Fulfilling the Vision of Special Education · PDF file · 2011-11-02Fulfilling the...

Fulfilling the Vision of Special Education

Accelerating Learning and Achievement

of Students with Disabilities through the

Individualized Education Program

1 © Copyright NYC Department of Education 2010

Agenda ~ Day 1 Fulfilling the Vision of Special Education:

Accelerating Learning and Achievement of Students with Disabilities through the Individualized Education Program

Agenda Item Activity

Welcome/ Earliest memory

-Introduction -Earliest memory activity -Review agenda

NYC’s special education reform

-Research -Guiding principles -Compare and contrast new/current IEPs

Systems and strategies that address the needs of all students

-UDL -RTI

Creating IEPs that provide FAPE in the LRE

-Continuum of Services – Jennifer and Robert

LUNCH (1 hour)

Creating IEPs that provide FAPE in the LRE

-Who is on the IEP team? -Case Studies-developing all components of the IEP -Educational alignment -Station Learning:

• assistive technology • transition • accommodations/modifications

-Completing components of the IEP -Checking educational alignment

Concluding Activity Mapping /Summary (There will be a 15-minute break in the morning and in the afternoon.)


Agenda ~ Day 2 Fulfilling the Vision of Special Education:

Accelerating Learning and Achievement of Students with Disabilities though the Individualized Education Program

Agenda Item Activity

Welcome and introductions

-Introduction

Review Goal -Review goal for day 1 -Review goals for day 2

Introduction to SESIS

-Top 10 FAQs about SESIS -Learn applications, tools and resources embedded in the program

LUNCH (1 hour)

Managing Jennifer’s Case

-Case Study application using SESIS -Q&A

Concluding Activity -SESIS Resource Scavenger Hunt

-Evaluate the Training

(There will be a 15-minute break in the morning and in the afternoon.)


Photo by Susan Abdulezer, NYC Department of Education

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

(From the Harries Report, 2009)


Creating a roadmap for your school…

1. Educate and embrace students with disabilities

2. Standards-based goals and IEPs that reflect New York State learning standards and long-term educational outcomes

3. Curricular, instructional, and scheduling flexibility

4. Be active partners with parents


• INDIRECT EDUCATION SUPPORT

INTEGRATED CO-TEACHING

§300.101 Free Appropriate Public Education

…must be available to all children residing in the State between the ages of 3 and 21, inclusive, including children with disabilities who have been suspended or expelled from school.

§300.114 Least Restrictive Environment

… to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Guiding Principle 3All schools should have the curricular, instructional, and scheduling flexibility needed to meet the diverse needs of students with disabilities with accountability outcomes.

INTEGRATIVE CO-TEACHING

- INDIRECT SPECIAL EDUCATION TEACHER SUPPORT SERVICES


Special education is a service… not a place.


Case Study – Robert Robert is a 7 year old boy who just arrived at your school from out of state. His records from his previous school indicate that he has an IEP classifying him as Emotionally Disturbed and that last year he was suspended for 30 days.

Within the first two weeks of school Robert has had several outbursts where he screams loudly and is not consolable, lasting between 10 and 30 minutes. When approached during these times he becomes aggressive and throws objects within reach.

Initial assessment of Robert’s academic skills indicated that he is not able to decode simple CVC words. He refused to try to write but he likes to draw and to listen to stories when read aloud by the teacher, particularly when they have a predictable pattern. Robert’s favorite activity is to play educational games on the computer, particularly a Toy Story game. He has not attempted any math problems presented to him.

Robert lives with his mother and father who state that he has had difficulty getting along with others at school and does not like to talk about it. He is an only child and, according to them, does not exhibit behavior problems at home. They were hoping that a new school would give him a fresh start and that he would be able to make friends. They are generally cooperative but have made it clear that they both work and they can not jeopardize their jobs in order to come to the school on a daily basis.


Case Study – Jennifer Jennifer is a ninth grade student, who is an English Language Learner, attending a 9 – 12 High School. She has been in this country for 4 years. On her most recent NYSESLAT, Jennifer received an “A” (advanced) in listening and speaking and an “I“ (intermediate) in reading/writing. She has been in a monolingual class receiving ESL services. She has a 4th grade reading level (Fountas & Pinnell Level Q) when reading independently in English with comprehension on a timed test, but reads approximately on a 7th grade level in untimed situations. Her decoding skills are not fully mastered and irregular spelling patterns are especially challenging. Her literacy skills in her native language are also limited. Although she has difficulty, Jen enjoys reading young adult realistic fiction with female main characters. She attempts to read independently but is often reluctant to ask for help. Jennifer’s listening comprehension is age/grade appropriate. She has good memory for details and information that she has heard.

Jennifer’s spelling level is approximately on a 5th grade level and she stated in her Level I Vocational Assessment that she does not enjoy writing. She can think of creative ideas but has difficulty putting them to paper. Jennifer demonstrates slow writing speed and has poor handwriting skills. As a result, she has difficulty with taking notes and writing out math problems.

In math, her computation skills are approximately on a 6th grade level, but she is able to determine how to approach mathematical problems on level. That is, she can tell you what to do, but when she actually has to figure it out, she often runs out of time or makes errors in computation. She has mastered single digit addition and multiplication but has difficulty with double digit multiplication, double digit division and simple fraction problems.

