RSE-TASC LO N G I S LAN D REG I ON AL S PE C I AL E DUCATI O N—T EC HN I C AL AS S I S TAN C E S UPPORT C E N TE R

policies and practices related to students

with disabilities. When reviewing these

letters, if we find trends in the documents

we should be on the lookout for how New

York State will follow up with

implementation guidance.

For information from the New York State

Education Department (NYSED) you

need look no further than their main page,

located at: http://www.nysed.gov/. The

Meeting of the Board of Regents page,

located at: http://www.regents.nysed.gov/

meetings/2015/2015-12/meeting-board-

regents-1 is the place to find past and

upcoming agendas (right hand banner of

the page). Board of Regents agendas will

also link you to reports, attachments,

evidence reviewed, PowerPoints, and

adoptions of all policy changes. In

addition to the agendas of Board of

Regents meetings, the NYSED also

provides links to very valuable

documents, such as the Guide to Quality

Individualized Education Program (IEP)

Development and Implementation, which

Recent Publications from the OSEP & NYSED Finding Needles in the Haystack, On the Run!

By Andrea T. Lachar, Regional Special Education Training Specialist

may be accessed by clicking here: http://

www.p12.nysed.gov/specialed/

publications/iepguidance/

IEPguideDec2010.pdf, in addition to the

Test Access & Accommodations Guide,

which may be accessed by clicking here:

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

publications/policy/testaccess/

policyguide.htm. These and other

documents can all be found in the

publications section of the special

education section of the NYSED website,

located at: http://www.p12.nysed.gov/

specialed/publications/.

If you’d like to have these documents

explained and connected to your practice,

take a look at the ESBOCES professional

development catalogue on My Learning

Plan® (http://webreg.esboces.org) or

review the RSE-TASC’s Regional Training

Catalogue (http://www.esboces.org/cms/

lib07/NY01914091/Centricity/

Domain/64/2015-2016%20LI%20RSE-

TASC%20Workshop%20Catalogue.pdf)

for a full list of upcoming workshops. Our

RSETS webpage (http://www.esboces.org/

Page/1036) is also an invaluable special

education resource.

Now that you know where to find this

information, let’s take closer look at the

two core messages that both the Federal

and State Departments of Education are

sending: Standards-Based IEPs and the use

of SDI for students with disabilities.

Let’s assume you’re looking for some

reading material to review while feverously

sticking to your New Year’s Resolution of

getting (and staying) on the (cont. on pg. 2)

In this issue: OSEP & NYSED Updates—Needles in the Haystack ~ Page 1 Guiding Principles for IEP Development ~ Page 2 RSE-TASC Workshop Information ~ Page 3 Federal and NYSED SPED Links/Publications ~ Page 4

Please visit us...

on the web, at:

http://www.esboces.org/Page/89

reporter

January 2016 Volume 3: Issue 6

There have been a number of

publications released by both the Office

of Special Education Programs (OSEP)

and the New York State Education

Department (NYSED) recently. While

these documents may seem like needles

in an ever expanding hay stack of

educational guidance, the big ideas

contained within these publications

may substantially affect our process and

practice as special education

professionals. When reviewing the

thread of memos from the OSEP, then

looking at the state’s implementation

strategies, two key messages become

clear. Standards-Based IEPs and the use

of Specially Designed Instruction (SDI)

for students with disabilities are here to

stay.

To find these shiny and most useful

needles without getting pricked, let’s

look at where to turn to acquire

information. To access documents on

the federal level the U.S. Department of

Education website located at: http://

www.ed.gov/ is an excellent place to

start. Here you may find valuable

information including “Dear

Colleague” letters. The OSEP website,

located here: http://www2.ed.gov/

about/offices/list/osers/osep/index.html)

provides the ability to search these

publications chronologically, topically,

or as Section 607 quarterly reports.

These letters serve as an address to the

nation to update, clarify, or explain

2

treadmill. The OSEP released a “Dear Colleague” letter

(https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/

guidance-on-fape-11-17-2015.pdf) on November 16th, 2015 in

order to, “clarify that an individualized education program (IEP)

for an eligible child with a disability under the Individuals with

Disabilities Education Act (IDEA) must be aligned with the

State’s academic content standards for the grade in which the

child is enrolled” (2015).

Additionally, this document reviews the interpretation of the

general education curriculum, analyzes this interpretation, then

goes on to provide an example of implementation. Ultimately,

the memo concludes that, “the IEP team must ensure that

annual IEP goals are aligned with the State academic content

standards for the grade in which the child is enrolled” (2015).

