Special
Education
Reform:
Basics for
SLTs
Introduction
This overview is designed to explain the New York City Department of
Education’s special education reform and how it relates to your school.
We will discuss:
 Why there is a need for a special education reform
 What the reform is
 How this may affect your school
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Background Information
 There are currently more than 175,000 students with disabilities in New York
City public schools.
 These students have a broad range of disabilities, including learning
disabilities, hearing impairments, orthopedic impairments, autism, and others.
 Historically, special education in New York City has often involved placing
students in a separate class, apart from their peers without disabilities.
 Research shows that to be most successful, students with disabilities should
have access to a range of services and spend as much time as appropriate in
a classroom with students without disabilities.
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Why is reform needed?
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Four-Year Graduation Rates
Percent of Students in a Cohort Graduating from High School in 4 Years
The 4-year graduation rate is presented at the top of the columns. The overall rate may not equal the sum of each diploma type due to rounding.
•65.1%
•62.7 %
•60.7 %
•52.8 %
•49.1%
•46.5%
Diploma Type
•26.7 %
•30.7 %
•22.6 %
•17.3%
Class of ’05
(2001 Cohort)
•18.5%
Class of ’06
(2002 Cohort)
•18.3%
Class of ’07
(2003 Cohort)
Class of ’08
(2004 Cohort)
Class of ’09
(2005 Cohort)
Class of ’10
(2006 Cohort)
Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006.
•
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What is the special education reform?
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NYC’s Special Education Reform:
Guiding Principles
1.
Every school should educate and embrace the overwhelming
majority of students with disabilities that they would serve if the
students did not have an IEP.
2.
All schools and students with disabilities are held accountable for
goals that are standards-based. IEPs should reflect Common
Core Standards and emphasize long-term educational outcomes.
3.
All schools should have the curricular, instructional, and
scheduling flexibility needed to meet the diverse needs of
students with disabilities with accountability outcomes.
4.
School accountability measures, funding formulas, and enrollment
policies and practices will be aligned with the foregoing principles.
5.
Schools must be active partners with parents of students with
disabilities.
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How is NYC reforming Special Education?
Equity of
Access to
Schools and
Classrooms
Access to
Common Core
Standards
Development
of HighQuality IEPs
Students with disabilities access the general education
curriculum using the full continuum of special education
services, in the least restrictive environment appropriate.
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What the research shows…
The more time students with disabilities spend in a general education
classroom:
 the higher their scores on standardized tests of reading and math;
 the fewer their absences from school;
 the fewer their referrals for disruptive behavior; and
 the better their outcomes after high school in the areas of employment and
independent living.
These results were found for all students with disabilities, regardless of:
 their classification;
 the severity of their disability;
 their gender; or
 their family’s socio-economic status.
(Wagner, Newman, Cameto, Levine, & Garza, 2006)
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What the research shows…
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)
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How will this impact your school?
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What does this mean for schools?
Instruction:
Universal Design
for Learning
Develop HighQuality IEPs:
Provide access to
Common Core
standards for each
individual student
Students with
disabilities access the
general education
curriculum using the full
continuum of special
education services, in
the least restrictive
environment
appropriate
Flexible
Programming: Use
the full continuum of
services
School-wide
Structures and
Resources: Utilize
staff and resources
innovatively
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Unified Service Delivery System
This chart represents the types of special education services included in the
continuum of services.
Non-Special Education
Strategies to Maintain Student in General Education and to
Support Achievement of Standards
Declassification Support Services
Referral for Special Education
Related Services
Provided as
Support
Throughout the
Continuum
General Education with Related Services
General Education with Special Education Teacher Support Services
Integrated Co-Teaching
Special Class Services
Special Education Support Part-Time in Community Schools,
Part-Time & Special Class
Special Class Full-Time in Community Schools
Special Class Full-Time in Specialized Public Schools
State Supported/Operated Schools and SED Approved Non-Public Schools
Home/Hospital/Instruction (Temporary)
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Flexible Programming on the IEP
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Developing High-Quality IEPs
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Developing High-Quality IEPs
 The Individualized Education Program (IEP) drives
instruction for every child who receives special
education services.
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The IEP is a Legal Document
Federal law: IDEA - Section 614(d)(1)(A)(i)
 In the United States an Individualized Education Program (IEP), is
mandated by the Individuals with Disabilities Education Act (IDEA).