According to her Level I Vocational Assessment, Jennifer stated that art is her favorite subject and she would like to be an artist or work in the field of art after she graduates. She enjoys helping others and communicates well orally. Her parents are very involved and expect her to take rigorous college prep courses and then go to college. Although socially adept in nonacademic situations, Jennifer is very anxious and has expressed fear that she will not be able to complete the necessary work to complete High School. She recently said “I could stay up all night and I still would not be able to get all of the work done.”


Every school should educate and embrace the overwhelming majority of students with disabilities.

- Guiding Principle #1: NYC’s Special Education Reform (2010)



Assistive Technology

What is Assistive Technology? IDEA states that assistive technology is “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.” (34CFR § 300.5) The examples listed below are a small sampling of what might be considered in the categories ranging from no-tech to high-tech. Please note, this is a sample list and selections should not be limited to the items listed.

No Tech – Does not require any specialized equipment

Examples of No-Tech• provision of extra cues or prompts

:

• using physical cues and directions • highlighting key words etc. on paper • reduction of choices • color coded systems for organization • large print materials • change text size, spacing, colors on reading material • transcripts of lesson

Low Tech – Minimal complexity

Examples of Low-Tech• picture schedules/directions or

reminders

:

• tape recorded instructions • headphones for isolating attention • book holders • adapted scissors • highlighters • manipulative etc. for math, i.e. raised

number lines • calculator • slant boards for writing/reading • dry erase boards • laminated book pages (grip and

durability) • writing templates/guides • books on tape • Picture Exchange Communication

System (PECS)

• picture labels • classroom devices w/ speech output

(Language Master etc.) • teacher created books • pencil grips • page fluffers • specialized paper (line indicators,

extra space between lines, raised lines, etc.)

• Eyegaze board frame with symbols • seat and foot cushions


Assistive Technology

Mid to High Tech – A more complex, specialized system or device

Examples of Mid to High-Tech: • talking dictionary • portable electronic organizers • reading pens • computer accessibility options • large monitors • touch windows or monitors • screen magnifiers • scanners • interactive reading software • modified keyboards • on-screen keyboards • switch-controlled computers • voice recognition software • portable word processor • talking word processors • digital recorders/voice reminders • laptops • software • rebus/ PCS symbols software/word

processing program • voice output communication aid

(VOCA)


• Assistive Technology (AT) devices and services are available for students as part of a Free and Appropriate Public Education (FAPE). Technology has been proven to be a useful tool that helps students with disabilities access the educational curriculum.

• The intended outcome when AT is implemented is greater independence and increased success in accessing the general education curriculum.

• There is an Assistive Technology (AT) guidebook available on the DOE website to

assist Individualized Education Program (IEP) Teams when considering the use of AT and AT services for a student:

http://schools.nyc.gov/Academics/SpecialEducation/EducatorResources/default.htm

• An Assistive Technology evaluation is conducted when the IEP Team has determined that a student may need an Assistive Technology device. SOPM, February 2009

Adapted from: Office of Related and Contractual Services - Center for Assistive Technology, Assistive Technology Guidebook 2008-09

http://schools.nyc.gov/Academics/SpecialEducation/EducatorResources/default.htm�


Assistive Technology (AT) Consideration Worksheet 2010-2011

Student: ___________________________________ School: __________________ Date: ___________________

Directions: Complete only the areas that are relevant to the student needs - mark the box with an ‘x’. The questions in italics have been provided to focus discussion and consideration.

TASK:

What task do we want the student to do that he/she is unable to do at a level that reflects his/her abilities?

Current Ability:

Can the student complete the Task with special strategies/

Accommodations, please describe?

Current Assistive Technology:

Is the student using Assistive Technology (AT)? If so, is it available at the school? Has the student used AT in the past? What was the outcome?

Assistive Technology Needs:

(New or Re-eval): Would the use of Assistive

Technology allow the student to perform the desired task, in the least restrictive environment at a level that reflects his ability?


The more time students with disabilities spend in a general education classroom, 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; and

• Better outcomes they have after high school in the areas of employment and independent living.

(Wagner, Newman, Cameto, Levine, & Garza, 2006)


NYSED Sample Individualized Education Program and Guidance Document

Coordinated Set of Activities Definitions (CSA Handout)

Instruction is the instruction and /or specific courses that the student might need to prepare the student for post school living. Instruction could include specific general and/or special education course instruction, career and technical education, or advanced placement course(s); and/or instruction to learn a particular skill (e.g., instruction in problem solving skills, how to use public transportation, how to use public transportation, how to use a particular assistive technology device, how to balance a checkbook, etc.). Related Services are what (e.g., rehabilitation counseling services; job coach; school social work; orientation and mobility services) the student may need as a transition service to support the student in attaining the projected post-school outcomes. (Related services recommended as a transition activity must also be documented under the IEP section “Special Education Program/Services”.) Employment, other post-school adult living objectives are what services or activities the student needs to prepare him or her for employment and to assist the student in meeting other post-school adult living objectives (e.g., participation in a work experience program; assistance with completing college or employment applications; practice in interviewing skills; travel training). Community experiences what a student needs to participate in community-based experiences or learn to access community resources (e.g., after school jobs, use of public library, community recreational activities) to achieve his or her projected post-school outcomes. Activities of daily living if appropriate to the needs of the student are the services or activities that will assist the student in activities of daily living skills (e.g., dressing, hygiene, self-care skills, and self-medication). Functional vocational assessment is an assessment to determine a student’s strengths, abilities and needs in an actual or simulated work setting or in real work sample experiences. Participating agency means a State or local agency, other than the public agency responsible for a student’s education, which is financially and legally responsible for providing transition services to the student.