If you’re able to continue reading and running, you’ll also want

to take a look at the memorandum published by the NYSED back

in June 2014 entitled, “The Role of the Committee on Special

Education in Relation to the Common Core Learning Standards”

which clearly states that, “IEPs must be developed in

consideration of the standards students are expected to meet and

lesson planning for each class must specifically address the needs

of students with disabilities” (2014). This message is aligned

with that of the federal publication referenced previously.

The NYSED memorandum goes on to reiterate that, “when

properly implemented, standards-based IEPs provide students

with the opportunity to receive specially designed instruction

that is linked to the general educational curriculum along with

appropriate accommodations to support achievement of grade-

level expectations” (2014). This consistent thread demonstrating

the importance of Standards-Based IEPs is one that is grounded

in research and reflected in both Federal and State guidance.

If you’re still with us, you have just hit the half-way mark on

your treadmill. Not to worry, we have one more message to

review. On October 23rd, 2015, the OSEP issued a “Dear

Colleague” letter (https://

www2.ed.gov/policy/speced/guid/

idea/memosdcltrs/guidance-on-

dyslexia-10-2015.pdf) for the purpose

of addressing the, “unique educational

needs of children with dyslexia,

dyscalculia, and dysgraphia, which

are conditions that could qualify a

child as a child with a specific

learning disability under the

Individuals with Disabilities

Education Act (IDEA)” (2015). One of the biggest takeaways

from this publication is the attempt to drill down to the type of

specific learning disability that the child has.

The letter goes on to say that those involved in the decision-

making process should consider that if, “the child has a specific

learning disability [the CSE] would find it helpful to include

information about the specific condition (e.g., dyslexia,

dyscalculia, or dysgraphia) in documenting how that condition

relates to the child’s eligibility determination” (2015). Using

these terms when appropriate in students’ IEPs further supports

the idea that the IEP is a tool for instruction, and thus should

provide insights into the type of SDI to be provided.

Figure 1

Reiterating the theme of SDI, the NYSED released the Blueprint for

Improved Results for Students with Disabilities (http://

www.p12.nysed.gov/specialed/publications/2015-memos/blueprint-

for-improved-results-for-students-with-disabilities.html) in October,

2015. The guiding principles of the Blueprint lay out the path for

improved outcomes for students with disabilities. Those principles

include:

Students engage in self-advocacy and are involved in

determining their own educational goals and plans;

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 SDI to provide access for students with disabilities 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

In this context, the bullet highlighted in purple above is significant in

that it reiterates the need for teachers to “design, provide, and assess

the effectiveness of SDI to provide students with disabilities with

access to participate and progress in the general education

curriculum” (2015). Similarly, we have the guiding principals of the

IEP (see Figure 1 above) which reinforce the importance of

developing an IEP that lays the groundwork for SDI. Here again we

see a direct link from the NYSED to the memorandum released by

the OSEP in late October.

In reviewing recent publications presented by the OSEP and the

NYSED we have a better understanding of the contextual framework

in which special education is functioning. This framework is also

quite possibly a glimpse at the future of our profession. In order to

receive NYSED updates electronically, you may sign up here: http://

www.p12.nysed.gov/specialed/publications/register.htm. You’ll be

sure to have regular reading material to assist you in your quest to

maintain your New Year’s Resolutions! You may also more easily

locate those shiny needles hiding amidst your sprawling haystacks...

3

L ONG ISL AND R S E - TAS C R EG IONA L WOR KSHO PS

BEHAVIOR WORKSHOPS • BILINGUAL WORKSHOPS • NON-DISTRICT WORKSHOPS • REGULATIONS • TRANSITION WORKSHOPS

To Register for our Regional Workshops, you may visit our new and improved website by clicking on this link: http://www.esboces.org/Page/89, or...

Please go to http://webreg.esboces.org to register online. Under “Search Options”, pull-down and check RSE-TASC and then click “Search”.

Then, simply scroll down to register for the workshop you are interested in. Clicking on the hyperlinked

workshop dates below will bring you directly to the respective MyLearningPlan® registration page.

• LONG ISLAND RSE-TASC REGIONAL CATALOGUE SAMPLE • FOR A COMPLETE LISTING OF WORKSHOPS, VISIT OUR REGIONAL CATALOGUE

January

Installing Tier 2 and 3 Systems, Data and Practices (WSBOCES)—1/11/16 facilitated by expert and Associate Director of the PBIS National Center, Lucille Eber!

