Special Education Reform Phase II September 2011 Carol Ann Cesark-Karen Tedesco CFN 204

Changes in Special Education Structure Since 2003        Regions Learning Support Organizations (LSOs) Integrated Service Centers (ISCs) Office of Student Enrollment (OSE) Children First Networks (CFNs) Clusters Initiation of Phase I (Sept.2010)

What’s Ahead?

Phase I implementation of the special education reform plan has begun this school year.

Phase II implementation will begin September 2011. This will involve all remaining schools.

What is this Reform?

 A new course for special education which emphasizes student achievement, student success and personalized support.

Guiding Principles of the Reform  The overwhelming majority of students with IEPs will be educated in their home zoned schools.

 IEPs will emphasis long-term educational outcomes.

Guiding Principles (cont’d)  Schools should have curricular, instructional and scheduling flexibility to meet the diverse needs of students with disabilities. In return, schools will be held accountable for improving outcomes.

 Schools must be active partners with parents of students with disabilities.

Changing a Mindset   Schools & parents will need to shift their thinking about special education from “programs” to “services”.

The movement from a medical model to an instructional model for IEP services.

 “What services will best serve” rather than “What program should we recommend?”

What Will Change?

 Schools will develop meaningful IEPs using the full-flexibility of the continuum.

 Schools will serve all currently attending students.

What Will Change (cont’d)  Students will not move out of their school as a result of changes in the IEP unless there is a demonstrated need for a highly specialized setting (need for ABR sites, Nest program, MR classes and District 75).

 Articulating students will move in the same manner as their non-disabled peers.

What Will Remain the Same?

    All aspects of parental rights remain the same.

The continuum of services.

District 75 programs.

Specialized programs (ASD Nest)

What is the Continuum of Special Education Services?

A range of services for children that begins in general education and continue to increase in intensity in a variety of educational settings.

UNIFIED SERVICE DELIVERY SYSTEM This chart represents the types of special education services included in the new Continuum.

STRATEGIES TO MAINTAIN STUDENTS IN GENERAL EDUCATION AND TO SUPPORT ACHIEVEMENT OF STANDARDS (Examples of services which may be provided are: Educationally Related Support Services, Reading Intervention/Remedial Instruction and Behavioral Support/Social Skills Program) Related Services provided as a support throughout the Continuum - DECLASSIFICATION SUPPORT SERVICES

REFERRAL FOR SPECIAL EDUCATION

- GENERAL EDUCATION WITH RELATED SERVICES - GENERAL EDUCATION WITH SPECIAL EDUCATION TEACHER SUPPORT SERVICES (Formerly Consultant Teacher & Resource Room) - COLLABORATIVE TEAM TEACHING

SPECIAL CLASS SERVICES

- GENERAL EDUCATION PART-TIME & SPECIAL CLASS SUPPORT PART-TIME - SPECIAL CLASS FULL-TIME IN COMMUNITY SCHOOL DISTRICTS / HIGH SCHOOLS SPECIAL CLASS FULL-TIME IN SPECIALIZED SCHOOL (D. 75) STATE SUPPORTED / OPERATED SCHOOLS AND SED APPROVED NON-PUBLIC SCHOOLS - HOME / HOSPITAL INSTRUCTION (TEMPORARY) 4/24/2020 12

Utilizing the Continuum The Continuum is not a rigid set of limited programming options, but is actually a menu of options that can be used in myriad combinations depending on individual student needs.

Getting Ready……..

Capacity building efforts are needed cross-functionally in the operational and instructional processes in schools.

     Academic & Instructional Supports Social, Emotional & Behavioral Development School Operations Long Term Planning Parent/Guardian Outreach

Academic & Instructional Supports       ELA Math Social Studies Science Arts Related Services

Social, Emotional & Behavioral Development    Classroom Management Strategies School-Wide Systems Individual Interventions

School Operations      Scheduling Staffing Budget & Funding Data Systems Compliance

Long Term Planning for Students    Articulation planning Transition planning Graduation planning

Many Stakeholders     Students Teachers Administrators School Assessment Teams (SATs)

Don’t Forget Our Parents…..

 On both a citywide and school basis, efforts must be employed to inform and support parents through these changes.

 Parent coordinators must be trained and involved in this effort.

How Will CFN’s Support Schools (con’t) Assisting schools to plan for current students for September, 2011.

Planning for incoming students(K, 6 th 9 th graders.

and Revisions to IEP’s to reflect intended changes for September, 2011.

Continue to develop a toolkit for schools that will offer appropriate services.

We have to teach the children we have; Not the children we used to have, Not the children we want to have, Not the children we dream to have.

- Woodrow Wilson