Example: Coordinated Set of Activities Responsible Party Instruction: David will participate in a Landscape program. COOP Tech Related Service: David has no related service need. Community Experience: David will explore via the internet community resources for transportation.

School Counselor

Employment: David will journal his work experience of his after school employment at the outdoor section of Home Depot.

Guidance Counselor

ADL (Activities of Daily Living) David will participate in the Living on Your Own course to develop skills related to living on your own.

Math Instructor

FVE (Functional Vocational Evaluation) An evaluation is not necessary at this time as David is actively engaged in a career area where he has ability and interest.


Coordinated Set of Transition Activities

Beginning no later than the first IEP to be in effect when the student is age 15 (and at a younger age, if determined appropriate) Coordinated Set of Transition Activities

Needed Activities to Facilitate the student movement from school to

post-school activities

Services/ Activity School District/ Agency Responsible

Instruction will use public transportation on class trips with teacher and/or paraprofessional will use assistive technology device for __________ will balance checkbook by ______________ will participate in the school’s reading club and receive tutoring to develop her reading skills will have hands on training at his worksite in organizing stock and developing customer service skills will continue in regents prep program will work on developing communication skills to enhance her employment opportunities will participate in a Construction and Design Course, Computer Art class, and/or Design classes will receive instruction in the creation of an art portfolio will receive ongoing instruction in resume building/writing will receive ongoing instruction and practice in developing job interviewing skills will receive ongoing instruction and practice in retail work at a community work-based learning training site

Related Services Speech therapy to advocate for desired services and support Will learn how to ask for assistance in various social situations Will engage in role play activities with counselor to improve her self-advocacy skills

Community Experience will get an after school job in his house of worship and report back to class practice her functional math skills while shopping in the community with her class participate in community based job sites where he will learn and use skills required will identify and investigate local art clubs in her community investigate gyms/recreation centers in his/her neighborhood explore transportation options within his/her community via the internet gather information on volunteer opportunities in his home neighborhood will visit local museums and art galleries and keep a journal of her visits will identify art jobs postings in her community will make weekly visits to the public library using his/her library card to borrow books participate in the special Olympics training and activities apply for and obtain a non-drivers I.D. ongoing instruction for developing travel training skills using the Travel Training Readiness Curriculum


Development of Employment and Other Post-school Adult Living Objectives

will complete job application in career class explore Career Zone and create a Career Zone account portfolio complete a resume and cover letter in her Career Explorations Class participate in mock interviews with ________________ journal his/her experience of his/her after school job at ____________ investigate the admission requirements for three post high school art schools/programs participate in a work study program in the area of _______ at ________ identify and investigate various art careers

Acquisition of Daily Skills (if applicable)

will travel on public transportation to develop communication skills relating to safe independent travel will present ID card to appropriate people will arrange for evaluation of home environment for possible modifications to increase independence will identify foods and snacks that are appropriate to his/her medical condition will identify and learn travel routes to two local art programs will identify and role play responses to emergency situations will learn travel related readiness skills for using public transportation will develop communication skills by role playing appropriate social conversations at community and work

settings will develop organization skills by developing and following a personal daily/weekly schedule will participate in an Independent Living Class at YAI will develop self care skills such as dressing, hygiene, self medication, showering, and brushing teeth using a

checklist will identify and communicate to her parents and peers her likes, preferences and interests arrange for formal assistive Technology Equipment Assessment will practice budgeting skills by developing and following a weekly budget will open a checking account and learn to balance a check book

Functional Vocational Assessment (if applicable)

Will complete a Level 2 Vocational Assessment using Career Scope Will complete a Level 3 Vocational Assessment through 2-week observation in the school-based Clerical/Office

Training Program Will be assessed monthly at her work-based learning site (internship or volunteer site)




Instructional Accommodations*

Supplementary aids and services and/or program modifications or supports means aids, services and

other supports that are provided in general education classes or other education-related settings to

enable students with disabilities to be educated with nondisabled students to the maximum extent

appropriate in the least restrictive environment. The IEP must specify the projected date for initiation

of services and the frequency, location and duration of such services. Following are examples of

supplementary aids and services, accommodations and program modifications:

• A note taker

• Instructional materials in alternative formats (e.g., Braille, large print, books on tape)

• Extra time to go between classes

• Special seating arrangements

• Highlighted work

• Books on tape

• Study guide outlines of key concepts

• Use of a study carrel for independent work

• Assignment of a paraprofessional

• Extra time to complete assignments

• Other

* Adapted from http://www.p12.nysed.gov/specialed/publications/iepguidance/programs.htm


THE PURPOSE OF TESTING ACCOMMODATIONS

• Enable students with disabilities to participate in assessment programs on an equal basis with their nondisabled peers.

• Provide an opportunity for students with disabilities to demonstrate mastery of skills and attainment of knowledge without being limited or unfairly restricted due to the effects of a disability.

• Promote the access of students with disabilities to assessment programs as well as to more challenging courses and programs.