Developing Measurable Annual Goals in the Era of Common Core Learning Standards (for elementary students) (Glen Cove HS) 1/13/16 facilitated by Ms. Arlene Crandall

Adapting Instruction to Address Behavior (This is a 2-day training) (Eastern Suffolk) 1/20 & 21/16 Facilitated by Ms. Michelle Levy

Early Literacy: Word Attack Instructional Strategies for SWDs (Nassau)—1/20/16 facilitated by Ms. Arlene Crandall & Ms. Andrea Lachar

Transition in the IEP (WSBOCES)—1/21/16 facilitated by Mrs. Cathy Pantelides, Ms. Doris Stanojev & Mr. Michael Mastrocinque

Use of Formative Assessment as a Tool for Progress Monitoring (Genesis School)—1/26/16 facilitated by Mr. Laurance Anderson

Specially Designed Instruction (SDI) for Beginners (Nassau)—1/27/16 facilitated by Ms. Andrea Lachar

February

CDOS - Making it Happen - (Participants need to have attended CDOS Modules 1, 2, and 3 prior to attending this training) (Nassau)—2/4/16 facilitated by Mrs. Cathy Pantelides, Ms. Doris Stanojev & Mr. Michael Mastrocinque

Adolescent Literacy: Transitioning from 'Learning to Read' to 'Reading to Learn' for SWDs (ESBOCES) - 2/8/16

facilitated by Ms. Arlene Crandall & Ms. Andrea Lachar

Non-district Professional Learning Community (ESBOCES) - 2/9/16 facilitated by Mr. Laurance Anderson

Preschool PBIS/Pyramid Model Tier II-Targeted Supports and Interventions: The Importance of Teaching Social Emotional Skills (Part 1 of 2) (ESBOCES) - 2/11/16 facilitated by Ms. Carolyn Candela

4

IN SUFFOLK CALL • 631.218.4197 IN NASSAU CALL • 516.396.2989

CENTRAL OFFICE (Suffolk office): Vincent Leone, Long Island RSE-TASC Coordinator & RSE-TASC Reporter Editor in Chief

Lynn Hayes, Senior Clerk Typist Laurie Morin, Senior Account Clerk Typist

Victoria Jones, Clerk Typist Concetta Guzman, Logistical Support Services Specialist

NASSAU SPECIAL EDUCATION SCHOOL IMPROVEMENT SPECIALISTS (SESIS):

Stefanie DelGiorno Joane Vincent

Roxane Diamond, Senior Typist Clerk

SUFFOLK SPECIAL EDUCATION SCHOOL IMPROVEMENT SPECIALISTS (SESIS): Marjorie Guzewicz

Lisa Boerum MariLuz Genao

REGIONAL TRAINERS (Suffolk office):

Laurance Anderson, Non-District Specialist Arlene B. Crandall, Regional Special Education Training Specialist

Andrea Lachar, Regional Special Education Training Specialist Elizabeth DeFazio-Rodriguez, Bilingual Special Education Specialist

Michelle Levy, Behavior Specialist Gary Coppolino, Jr., Behavior Specialist

Carolyn Candela, Behavior Specialist, Pre-School Focus Cathy Pantelides, Transition Specialist Doris Stanojev, Transition Specialist

Michael Mastrocinque, Transition Specialist

• RSE-TASC STAFF •

Federal Links/Documents

US Department of Education

Office of Special Education Programs

Memos and Dear Colleague Letters

November 16th, Free and Appropriate Public Education

(FAPE) Dear Colleague Letter

October 23rd, Policy guidance to clarify that there is

nothing in IDEA law that would prohibit the use of the

terms dyslexia, dyscalculia, and dysgraphia in IDEA

evaluation, eligibility determinations or IEP documents

Dear Colleague Letter

NYSED Links/Documents

“Meeting of the Board of Regents”

Guide to Quality Individualized Education

Program (IEP) Development and

Implementation February 2010 (revised

December 2010)

Blueprint for Students with Disabilities (2015)

Test Access & Accommodations Guide

The Role of the Committee on Special

Education in relation to the Common Core

Learning Standards July 2014

Don’t miss the key needles amidst the haystack!

Stay informed by accessing these and other

references today from the RSETS Resources Page (http://www.esboces.org/Page/1036)

Please join us in wishing Naomi Gershman and Elizabeth DeFazio-Rodriguez a fond Farewell! Naomi is retiring and Elizabeth is leaving the RSE-TASC to devote more time to her family.

Thank you both for the remarkable service you have provided to the region over the years!

Congratulations to SESIS Marjorie Guzewicz on being named the 2015 ESBOCES Administrator of the Year!!!