SPECIAL EDUCATION UPDATE

1. SPECIAL EDUCATION UPDATE Lawrence Waite NYSUT Research & Educational Services WNYRO Winter Leadership Conference March 3, 2012 88252

2. Today’s Session Will Cover… • Student Learning Objectives (SLOs), Special Education and Teacher Evaluation • Current Policy Discussions regarding Students with Disabilities • The Safety Net and High School Graduation Requirements • Phasing-out the IEP Diploma • Creation of a Skills & Achievement Commencement Credential • Special Education Mandate Relief • The State Budget and the Governor’s Article VII Bills • State Education Department Proposals • Guidelines for One-to-One Aides • An opportunity for questions and discussion

3. What Are Student Learning Objectives? • SLOs are carefully planned academic goals for what a student will learn over a given time period. • SLOs may be used in both tested and non-tested subjects and grades to help gauge a teacher’s contribution to student learning. • SLOs directly link a teacher’s classroom instruction to specific measures of student achievement or growth in that content area. • SLOs are intended to evoke critical, evidence-based thought about a teacher’s students. • The process leads to objectives that can be reliably measured for student growth. *Community Training and Assistance Center (CTAC)

4. Student Learning Objectives (SLOs)? Represents the most pivotal learning for the year (or semester, where applicable). Based on available multiple prior student learning data. A SLO is an Academic Goal to measure student learning over a period of time. Aligned to Common Core, State, or national standards, as well as any other district and school priorities. Specific and measurable. 4 www.enggeNY.org

5. Where do Student Learning Objectives (SLOs) Fit in NYS Teacher Evaluation? Comparable Measures of Student Growth: Absent a state approved value-added model, School Districts/BOCES are required to use a “state determined district or BOCES-wide student growth goal-setting process” using: • State-approved student assessment • District/BOCES-developed student assessments • School/BOCES-wide group on team results based on student assessments • School/teacher-created student assessments SED has decided that the Student Learning Objectives (SLOs) Process will serve as its state-determined growth goal-setting process.

6. Where do Student Learning Objectives (SLOs) Fit in NYS Teacher Evaluation? 20 Percent Locally Selected Measures • A student assessment from the state’s approved list. • A district regional or BOCES–developed assessment. • A school-wide group or team metric based on a state assessment, an approved student assessment or a district, Regional or BOCES–developed assessment. • Student achievement on State assessments, Regents exams and/or Department approved alternative examinations. (Invalid) • A structured district-wide student growth goal-setting process to be used with any state assessment, or approved student assessment or other school or teacher created assessment. (Could be Adaptation of SLO process)

7. The SLO Process • Teachers work individually or in groups to develop two or three objectives. In consultation with the principal, they: • examine baseline student performance data; • establish student growth targets; and • identify how growth will be assessed. • At the end of the specified teaching interval, the teacher(s) provides evidence to the principal of the degree of attainment of the student growth targets. • SLOs use a wide variety of assessments to measure the impact of classroom instruction on student learning, including formative, criterion-referenced, norm-referenced, adaptive, teacher-developed and performance-based assessments, as well as value-added models and rubrics.

8. Instructional Value of SLOs SLOs provide a research-based methodology to help strengthen instructional practice. In developing and implementing SLOs, teachers demonstrate their ability to: • Access, analyze and use student data to focus instruction through a deeper understanding of the academic needs of all their students. • Align classroom instruction with common core and state standards, goals and improvement plans. • Employ research-based practices within their instructional program. • Demonstrate knowledge of their discipline and how to use that knowledge to create effective lesson plans with meaningful content and appropriate instructional strategies. • Use assessments that are effectively aligned to the curriculum. • Use formative assessments to assess the degree of student learning and adjust instructional strategies for students in need of additional support. • Establish and meet challenging student growth expectations for all of their students. • Reflect on their practice by understanding where they have been successful, where changes will need to be made to improve student learning, and what type of additional professional development will assist them in their practice. *Community Training and Assistance Center (CTAC)

9. SLOs and Teaching Standards II: Knowledge of Content and Instructional Planning: Teachers know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students. Element II.1: Teachers demonstrate knowledge of the content they teach, including relationships among central concepts, tools of inquiry, structures and current developments within their discipline(s). Element II.4: Teachers establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to achievement. III: Instructional Practice: Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards. Element III.1: Teachers use research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven instruction that motivates and engages students in learning. Element III.3: Teachers set high expectations and create challenging learning experiences for students. V: Assessment for Student Learning: Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. Element V.1: Teachers design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth. Element V.2: Teachers understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction. Element V.4: Teachers reflect upon and evaluate the effectiveness of their comprehensive assessment system to adjust assessment and plan instruction accordingly.

10. SLO Components

11. Major Steps in the SLO Process

12. Student Learning Objectives • Determine if teachers will write both a team and individual SLO, or two SLOs (one of each). • Establish teams based on shared content and student needs. • Determine whether individual SLO will address all students or a targeted group (criteria for target group must be clearly defined). • Review pre-assessment data to determine if a single or multi-tiered target should be established. • If scores are clustered then a single tiered target may be most appropriate. • If scores are spread over a wide range, then a multi-tiered target may be most appropriate. .