• Should not be excessive and should alter the standard administration of the test to the least extent possible.

Testing accommodations are neither intended nor permitted to: • alter the construct of the test being measured or invalidate the results. • provide an unfair advantage for students with disabilities over students

taking tests under standardized conditions. • substitute for knowledge or abilities that the student has not attained.

TESTING ACCOMMODATIONS VERSUS TESTING MODIFICATIONS

IDEA 2004 removed references to “modifications in administration” and now uses the term “testing accommodations” and requires that the State develop guidelines for the provision of appropriate accommodations.

Testing accommodations are changes made in the administration of the test in order to remove obstacles to the test-taking process that are presented by the disability without changing the constructs being tested. The testing accommodations most frequently required by students as indicated in their IEPs are:

• flexibility in scheduling/timing; • flexibility in the setting used for the administration of assessments; • changes in the method of presentation; and • changes in the method of response.

Testing modifications are changes made to the testing process or to the

content of the assessment itself, or provision of certain adaptive technologies or services, that affect the constructs being tested. Examples of testing modifications that affect the construct of the test:

• simplification or explanation of test questions; • reading of items designed to test the student's reading skills; • use of spell and/or grammar-checking devices on a test of the student's

writing skills; and • use of a calculator on a test of the student's computational skills.


The chief consequence of testing modifications is that, while students with disabilities may have increased access to the examination, the modification changes what is being tested and the student’s score may be invalid.

It is critical that CSEs consider the distinction between accommodations and modifications when determining appropriate testing accommodations for an individual student with a disability. When making decisions regarding appropriate testing accommodations for an individual student with a disability, it is important for the CSE to be familiar with the purpose and construct of the tests administered because certain accommodations may become modifications, depending on the purpose of the test. It is appropriate to indicate in the IEP the conditions of the test which would require a testing accommodation. Examples of this include:

• Tests read except for those tests or sections of tests measuring reading comprehension.

• Use of calculator except for those tests or sections of tests measuring strict calculation skills of addition, subtraction, multiplication and division.

Indicating the conditions of the test allows students with poor reading skills to

show their skills and knowledge on tests measuring content areas such as social studies and science and allows students whose disability affects their ability to calculate to show his/her ability in problem solving and math reasoning without being hindered by their inability to calculate. At the same time, an accurate measurement of the skills the test is intended to measure is obtained.

Taking into account the distinction between testing accommodations and testing modifications and in order to ensure valid and reliable test results for all students, the Department has developed policies regarding allowable testing accommodations for students with disabilities on elementary and intermediate-level State tests in English language arts (ELA) and mathematics. Analysis of the constructs underlying the existing elementary and intermediate-level State tests indicates that use of certain testing modifications on certain sections of these tests change the construct of the test and yield inaccurate scores. As a result, the student may be denied appropriate and needed supports. Additionally, testing accommodations that change constructs yield scores that do not provide teachers with valid information upon which to guide instruction.



1. FLEXIBILITY IN SCHEDULING/TIMING

Timing accommodations are changes in the duration of the test. Such accommodations may include:

• Extending the time allowed for administration of a test on the scheduled day, by starting early and/or ending late on the same day (the IEP/504 Plan must specify the amount of time to be allotted, such as “double time”).

• Changing the way the time is organized by specifying the amount of time a student should work without a break (e.g., a ten-minute break for each 30-minutes of testing).

• Administering State assessments over multiple days. (Requires Department approval).

Examples of characteristics, which may indicate the need for flexible

scheduling/timing accommodations, include: • slow cognitive processing or work rate. These students may need extended

time. • limited attention span and low frustration levels. These students may need

frequent breaks. • limited physical stamina. Students with limited physical stamina may need

extended time and frequent breaks. ADMINISTRATION OF STATE ASSESSMENTS OVER MULTIPLE DAYS

This test accommodation is applicable to all assessments provided by the State Education Department for administration at the elementary, intermediate and secondary levels. IMPLEMENTATION OF STATE ASSESSMENTS OVER MULTIPLE DAYS REQUIRES PRIOR WRITTEN APPROVAL FROM THE STATE EDUCATION DEPARTMENT.1

This test accommodation is designed to permit students with disabilities who are

unable to complete one examination in a single day an equitable opportunity to demonstrate their abilities and competencies. It is appropriate to indicate the conditions or types of tests that require this accommodation. For example, the CSE/CPSE/504 MDT may recommend this accommodation in the event the student experiences a seizure on the day of the test.


2. FLEXIBILITY IN SETTING

For some students with disabilities, the standard location for test administration may not be appropriate. Setting accommodations are changes in the location in which an assessment is administered. This can include:

• changes in the conditions of the setting, such as special lighting or adaptive furniture, or

• changes in the location itself, accomplished by moving the student to a separate room.

Flexibility in setting may be needed in conjunction with other accommodations

provided to the student. For example, changing the location of an examination may be needed to effectively provide extended time or use of a scribe.

Types of setting accommodations include the following: • Separate location/room – administer test individually • Separate location/room – administer test in small group (3-5 students) • Provide adaptive or special equipment/furniture (specify type, e.g., study

carrel) • Special lighting (specify type, e.g., 75 Watt incandescent light on desk) • Special acoustics (specify manner, e.g., minimal extraneous noises) • Location with minimal distraction (specify type, e.g., minimal visual

distraction) • Preferential seating

Examples of student characteristics which may indicate the need for flexible setting accommodations include students who have difficulty maintaining attention in a group setting; students who use specialized equipment that may be distracting to others; and students with visual impairments who may need special lighting.


