July 2016 Mid-State Regional Special Education Technical Assistance Support Center (RSE-TASC) at OCM BOCES is one of ten technical assistance centers across NYS funded through an NYSED federal grant. The RSE-TASC provides regional workshops to districts in OCM BOCES, TST BOCES, Cayuga-Onondaga BOCES, CiTi and the Syracuse City School District free of charge. Workshops include topics on behavior, transition, nondistrict programming, special education regulation, and special education service delivery. The RSE-TASC offers a wide variety of workshops at NO COST to school districts.
Register Now!August
Special Education BlogHere is a recap of some of our favorite 2015-2016 Blogs
NYSED News and NotesCommissioner Elia is hoping to enroll more parents in SED’s electronic update list. Please encourage your parents to sign up, she requests, by asking them to send a message to the address listserv@listserv.nysed containing the message “SUBSCRIBE PARENTS <Your Name>.” Office of Special Education’s News and Notes, providing important policy and technical assistance information to parents, schools and others. Click here to read the latest updates. Special Education Service DeliveryAlignment – It applies to the IEP! So what does “alignment” mean? Just like in a car, your wheels must be aligned to help you drive better. Same thing applies to the IEP. The IEP’s present levels of performance should connect to needs, then those need should connect to services, accommodations, program modifications, and measurable annual goals. Think of it as a backwards design! Start with a measurable annual goal.
Testing Accommodations and Program Modifications:
Now look at the IEPs you will be implementing…are they aligned? Transition and CDOSAs we head into summer, just a quick reminder from the world of Transition that summer time employment (under the supervision of the district) can count toward the 216 hour requirement for the CDOS Credential/Pathway. The following question from the August 2015 New York State (NYS) Career Development and Occupational Studies (CDOS) Commencement Credential Questions and Answers state: D3: Could a student with a disability use part-time/full-time employment outside of the school to count toward the work-based learning requirement? If so, could school supervision be a collection of documented evidence of hours completed per work supervisor (time care/anecdotal meeting with employer)? A school district may enter into formalized agreements for provision of transition services such as vocational training programs approved by NYSED or by another State agency. In these cases, a student’s employment could be counted toward the work-based learning requirement. However, a student cannot use his or her independent employment outside of the school to count toward the number of hours of work-based learning that is required for the CDOS Commencement Credential. Work-based learning experiences must be provided consistent with NYSED guidelines, under the supervision of the district and documented in a student’s transcript. Guidance on these and other work-based learning programs is available at http://www.p12.nysed.gov/cte/wbl/home.html BehaviorIt is never too early in the summer to begin to think about how you will set up and manage your classroom in the upcoming school year! In order to establish the foundation for optimal learning, it is important to create and sustain a classroom environment where you are using evidence-based practices to support student behavior. For all students, and especially for students with disabilities, it is essential to maximize structure within your classroom. Maximizing structure is one evidence-based practice of solid classroom management. This includes developing teacher routines as well as student routines. Routines such as how students should transition from one activity to the next, how to ask for help, and how to hand in homework should be explicitly taught, modeled and practiced to ensure you are setting the stage for a predictable classroom. In addition, be sure to consider how you will design the physical environment in a way that elicits appropriate behavior and minimizes crowding/distractions (i.e. arrangement of furniture and seating arrangements). Visit our website to check out when we will be offering our two day Regional Training for Classroom Management I: Utilizing Evidence-Based Practices to Support Student Behavior! Bilingual Special EducationDo you have English Language Learners who are struggling in your school? Are you wondering…
Take a look at this series of free archived webinars on RtI for English Language Learners for answers to these and more questions! Preschool BehaviorAs we, in the preschool world, continue to explore the impact that the Pyramid Model may have on Preschool Students with Disabilities (PWD) in New York State, we’ve been looking for resources to help administrators, directors and teachers understand the potential impact of this framework on programs. Here is an excellent source that describes the pyramid, provides implementation tips and case studies illustrating the results of effective implementation. Check it out! LeadershipEdutopia has featured a blog entitled, Five Ways to Increase Teacher Agency in Professional Development. In it the author provides some strategies for administrators to use to influence the development of agency in their teachers and make professional development more meaningful. Email Janel Payette at jpayette@ocmboces.org to request additional topics of interest! |
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© 2016 OCM BOCES Instructional Support. For more information, please contact Janel Payette |