountability tool New York City Department of Education | Special Education Student Information System

  7. Aligning to Standards IEP teams must determine: • what specially-designed instruction, resources, and ancillary aids are necessary for achieving goals for their students. • What access or compensatory skills need to be taught in order engage students more productively in the general curriculum and prepare them for independent community living? Goals are developed from student’s unique needs and reflect learning standards. UDL dictates that goals must be stated in a way to allow educators to incorporate necessary accommodations or alternate entry points to curriculum.

  8. WHAT DOES THIS MEAN FOR YOUR SCHOOLS? Your school, in collaboration with parents, and through the IEP process will refine instructional programs by taking a fresh look at the strengths and needs of students with disabilities. The school will also strengthen its systems for analyzing student progress to make necessary adjustments for performance.

  9. Three Important Considerations • What are the student’s long term educational goals? • Does each student with disabilities have access to the general education curriculum and is she/he educated alongside general education peers as much as possible? • Does each IEP include a focused recommendation for services targeted to student achievement?

  10. In the past…. We made program recommendations and if that placement was not available in the school, parents would have been sent to the Office of Student Enrollment for another placement. We have been accustomed to thinking of special education services as a “class” or a “place.”

  11. Now…. If student is zoned for a school, the school has the flexibility to develop a personalized plan, within the law, to support student achievement and success. Services can be used for different parts of the school day and in combination using the full flexibility of the continuum.

  12. What does using the “Full Flexibility of the Continuum” mean? A student may have multiple program recommendations. For example, a student may receive intensive reading instruction in a self contained setting and spend the rest of the day in a general education class with, or without support services. Schools will be utilizing a wider array of special education service options.

  13. How Do We Support a Unified Approach? A parent goes into his home zoned school in September with his child and his child’s IEP. The IEP has a recommendation for a program the school does not have. What do we tell this parent?

  14. Suggestions for Welcoming Parents and Students • Form a team whose members may include : • An Administrator • Special Education Teacher • Guidance Counselor • An IEP Team Member • Parent Coordinator • Pupil Accounting Secretary

  15. Be ready to discuss….. “Our school is taking part in the first phase of an initiative which emphasizes student achievement, student success, and personalized support. In the past, we have thought of special education services as a “class” or “place” where students spend the school day, like Integrated Co- Teaching (ICT), Self-Contained, or Special Class (SC). Your child’s IEP may state he is recommended for a self contained class and here at PS/MS/HS 555 we are servicing our children in a different manner. We will review your child’s IEP and see how we can best meet the needs of your child. If it is necessary to modify your child’s IEP in any way, we will invite you to attend an IEP meeting.”

  16. STRESS THAT….. The child will continue to receive high quality instruction based on his/her individualized academic and behavioral needs. This is called “flexible scheduling” and is meant to give the child the services he needs according to his individual needs. All services the child has been recommended for will remain the same unless the parent is contacted to discuss changes. Try to avoid…..Having parents think “we don’t have a class for your child and therefore can not attend his zoned school.”

  17. Come September…. • Schools may be faced with the following situations: • New recommendations (initials and reevaluations) • Amending the IEP after the annual review • Students entering from outside NYC with a NYS IEP • Students entering from outside NYS with an IEP

  18. New Recommendations • Based on an IEP meeting that was either an initial or reevaluation, the program on the IEP does not match the program in the school. Suggested Procedures: • IEP team MUST contact parent to schedule a reconvene meeting to discuss how services will be delivered in the school. • Hold an IEP meeting with all mandated members • Create an IEP using the full flexibility of the continuum based on students’ needs • Follow all Placement Procedures: Final Notice, Consent, Authorization • Begin to provide services to the student

  19. Sections of the IEP 11) Placement 10) Special Transportation 9) Participation in State Assessments, and with Students without Disabilities 8) Coordinated Set of Transition Activities 7) Testing Accommodations 6) 12 month Services (if needed) 5) Programs and Services–Modifications & Supports 4) Reporting progress to parents 3) Annual Goals, Objectives / Benchmarks (if needed) 2) Measurable Post Secondary Goals and Transition Needs 1) Present Level Of Performance NYC Summary - Student Information New York City Department of Education | Special Education Student Information System

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