3. METHOD OF PRESENTATION

Accommodations in method of presentation change the way in which an assessment is presented to a student. These include:

• Revised test format* o Braille editions of tests o Large type editions of tests o Increased spacing between test items o Increased size of answer blocks/bubbles o Reduce number of test items per page o Multiple-choice items in vertical format with answer bubble to right of

response choices o Presentation of reading passages with one complete sentence per line

(this is not always possible with large type) • • Revised test directions

o Directions read to student o Directions reread for each page of questions o Language in directions simplified o Verbs in directions underlined or highlighted o Cues (e.g., arrows and stop signs) on answer form o Additional examples provided

Revision of test directions is an accommodation that is limited to oral or written

instructions provided to all students that explain where and how responses must be recorded; how to proceed in taking the test upon completion of sections; and what steps are required upon completion of the examination. The term “test directions” never refers to any part of a question or passage that appears on a State assessment.

• Use of aids or assistive technology devices Audio tape Computer (including talking word processor) Listening section repeated more than the standard number of times Listening section signed Listening section signed more than the standard number of times Masks or markers to maintain place Papers secured to work area with tape/magnets Test passages, questions, items and multiple-choice responses read to

student Test passages, questions, items and multiple-choice responses signed to

student Visual magnification devices (specify type) Auditory amplification devices (specify type, e.g., FM system)


School officials must ensure that, for State assessments, all such assistance may

be provided only in the mechanics of test taking, and must never be permitted to alter the content of the assessment. Except for directions, all test content must be read word-for-word, with no clarification or explanation provided.

Tests Read Guidelines for Decision-Making

This testing accommodation is not permitted for use on certain sections of the State Grades 3-8 ELA tests because these sections measure a student’s reading skills (decoding and comprehension). ”Tests read” should be a low-incidence accommodation. In determining the appropriateness of this accommodation, the following should be considered:

• Evaluative material is available to support the determination that the student’s disability precludes or severely limits the student’s ability to gain meaning from written language (decoding/word recognition).

• Procedures for determining the existence of a learning disability in reading are followed and results indicate a disability in the area of reading. Reading achievement includes basic reading skills and reading comprehension.

• Consideration is given to whether the student’s difficulty is a result of a lack of appropriate instruction in reading.

• There is documentation of remedial reading services. • There is documentation of the student’s current reading skills. • There is documentation of IEP goals related to reading development. • There is documentation of response to intervention model and outcomes. • There is documentation of supplementary aids and/or services provided to

the student to support reading instruction. • Consideration is given to whether the student’s difficulty in reading is a result

of cultural and/or linguistic differences.

When determining the need for this accommodation it is important that the CSE/CPSE/504 MDT consider the purpose of the tests the student will be taking and the skills the test is intending to measure so that it can be determined how the accommodation might affect the results. For some tests intended to measure reading skills, reading the test to students becomes a modification resulting in invalid scores and affecting the student’s identification for subsequent services.

Conditions may also include the need for tests read due to a student’s physical fatigue caused by eyestrain for a student with visual impairments who is reading large type materials. In this case the IEP/504 Plan must indicate a description of the physical symptoms that necessitate this accommodation.


4. METHOD OF RESPONSE

Accommodations in method of response are changes in the way students respond to an assessment. Similar to methods of presentation, these include:

• Revised response format such as allowing marking of answers in booklet rather than answer sheet;

• Use of additional paper for math calculations; • Use of Aids/Assistive Technology

Amanuensis (Scribe) Tape Recorder Word processor Computer (School must ensure that students do not have access to

any programs, dictionaries, thesaurus, internet etc. that may give them access to information or communication with others).

Examples of characteristics which may indicate the need for accommodations in

the method of test response include: • physical disabilities that limit their ability to write in the standard manner.

Students with physical disabilities may need to dictate their responses to a scribe.

• difficulty tracking from the test booklet to the answer sheet. These students may need to write directly in the test booklet.

• attention difficulties. Students with attention difficulties may need to write directly in the test booklet.

Use of Aids Guidelines for Decision-Making:

Some students who have motor, visual or learning difficulties which affect their ability to write may be unable to record their responses to examination questions in the standard manner using pencil and paper. These students may require the use of aids to be able to participate in assessments on an equal basis with other students. Whenever appropriate, enabling students to be as independent as possible through the use of equipment and assistive technology such as computers, word processors, communication boards, adaptive writing instruments and tape recorders should be considered. Use of these aids allows students with disabilities more control over their environment; fosters independence; and is less labor-intensive and artificial than using a scribe. It is important that students have the necessary skills, instruction, and experience in the use of these aids or other equipment. When this is not appropriate for students, it may be determined that students need to dictate their answers to a scribe.


5. OTHER ACCOMMODATIONS

There may be other accommodations considered that are not included in the previous categories. Some students may have a disability which affects their ability to maintain attention on the test. These students need physical or verbal prompts to stay on task and remain focused. Some students may have a disability which affects their ability to spell and punctuate and may require the use of spell or grammar checking devices.