13. Improving GrowthExpectations 13

14. Improving Growth Expectations Target a need:

15. Improving Growth Expectations Should Be Low Should Be High

16. The Safety Net for SWDs • Since 1996, a “Safety Net” has been available for students with disabilities to obtain a local diploma • Score between a 55-64 on any or all required Regents exams or • Pass the corresponding Regents Competency Test (RCT) if failed a required Regents exam • The RCT portion of the Safety Net was time-limited in regulation • In December 2009, the Regents extended the RCT Safety Net for only an additional year • RCT portion of the Safety Net ended with class entering 9th grade in September 2010 • The 55-64 passing score remains in effect

17. Safety Net Changes Under Consideration? • Since Fall 2010, the Regents have been discussing changes in NYS HS graduation requirements, and the Safety Net has been a topic. • In January 2012, Regents discussed additional Safety Net options for a local diploma. • Proposals include: • Alternatives within the existing Safety Net to students scoring at least 55 on the five required Regents exams • Completion of coursework and achievement of composite Regents test score with 55 or higher on math and English Regents • 55 or higher on math and English Regents as well as 3 other Regents; flexibility on the selection of other 3 exams or alternatives • Identify substitute courses aligned with CDOS or CTE that could be used for currently required courses • Regents to convene workgroup for Safety Net recommendations.

18. IEP Diplomas • Available for SWDs who do not obtain a Regents or local diploma • SED has previously issued guidance on IEP diplomas indicating limitations and encouraging districts to: • Review policies; and • Ensure it is only awarded to students unable to obtain a local diploma. • Current policy has been under review by SED for last few years and public comment has supported: • Development of an alternative exiting credential that documents academic and career skills for New York State Alternate Assessment (NYSAA) students • Greater use of Career and Technical Education (CTE) Skills Achievement Profile • Regents amended regulation to eliminate the IEP diploma as of July 1, 2013

19. Alternate Credential Proposal • Two Phase implementation • Phase I • Skills and Achievement Commencement Credential • Only students with severe cognitive disabilities participating in the NYS Alternate Assessment (NYSAA) would be eligible • Not a HS diploma • Recognizes academic achievement, completion of work-related experiences, and attainment of CDOS skills and competencies • Districts would maintain documentation for credential • Incorporates existing transition planning and services for SWDs • Available for eligible students exiting in 2013-14 school year

20. Alternate Credential continued… • Phase II • Supplemental Credential (to be determined) • Available to all other students • Documents attainment of CDOS standards • Acknowledges completion of academic and CTE programs and coursework • Includes work-based learning experiences • No timeline for implementation • Will ultimately reflect any policy changes regarding alternative graduation standards and pathways • SED wants to move quickly on Phase II development because public comment correctly noted that without the IEP diploma some SWDs will have no exiting credential

21. Special Education Mandate Relief • With our current fiscal climate, relief from legal requirements that cost money must be considered • Important to remember that many educational mandates were enacted to: • Address a particular problem • Ensure students receive essential services • Relief shouldn’t occur at the expense of students • All areas of education are considered but special education, one of the most expensive services, continues to receive the most attention

22. Mandate Relief continued… NYS Budget • Schools are trying to manage budgets with billions less in state aid • Many reductions are realized by shifting costs to school districts • For example, the Governor’s Article VII bills propose: • Requiring school districts to pay for some of the growth in preschool special education costs • Authorizing the provision of educational programming for children residing in OMH hospitals by the school districts or BOCES where the hospital is located

23. Mandate Relief continued… Board of Regents and the State Education Department • There have been mandate relief/cost containment efforts by SED for past 3 years • Despite overwhelming lack of support, in November 2010 the Regents amended regulation in: Speech & Language Services • Eliminate minimum of two 30 minute sessions each week Integrated Co-Teaching Services • Currently a maximum of 12 students with disabilities in such settings • Allow for up to two additional students with disabilities through a variance process • One additional student through “variance by notification” • 14th student through approval of a variance request Programs for Students with Autism • Eliminate requirement that individual language needs for a student with autism are addressed through instructional services for a minimum of: • 30 minutes daily in groups not to exceed two; or • 60 minutes daily in groups not to exceed six.

24. Mandate Relief continued… • SED’s latest efforts were to align many NYS requirements with less-expansive federal IDEA requirements • Once again there was an overwhelming lack of public support, but in November 2012 the Regents endorsed the following proposals: • Eliminate the physician, and an additional parent member as members of the CSE • Eliminate Subcommittees on Special Education (Sub-CSEs) • Eliminate required components of an individual evaluation that include: • Physical examination • Individual psychological evaluation • Social history • Observation • Other appropriate evaluations • Functional behavioral assessment when behavior impedes learning

25. Mandate Relief continued… • Eliminate process for school psychologist to determine need to administer an individual psychological evaluation as well as requirement for written report when an evaluation is determined to be unnecessary • Eliminate requirement for district to have plans and policies for declassification of students with disabilities • Eliminate requirement that state-supported schools evaluate students recommended for admission • SED will be seeking to introduce legislation this session since almost all of these proposals will require statutory amendment

26. One-to-One Teacher Aides • SED recently issued guidance on determining the need for a 1:1 aide • Aide cannot be used as a substitute for: • A teacher • An appropriately developed and implemented behavioral intervention plan • Remember – there are limitations on the duties of paraprofessionals based on the job title! • Teacher Aides • No certification required • Cannot provide instruction • Perform non-instructional duties • Teaching Assistants • Certification required • Can provide instruction under supervision of certified teacher • Can assist in delivery of special education services • Cannot serve in place of special education teacher

27. Other Issues? ? ! ? ! Questions?Reflections?Discussion? ! ? ? ! ! ? ! ?

28. lwaite@nysutmail.org 1 800 342 9810 x6644 Thank You