Book: Creating Inclusive Schools

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

 Creating Inclusive Schools 

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)

National Center for Education Statistics

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

2009 Initiative 23A Final Report from the PBS Study Group

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)


2009 Final Report for Initiative 23A: Special Education Practices Study Group

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)


Professional Development Standards

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

Surveying the Geography of Inclusion among Teacher Preparation Programs in the NYSTFQIS

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 DOH resources on Autism

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

2007-2008: A Report on Three Initiatives

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

Quality Indicators - Special Education Instructional Practices

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


Quality Indicators - Behavioral Supports and Interventions

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

Quality Indicators - Literacy

  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 

Teacher Supply and Demand Progress Report 2008

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)

Memorandum: Implementation of Response to Intervention Programs

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)


Breaking Ranks: Changing an American Institution

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.

Preparing Teachers to Work With Students With Disabilities

Possibilities and Challenges for Special and General Teacher Education

A White Paper of the
American Association of Colleges for Teacher Education (AACTE)

February 2002

Two documents, one with ERIC details, one without.

Supporting Inclusive Classrooms: A Resource

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.

2002 Final Report

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


Golisano Report on Transition

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.

Resources on Ninth Grade & Ensuring a Smooth Transition into High School

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 Guide Links

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.

Part 200 Regulations - Students with Disabilities

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

Professional Development Plan (PDP) Summary

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.

Summary of HOUSSE


        New York State Requirements for HOUSSE: High Objective Uniform State Standards of Evaluation as per Field Memo: NCLB NYS #05-2003 and Addenda
Summary by Peter Kozik
What is the “high objective uniform State standard of evaluation” (HOUSSE)?
     To be “highly qualified,” teachers must have a bachelor’s degree, be certified for the classes they are teaching (except certain charter school teachers) and demonstrate subject matter competency in all core subjects they teach. A teacher’s highly objective qualifications are measured by HOUSSE Rubrics. HOUSSE is one option for teachers beyond their first year of teaching to demonstrate their competency.

State Performance Plan indicators for early childhood transition

Monitoring Priority:  Effective General Supervision Part B / Effective Transition

Chapter 405 Report

2002 Report on Three Initiatives

Executive Summary


Universal design for learning elements of good teaching

Article on the basics of Universal Design for Learning (UDL).

Universal Design for Instruction Fact Sheet

A basic (two page) information guide to Universal Design Learning.

Universal Design Applied to Large Scale Assessments

The purpose of this paper is to explore the development of universal design and to consider its application to large scale assessments. Building on universal design principles presented by the Center for Universal Design, seven elements of universally designed assessments are identified and described in this paper.

Syndicate content