Some students have the reasoning capability to complete narrative mathematics problems and involved computations, but may have visual or motor impairments which make them unable to use paper and pencil to solve computations. Some students with disabilities are unable to memorize arithmetic facts but can solve difficult word problems. Except as specifically prohibited on the Grades 3-8 Mathematics tests, these students may be provided the use of computational aids, such as arithmetic tables or calculators. Only those students whose disability affects their ability to either memorize or compute basic mathematical facts should be allowed to use computational aids.

To meet the needs of these students, the following additional accommodations may be considered (except as specifically prohibited on the Grades 3-8 ELA/ Mathematics tests):

• On-task focusing prompts • Waiving spelling requirements • Waiving paragraphing requirements • Waiving punctuation requirements • Use of calculator • Use of abacus • Use of arithmetic tables • Use of spell-check device* • Use of grammar-check device

*Students who are provided a spell-check device as a test accommodation are responsible for spelling accuracy and therefore cannot also be excused from spelling requirements.


6. ACCOMMODATIONS FOR PHYSICAL EDUCATION ASSESSMENTS

The NYS learning standards for physical education apply to all students and students with disabilities must be included in these assessments. Due to the unique nature of physical education, the accommodations that may be provided to enable students with disabilities to participate in physical education assessments are also unique. Accommodations can include changes in equipment, environment and/or the basic rules. The following are suggestions for physical education instructional and assessment accommodations for students with disabilities:

• Reduce the size of the playing area • Reduce the number of participants • Reduce the time of the task • Varied size, weight, color of equipment • Use of brightly colored paint to identify field markings • Use of cones or markers to indicate field markings • Field markings may be modified in width • Use of a beeper ball and/or a localizer to identify bases • Use of hand signals or teammate shoulder tap to start and stop play • Allow use of alternative communication methods (e.g., interpreter, picture

board, flash cards, etc.) by student • Select the court environment with the least noise • Increase the size of the playing area to allow the student more personal space

and less likelihood of contact • Provide verbal cues • Provide pinch runner for games requiring running

Adopted from: Test Access and Accommodations for Students with Disabilities: Policy and Tolls to Guide Decision-Making and Implementation, NYSED 2006


IEP TEAM PARTICIPANTS

SUBCOMMITTEE ON SPECIAL EDUCATION

Annual Review Initials Reevaluations Full Committee

The following decisions, must include the psychologist as a member of the Subcommittee on Special Education:

Special Education Teacher*/Related Service Provider **

must attend must attend must attend must attend Initiation of related services Initiation of classroom paraprofessional support Change of test category to participation in the State

Alternate Assessment Initiation of door-to-door specialized transportation Specification regarding whether counseling should

be provided by a social worker/psychologist Initial recommendation of ESL Only or no Bilingual

services for students scoring at or below the cut score on the LAB/NYSESLAT

Recommendation of 12 month school year for students with disabilities not attending a specialized school, State Approved Non-Public School, or receiving Home Instruction

Initiation of Assistive Technology for high tech devices (e.g., computers, augmentative communication devices, etc.)

Initiation of an Awaiting Placement Paraprofessional

General Education Teacher must attend must attend must attend must attend

Parent must attend must attend must attend must attend

Student (as appropriate)

Student’s 14 and older must be invited to participate in IEP meetings where transition planning is or will be part of the IEP.

must attend must attend must attend must attend

District Representative must attend must attend must attend must attend

School Psychologist Not Required must attend must attend must attend

School Social Worker Not Required See below See below See below

Parent Member Not Required Not Required Not Required See below

Physician Not Required Not Required Not Required See below

*At least one special education teacher of the student must participate in the IEP Team meeting…

**When the student’s only special education service is a related service, the related service provider participates as the student’s special education service provider.

School Social Worker: The School Social Worker may participate in a Subcommittee or Full Committee IEP Meeting if he/she is involved in any aspect of the evaluation process

Parent Member: The Parent Member must participate in all Full Committee Reviews. The IEP Team must inform the parent(s) of his/her right to have a parent member participate at the IEP meeting itself. Parents must also be informed of their right to decline the participation of the parent member.

If the parent opts to decline his/her right for the participation of a parent member this must be documented in writing in the student’s IEP file.

School Physician: A School Physician is also a required participant if the parent, member of the school, or IEP Team member at the Committee on

Special Education Office makes a request for a physician to attend at least seventy-two (72) hours prior to the IEP meeting.


DETERMINING IEP TEAM COMPOSITION FOR STUDENTS PREVIOUSLY CLASSIFIED

The chart below delineates the type of IEP Meeting that is required for a student previously classified with a disability

Current Service

Subcommittee on Special Education

Note: The School Psychologist is ONLY required

for services with an asterisk (*)

The Parent Member is NOT required

Full Committee on Special Education

Note: The School Psychologist is ALWAYS required

The Parent Member is ALWAYS required

General Education with Related Service(s) Only

Declassification* Special Education Teacher Support Services* Collaborative Team Teaching *

Special Class in a CSD/HS Special Class in a Specialized School (D. 75) Defer to CBST Home Instruction

Special Education Teacher Support Services

Related Service(s) Only Declassification* Collaborative Team Teaching


Collaborative Team Teaching Related Service(s) Only Special Education Teacher Support Services Declassification*


