The Work of the New York Higher Education Support Center for SystemsChange

This book represents the final publication of the NY Higher Education Support Center for SystemsChange and is a chronical of the work performed by the HESC, and by the Task Force on Quality Inclusive Schooling.

 Download this book (PDF)

The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education.

This Final report submitted by Amanda Fenlon details the efforts of the Study Group on Positive Behavior Supports to meet their goals of

• Explore How to Implement/Utilize PBS QIs in Teacher Preparation Programs
• Collect and analyze data and implementation of QI activities
• Collaborate with SETRC in using QIs

(See attached pdf)

Submitted by Howard Weiner, group facilitator, 8/30/09

The focus of the current study group’s work derived from issues raised last year by the first Special Education Practices study group. Two SETRC documents, Quality Indicators Review and Resource Guide for the Delivery of Special Education Services, and a survey
of IHE use of quality indicators in teacher preparation programs, provided the original group’s information base for discussion and findings.

(continued in the attached pdf)

The State Education Department has now released the New
York State Professional Development Standards. These documents are available at the link below.

These presentations were given by Peter Kozik of the NY Higher Education Support Center and used data from a survey conducted by Hayley Cavino from the Office of Professional Research and Development at Syracuse University.

NYS guidelines, screenings, and practice recommendations for early intervention for students with Autism or Pervasive Developmental Disorder.

This document is a summary prepared by Peter Kozik in November 2008.  The summary covers the following initiatives:

• Initiative # 5-8-3 Regional Task Force Structure and Leadership,
  Partnerships, and Summer Symposia 2007-2008
• Initiative #23 Study Groups for Literacy, Positive Behavioral Supports, and
• Effective Special Education Practice in Schools 2007-2008 Initiative #24: Investigating Effective Practices Pilot

1. Instructional Environment and Practice
2. Committee on Special Education (CSE) Process in development
3. Individualized Education Program (IEP) Development in development

1. School-Wide Positive Behavioral Systems (PBS)
2. Classroom Management
3. Targeted Small Group Behavioral Interventions
4. Intensive Individualized Behavioral Interventions

1. Early Literacy Instructional Practice
2. Adolescent Literacy (Middle Level)
3. Adolescent Literacy (High School)
4. Specially Designed and Intensive Reading for Students with Disabilities
5. Systemic Support 

THis document and the accompanying presentation was put together by The Office Office of Higher Education

Teacher Supply and Demain in New York State Third Annual Report Summary (HTML)

Ful Report  (PDF)

The purpose of this memorandum is to encourage all school districts in New York State (NYS) to take timely actions to implement response to intervention (RtI) programs in its schools. RtI is a multi-tiered, problem-solving approach that identifies general education students struggling in academic and behavioral areas early and provides them with systematically applied strategies and targeted instruction at varying levels of intervention.

See the link below for the full document (PDF)

A Report of the National Association of Secondary School Principals in Partnership with the Carnegie Foundation for the Advancement of Teaching on the High School of the 21st Century.

Possibilities and Challenges for Special and General Teacher Education

A White Paper of the
American Association of Colleges for Teacher Education (AACTE)
FOCUS COUNCIL ON SPECIAL EDUCATION

February 2002

Two documents, one with ERIC details, one without.

Edited by David J. Conner 

Produced through the efforts of The New York City Task Force on Quality Inclusive Schooling

This book is available as a downloadable pdf document.

prepared for the New York State Education Department
October 2002

This report is available in a series of attached pdf documents in the order listed below.

1) Executive Summary
2) Table of Contents
3) SIG Annual Report
4) District/School Goals Table
5) Table Definitions
6) Activities Table
7) IHE/District Activities Table
8) Region Table
9) Initiative Tables
- Initiative 1
- Initiative 2
- Initiative 3

The report describes the struggles of families as they try to plan for their loved ones’ futures and as they face complicated systems and a lack of information about their options. Recommendations in the report include local solutions such as increased communication between schools and service providers, as well as changes needed at the state level.

Subject: REFERENCE POINTS: New Resources on Ninth Grade & Ensuring a Smooth Transition into High School

REFERENCE POINTS is an activity of TATRA, a project of PACER Center

National High School Center Releases Resources on Ninth Grade and Ensuring a
Smooth Transition into High School

The National High School Center has released a new set of resources focusing on
how to support and guide a smooth transition into high school. "Ninth grade is a
critical make-it-or-break-it year for many students and we wanted to highlight

Dialogue Guides are models for conducting interactive discussions across stakeholders in States and districts. These packages make new use of dependable and publicly available information, thus reducing the need to produce new papers. Each Guide circulates a common set of source materials and suggested procedures for involving various audiences in States and districts. In this manner, stakeholders (families, practitioners, professional associations, professors, policymakers, legislators) all over the country can begin interacting in new ways around implementation issues.

Includes both part 200 (Students with Disabilities) and part 201 (Procedural Safeguards for Students with Disabilities Subject to Discipline)

Requirements for the Professional Development Plan

General School Requirements Section 100.2 (dd)

Summarized by Peter L. Kozik from Information at Part 100.2, NYSED.

The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students.