NYS regulations: Section 200.4(d)(2)
 “If a student has been determined to be eligible for special education
services, the Committee shall develop an IEP”
 The IEP is intended to help children reach their educational goals 34 CFR
300.320. In all cases the IEP must be tailored to the individual student's
needs as identified by the IEP evaluation process, and must help teachers
and related service providers understand the student's disability and how
the disability affects the learning process.
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Least Restrictive Environment (LRE)
FEDERAL LAW, as cited in IDEA §300.114
 (i) To the maximum extent appropriate, children with disabilities are
educated with children who are nondisabled; and
 (ii) Special classes, separate schooling, or other removal of children with
disabilities from the regular educational environment occurs only if the
nature or severity of the disability is such that education in regular classes
with the use of supplementary aids and services cannot be achieved
satisfactorily. [§300.114(a]
 §300.116 Placements – A child with a disability is not removed from
education in age-appropriate regular classrooms solely because of
needed modifications in the general education curriculum
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Least Restrictive Environment (LRE)
NY STATE
 The school must first consider placement in general education with
appropriate support for the student and the student's teacher(s).
 Alternative placements, such as special classes, special schools or other
removal from the general education environment, would be considered
only when the school determines that a student's education in regular
classes cannot be satisfactorily achieved even with the use of
supplementary aids and services.
NY CITY
 Special Education Services: As Part of A Unified Service Delivery System
(The Continuum of Services for Students with Disabilities)
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New York State LRE Data
IDEA Part B
Comparison of State Level LRE Data
(DAC- IDEA Data, 2008)
State
Percent of students, ages 6
through 21, receiving special
education services outside the
regular class setting more than
60 percent of the school day.
% Students in MRE Settings
Vermont
0
Puerto Rico
5.84
North Dakota
8.33
Alabama
9.41
South Dakota
10.5
West Virginia
10.5
Oklahoma
11.36
11.37
Nebraska
Wyoming
11.44
Idaho
11.76
Kansas
This definition includes
students with disabilities in
public schools, separate
alternative schools, residential
facilities. parentally placed in
private schools, correctional
facilities, and home or hospital
environments.
12.02
Iowa
12.66
Kentucky
12.88
Texas
13.66
Oregon
13.7
Montana
13.79
Colorado
13.81
Connecticut
14.1
Wisconsin
14.33
Minnesota
14.55
Nevada
15
Pennsylvania
15.39
Mississippi
15.47
Tennessee
15.6
Alaska
15.63
Missouri
15.68
Washington
15.73
Maine
16.25
Arkansas
16.8
North Carolina
18.04
Arizona
18.26
Indiana
18.93
Georgia
19.04
Louisiana
19.11
Utah
19.21
Ohio
19.63
Virginia
20.91
Michigan
21.3
New Mexico
21.53
Rhode Island
21.97
Florida
Massachusetts
South Carolina
Delaware
Maryland
Illinois
California
Hawaii
New Jersey
New Hampshire
New York
District of Columbia
State Performance Plan
Indicator 5: Least Restrictive
Environment – School Age
22.06
48. Hawaii
28.93
49. New Jersey
29.19
50. New Hampshire
30.26
51. New York
32.46
52. District of Columbia 51.96
22.62
22.84
23.3
23.99
25.5
27.78
28.93
29.19
30.26
32.46
51.96
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What does this mean for schools?
Instruction:
Universal Design
for Learning
Develop HighQuality IEPs:
Provide access to
Common Core
standards for each
individual student
Students with
disabilities access the
general education
curriculum using the full
continuum of special
education services, in
the least restrictive
environment
appropriate
Flexible
Programming: Use
the full continuum of
services
School-wide
Structures and
Resources: Utilize
staff and resources
innovatively
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Building the Capacity of NYC Schools
 Additional Support Roles
 Cluster Senior Instructional Facilitators
 Network Special Education Achievement Coaches
 Web Resources




NEW Toolkit to Support Students with Disabilities
Flexible Programming Options
One-page Overview for Families
Family Friendly Website
 Professional Development Opportunities







Teachers College Inclusive Classrooms Project (TCICP)
Network facilitated reform training and instructional programming clinics
Citywide PD for Educators
Webinars on the following topics: High Quality IEPs, IEPs, Behavior Supports
20 Parent Information Sessions
Parent Coordinator Training
Turning 5 Training for Psychologists
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IEP Resources
 Developing IEPs linked to the Standards
 Justification/Rationale for Removing Students from General Education
Setting
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More Questions?
 If you have any questions specific to your school, please feel free
to email: SpecialEducationReform@schools.nyc.gov
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