Special Class in a CSD/HS Related Service(s) Only Special Education Teacher Support Services Collaborative Team Teaching Special Class with less intensive staffing ratio if it

exists in the current school Change in staffing ratio from 12:1 to 15:1 for

students articulating to a special class in high school Declassification* Special Class with more intensive staffing ratio if it

exists in the current school*

Special Class with a different staffing ratio in a CSD/HS if it does not exist in the current school

Special Class in a Specialized School (D. 75) Defer to CBST Home Instruction

Special Class in a Specialized School (D. 75)

Special Class in a specialized school with less intensive staffing ratio if it exists in the current D. 75 site

Declassification* Related Service(s) Only* Special Class in a specialized school with a more

intensive staffing ratio if it exists in the current D. 75 site*

Special Education Teacher Support Services* Collaborative Team Teaching*

Special Class in a CSD/HS Special Class in a specialized school with a different

staffing ratio if it does not exists in the current D.75 site

Home Instruction Defer to CBST

(SOPM pages: 64, 69 & 70)



• No studies have been conducted that have shown that students with intellectual and other developmental disabilities educated in separate settings achieve more academically. (Falvey, 2004)

• The performance of students without disabilities is not compromised by the presence of students with disabilities. In fact, they derive benefits from their involvement. (McGregor & Vogelsberg, 1998)


Present levels of performance and individual need statements: QUALITY INDICATORS

• Reflect individual-need determinations.

• Provide instructionally relevant information about the student.

• Identify how the student is progressing towards the State

learning standards.

• Are descriptive and specific.

• Provide the basis for annual goals and direction for provision

of appropriate educational programs and services.

• Are written in such a way that parents, professionals and

paraprofessionals can understand.

• Are based on the results of the individual evaluation.

• Reflect the priorities and concerns of the parents for the

education of their child.

• Reflect transition service needs.

• Identify where the student is now so it is clear what it is

he/she has to learn next and what supports and services

he/she needs to get there.

• Identify what impact the student’s disability is having on his or

her ability to participate and progress in age appropriate

activities or in the same curriculum as nondisabled peers.


SAMPLE PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS

Current functioning and individual needs in consideration of: the results of the initial or most recent evaluation, the student’s strengths, the concerns of

the parents, the results of the student’s performance on any State or district wide assessment programs;

the student’s needs related to communication, behavior, use of Braille, assistive technology, limited English proficiency;

how the student’s disability affects involvement and progress in the general curriculum; the student’s needs as they relate to transition from school to post-school activities

(ages 14 and older).

TRANSCRIPT INFORMATION – SECONDARY STUDENTS ONLY

Diploma Credits Earned: 11 Expected Date of High School Completion: 6/11 Commencement-level State Tests Passed: Biology, Earth Science, Math A, Global History Expected Diploma: Regents ACADEMIC/EDUCATIONAL ACHIEVEMENT AND LEARNING CHARACTERISTICS: Current levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style. Prior to his injury, Kevin was an honor student at the 10th grade level and demonstrated particular strengths in math and writing activities. STRENGTHS:

Current achievement testing shows he has maintained appropriate grade level reading skills. Learns best when materials are presented visually. However, he has some visual-perception

problems (noted below). Is aware of the effects of his injury and has a positive attitude to overcome them (based on student

interviews and parent reports). Is open to trying different ways to compensate for his injuries, but does not want to stand out as

“different” among his peers. Does well when expectations are clearly and simply explained to him. Has retained prior learning in subject areas, but has difficulty learning new information.

WRITTEN EXPRESSION: Testing and classroom assignments indicate difficulties with written expression:

Omits punctuation and does not sequence more than 3 sentences in a logical order in written work (topic sentence, supporting sentences, and conclusion).

Written expression difficulties result in a slower pace of progress (it takes him on the average twice as long as his peers to complete an assignment.) This also impacts his ability to complete tests requiring written expression within a prescribed time period.

Has difficulty taking notes in class and understanding and benefiting from notes taken.


MATH SKILLS:

Achievement tests show basic computation skills are at appropriate grade level. In day-to-day class work, he has difficulty with problem solving tasks that involve multiple steps (3

or more). Unable to analyze the information presented in graphs and charts due to level of detail and has

difficulty separating object from background. Has retained the knowledge and skills necessary for maintaining a checkbook.

ORGANIZATION SKILLS: Has difficulty analyzing a task that has more than three steps (e.g., the steps to get ready for

physical education class). Relies on following the actions of his peers but cannot follow teacher directions independently when

they involve multiple steps (more than 3). MEMORY/ATTENTION:

Has difficulty remembering homework assignments and what books to bring to class, class schedule, and the combination to his locker. As a result, he misses an average of 2 classes per week and over a 30-day period he failed to complete 50% of his assignments.

COMMUNICATION: Has difficulty participating in oral discussions in the classroom, especially when new material is

being taught and he is having difficulty expressing new information. Answers direct questions appropriately, but when more than one topic is being discussed, he shifts

unexpectedly from topic to topic, especially when unfamiliar subjects are being discussed. Speaks out of turn in class and/or responds inappropriately with contributions to conversations that

are often off topic. VOCATIONAL EVALUATION:

Interest inventories show preferences for work in agriculture, building, repairing, and working outdoors. Highest interest scores were in working with plants, animals, tools and equipment.

