NYSED
Office of Special Education
April’s MUST KNOWs
Reviewed at CIC
Friday, May 5, 2017
Placements of Students with Disabilities in
Approved Out-of-State Residential Schools
Changes
April 2017 Memorandum
June 2016 Memorandum
Removed
If a school district submits a reapplication for
reimbursement after June 1 of the year preceding
the school year for which funding is sought, the
district is only entitled to receive State
reimbursement of tuition costs (if approved) as of
the date the application was received by NYSED,
rather than the date the student commenced
actual attendance in the CSE-recommended
private school placement.
Placements of Students with Disabilities in
Approved Out-of-State Residential Schools
Note . . .
Regardless of the State’s determination regarding approval of State
reimbursement of tuition costs, the school district is responsible to implement the
CSE’s recommendation for timely placement in an approved private school.
Page 3 of the April, 2017 Memorandum
Page 2 of the Application Instructions
Placements of Students with Disabilities in
Approved Out-of-State Residential Schools
Technology implication . . .
While electronic submissions to the Nondistrict Unit are preferred, NYSED’s email
server cannot guarantee secure transmittal of email messages at this time. Please
consult with your information technology staff, and if your email server allows for
transmitting electronic messages securely via Transport Layer Security (TLS)
protocols, you can submit applications electronically. If you cannot send an email
securely via TLS, in order to protect student confidential information, you must
mail or fax the application. Select one method for submission (email or mail or
fax).
Page 6 of the April, 2017 Memorandum
Placements of Students with Disabilities in
Approved Out-of-State Residential Schools
Questions & Answers
3. If a student earns a diploma from an out-of-State school, does this end his/her eligibility for schooling
with NYS?
Yes, if the diploma is considered a regular high school diploma by the host state’s Department of Education. Earning a high
school equivalency diploma does not terminate a student’s entitlement to a free appropriate public education.
4. If a student is eligible for a diploma from an out-of-State school, who makes the arrangements?
The arrangements would be the responsibility of the approved out-of-State school where the student is enrolled.
5. What are the school district’s responsibilities to ensure a student placed in an out-of-State residential
school takes NYS assessments?
The district of residence is responsible to arrange for a student to take NYS assessments. They may do so through
arrangements in a public school district closer to the out-of-State school, returning to the school district of residence to
take the State assessment, or sending a NYS certified teacher to the out-of-State school to administer the State
assessment. Contact the New York State Education Department’s (NYSED) Office of State Assessment to obtain technical
assistance in making such arrangements.
Page2 of Amendment 1 of the April, 2017 Memorandum
Assistive Technology
for Students with Disabilities
Assistive Technology . . .
Device
Service
Definition
Any item, piece of equipment, or
product system, whether
required commercially off the
shelf, modified or customized,
that is used to increase, maintain
or improve the functional
capabilities of a student with a
disability; does NOT include
medical device that is surgically
implanted
Any service that directly assists a
student with a disability in the
selection, acquisition, or use of as
assistive technology device
Goal is to facilitate success and independence for students with disabilities
while they work toward academic, social, communication, occupational and recreational goals.
Page 1 of the April, 2017 policy brief
Assistive Technology
for Students with Disabilities
Assistive Technology . . .
Device
Service
Examples
(not an exhaustive list)
Low tech: wrist stabilizer,
adapted pencil grips, pictures
attached to objects with Velcro,
crutches, walkers, book holders,
adapted paper
Mid tech: battery operated word
processors, visual timers,
automatic pager turners,
adapted switches, talking
calculators
High tech: mobile devices,
motorized wheelchairs, screen
enlargement applications, eyegaze interfaces, voice-output
(speaking) devices with touch
screens
Can include:
• Evaluation
• Purchasing, leasing
• Coordinating and using other
therapies, interventions or
services
• Training
Page 1-2 of the April, 2017 policy brief
Assistive Technology
for Students with Disabilities
CSE MUST decide . . .
Who:
Whether each student with
a disability requires
assistive technology
devices and services
Where:
Whether the use of school-purchased
assistive technology devices are
required to be used in the student’s
home or other setting
Who:
Who will be responsible for providing
assistive technology services
The Committee should consider the following guiding questions:
• What can the student do now with and without assistive technology devices and services?
• What does the student need to be able to do?
• Can assistive technology devices and services facilitate the student’s success in a less restrictive
environment?
• Does the student need assistive technology devices and services to ensure equitable access to the general
curriculum and/or to participate in nonacademic and extracurricular activities?
• What assistive technology services would help the student participate in the general curriculum and/or
classes?
Page 2-3 of the April, 2017 policy brief
Assistive Technology
for Students with Disabilities
• An assistive technology evaluation may be included in a student’s initial
evaluation for determination of eligibility and/or as part of a student’s
reevaluation
• There are no specific credentials required to conduct assistive technology
evaluations or to provide assistive technology services; may be conducted
by school personnel
Page 3 of the April, 2017 policy brief
Approved Work-Readiness Assessments
to meet the Requirement for the
CDOS Commencement Credential
• This is intended for students seeking Option 2 to meet the requirements for
the NYS CDOS Commencement Credential
National Work Readiness Credential
SkillsUSA Work Force Ready Employability Assessment
National Career Readiness Certificate WorkKeys
Comprehensive Adult Student Assessment Systems Workforce Skills Certification
System
• On or after April 3, 2017 students who seek Option 2 must pass a workreadiness assessment approved by the Department
Transition Planning and Services for
Students with Disabilities
Key elements of successful transition plans and services:
• Results of age-appropriate transition assessments provided to the student
• Engagement of the parent and student as partners so that the parents’ concerns
for the education of their child and the student’s needs, strengths, preferences, and
interests are considered and documented
• Collaboration with participating State and community agencies to provide the
student with appropriate services that will assist the student to meet his/her postschool goals
• Instruction toward the career development and occupational studies (CDOS)
learning standards
• Opportunities for career development activities, including in-school and out-ofschool job training and career and technical education (CTE) coursework to
enhance employment opportunities and outcomes for the student
Page 5 of the April, 2017 policy brief
Technical Assistance Center on Disproportionality
(TAC-D)
Summer Institute
Dismantling and Eradicating Disproportionality: Interventions for All Children
• When: Friday, May 19 7:30am to 5:00pm
• Where: NYU’s Kimmel Center, New York, NY
• What: Will provide educators and practitioners with the opportunities to learn
how to address alternatives to suspensions and academic classifications that are
not conducive to our children’s needs, and ways in which to create the most
equitable school environments for our children
• Audience: School district staff, researchers, and technical assistance providers
• Registration Cost: Free for all TAC-D affiliated school districts
Questions?
If you do, please contact . . .
Tracy Mosher, SESIS Coordinator
[email protected]
W:| 315.963.4354
C:| 315.402.7186