His assessed interests match his expressed vocational interests. Needs to develop strategies to address difficulties in comprehension, problem-solving, new-task

learning, staying on task and endurance. SOCIAL DEVELOPMENT: The degree and quality of the student’s relationships with peers and adults, feelings about self and social adjustment to school and community environments.

Is a well-liked, cooperative student who has maintained close ties with his friends since the accident and continues his interest in sports activities.

Responds to cues and seeks feedback from others in a positive manner. Enjoys and participates in individual school and community sports (e.g., swimming, racquetball). Has difficulty participating in team sports because he becomes very agitated when in a

competitive situation. His self-awareness when speaking in front of his peers has resulted in his leaving class

unexcused on the average of twice a week. Needs to acquire the social and work skills that will enable him to get along with

co-workers and respond appropriately to supervision.


PHYSICAL DEVELOPMENT: The degree or quality of the student’s motor and sensory development, health, vitality and physical skills or limitations that pertain to the learning process. HEALTH:

Experiences frequent fatigue throughout the day, especially after periods of reading and physical activity.

Gets headaches at least once a week, which often necessitates trips to the nurse and result in frequent absences from class. If he remains in class, he often puts his head down and indicates he cannot concentrate.

Needs to increase his level for work tolerance and endurance. Cannot participate in contact sports without medical clearance.

SENSORY: Hearing is within normal limits. Has visual perception problems in separating objects from background without strong contrast.

MANAGEMENT NEEDS: The nature of and degree to which environmental modifications and human or material resources are required to enable the student to benefit from instruction. Management needs are determined in accordance with the factors identified in the areas of academic/educational achievement and learning characteristics, social development and physical development.

Scheduled rest periods throughout the instructional day. Tasks analyzed and written in steps. Use short and direct instructions. Assistance during transition between classes. Organizational strategies such as assignment notebooks, organizers. Strategies to compensate for visual perception problems.




Present Level of Performance &

Individual Functional Needs

Needs & Concerns Annual Goals and Measurable Post Secondary Goals (if appropriate)

Programs and Services

Accommodations and

Modicifications

Transition Activities

(if appropriate)

Progress Towards Meeting Annual

Goals

Evaluation Results:

Academic Achievement, Functional Performance & Learning Characterisitics:

Social Development :

Physical Development :

Management Needs:

Annual Goals:

Post Secondary Goals:

Educational Training:

Employment:

Independent Living Skills:

Transition Needs:

Instructaion:

Related Services:

Community Experiences:

Employment & Other Post School Adult Living Objectives:

Daily Living Skills: (if applicable)

Fucntional Vocational Assessment: (if applicable)


Resources:

TOOLKIT- New York City Department of Education: Division of Students with Disabilities and English Language Learners

http://schools.nyc.gov/Academics/SpecialEducation/EducatorResources/default.htm

New York State Education

http://www.nysed.gov/

http://www.p12.nysed.gov/specialed/

NYCDOE Special Education District 75 Professional Development Management System (PD Catalog) http://district75pd.org/

New York State Technical Assistance Centers

http://www.p12.nysed.gov/specialed/techassist/home.html

RTI Technical Assistance Center

http://www.nysrti.org/

The Asian Languages Bilingual/ESL Technical Assistance Center (ALBETAC)

http://steinhardt.nyu.edu/metrocenter/albetac/

The Center for Equity and Achievement

http://steinhardt.nyu.edu/metrocenter/cea/

The NYS Spanish Bilingual Education Technical Assistance Center (SBETAC)

http://steinhardt.nyu.edu/metrocenter/sbetac

Technical Assistance Center on Disproportionality (TACD)

http://steinhardt.nyu.edu/metrocenter/tacd

http://schools.nyc.gov/Academics/SpecialEducation/EducatorResources/default.htm�

http://www.nysed.gov/�

http://www.p12.nysed.gov/specialed/�

http://district75pd.org/�

http://www.p12.nysed.gov/specialed/techassist/home.html�

http://www.nysrti.org/�

http://steinhardt.nyu.edu/metrocenter/albetac/�

http://steinhardt.nyu.edu/metrocenter/cea/�

http://steinhardt.nyu.edu/metrocenter/sbetac�

http://steinhardt.nyu.edu/metrocenter/tacd�


Guide to Quality Individualized Education Program (IEP) Development and Implementation (included in the Special Education Forms and Notices section)

http://www.p12.nysed.gov/specialed/publications/iepguidance/ IEPguideFeb2010.pdf

Special Education Services As Part of a Unified Service Delivery System (The Continuum of Services for Students with Disabilities) http://schools.nyc.gov/NR/rdonlyres/C7A58626-6637-42E7-AD00-70440820661D/0/ContinuumofServices.pdf Careerzone (The place to explore careers related to your strengths, skills and talents). A website developed and maintained by the NYS Department of Labor. http://www.nycareerzone.org/

http://www.p12.nysed.gov/specialed/formsnotices/�

http://www.p12.nysed.gov/specialed/publications/iepguidance/%20IEPguideFeb2010.pdf�

http://schools.nyc.gov/NR/rdonlyres/C7A58626-6637-42E7-AD00-70440820661D/0/ContinuumofServices.pdf�

http://schools.nyc.gov/NR/rdonlyres/C7A58626-6637-42E7-AD00-70440820661D/0/ContinuumofServices.pdf�

http://www.nycareerzone.org/�

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