# data[].attributes.headline
Gaps and Barriers: If not what gaps and barriers need to be addressed? How do you recommend this be done?  How can the LI RPC/FACE Center support you in addressing these gaps and barriers?

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Gaps and Barriers: If not what gaps and barriers need to be addressed? How do you recommend this be done?  How can the LI RPC/FACE Center support you in addressing these gaps and barriers?

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Impact: Have your actions had a positive impact on LRE in terms of integration of students with disabilities with general education peers? How do you know?

# data[].attributes.subject
Impact: Have your actions had a positive impact on LRE in terms of integration of students with disabilities with general education peers? How do you know?

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Initiatives: What district/building initiatives, small or large, have begun or been expanded upon? Share out specific steps you have taken on these initiatives.

# data[].attributes.subject
Initiatives: What district/building initiatives, small or large, have begun or been expanded upon? Share out specific steps you have taken on these initiatives.

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Hempstead-Added ICT K class and brought back students for an 8:1+2

# data[].attributes.subject
Hempstead-Added ICT K class and brought back students for an 8:1+2

# data[].attributes.body
MTSS teams at each building in the district

Have a district behavioral specialist

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Looking at RTI supports across the school buildings to create consistency.

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Looking at RTI supports across the school buildings to create consistency.

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WHUFSD: Looking at the IST teams and data this year to create empowered teachers who are able to implement the supports necessary.
Reviewed

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In Middle Country, we have looked to expand LRE on the CPSE to CSE level. We have decreased the number of special classes and increased the number of ICT classes in K

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At William Paca Middle School we have an Intensive Counseling Program for grades 6-8 so they can stay in district.

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At William Paca Middle School we have an Intensive Counseling Program for grades 6-8 so they can stay in district.

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Brentwood has been providing training on supporting SWD in the general education settings. Including training for the general education teachers about how to implement strategies on the IEP in their classrooms.  Additionally we have added a consultant teacher model.  

# data[].attributes.subject
Brentwood has been providing training on supporting SWD in the general education settings. Including training for the general education teachers about how to implement strategies on the IEP in their classrooms.  Additionally we have added a consultant teacher model.  

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We started a 12:1:1 at the elementary level. In past we have expanded our 8:1:1 which has grown over the past 6 years. We expanded our ICT classes at grades 2, 4 and 5. Now have 2 sections in each grade leve.

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WFSD-LRE programs are full.  Teachers are afraid to let students go from ICT because they are making progress with the support.  This makes it difficult to consider LRE when making decisions at Initial Referral CSEs leading to MRE placements or moving students to LRE from MRE

# data[].attributes.subject
WFSD-LRE programs are full.  Teachers are afraid to let students go from ICT because they are making progress with the support.  This makes it difficult to consider LRE when making decisions at Initial Referral CSEs leading to MRE placements or moving students to LRE from MRE

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Integrating into our Special area classes into four teams.  Including an 8-1-2, 12-1-2, and 15-1-1 along with gen. ed.

Grade 3 & 4 self contained 15-1-1 w/dedicated focus on general education class integration - specifically in areas of mathematics, science and social studies. Flexibility of having students attend general education individually, w/para support, and/or special education teacher in co-teaching approach.

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Encouraging more high school special education students to join the expanding Career and Technical Education programs

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Review of literacy programs p-8 to see if needs are being met.

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Review of literacy programs p-8 to see if needs are being met.

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HWPS: Started last year to collect information from each building and had the Tri-State Committee come in to review our programs for general ed and special ed.

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William Floyd Learning Center-provides a special education program in district for our behavioral strand of K-5 students who had been suspended from public schools or would typically be in a BOCES program.  We also have an Intensive Counseling Program at one of our middle schools and an Alternative HS Program for secondary students. 

# data[].attributes.subject
William Floyd Learning Center-provides a special education program in district for our behavioral strand of K-5 students who had been suspended from public schools or would typically be in a BOCES program.  We also have an Intensive Counseling Program at one of our middle schools and an Alternative HS Program for secondary students. 

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Hempstead-Staff buy in is an issue in some buildings

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Don't have enough AIS supports; Teachers are reactive and does not seem to have the understanding of giving time for adjustment(6-8 weeks).

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Don't have enough AIS supports; Teachers are reactive and does not seem to have the understanding of giving time for adjustment(6-8 weeks).

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Change is difficult.  People are open to listening.  However, implementation of differentiation at different levels varies tremendously.

# data[].attributes.subject
Change is difficult.  People are open to listening.  However, implementation of differentiation at different levels varies tremendously.

# data[].attributes.body
- Created more ICT sections
- Bring back OOD students
- Hired BCBAs
- Review and revise MTSS procedures
- Trying to convert UPK classrooms to 4410's with Just Kids
- Co-teaching training for ICT teams

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Improvement of RTI process to include use of iReady, Savvas k-8 to allow better progress monitoring.

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Improvement of RTI process to include use of iReady, Savvas k-8 to allow better progress monitoring.

# data[].attributes.body
Amityville has had increased enrollment and multi-language learners who need specific literacy instruction.

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WFSD-Our Alternative HS Program (WF Academy) has increased graduation rate.  We've had students go to our Learning Center Elementary program for a year or more and then eventually mainstream back into public school programs successfully.

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WFSD-Our Alternative HS Program (WF Academy) has increased graduation rate.  We've had students go to our Learning Center Elementary program for a year or more and then eventually mainstream back into public school programs successfully.

# data[].attributes.body
Amityville: felt iReady showed the progress and needs of the students to allow them to better target skills.

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Copiague: Our use of progress tracking and bolstering AIS programming has resulted in a reduction in students being classified as LD

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Copiague: Our use of progress tracking and bolstering AIS programming has resulted in a reduction in students being classified as LD

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Lawrence HS wants to start involving students in looking at their data.  Time is an issue.

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Lawrence HS wants to start involving students in looking at their data.  Time is an issue.

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Ability to educate all staff on strategies to support students within the gen ed classroom and provide coverages.

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- Cannot hire enough aides to support our students in less restrictive settings

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WFSD-Barrier is the lack of AIS support at elementary for math, which leads to referrals and CSE placements.  We have a lot of students with huge gaps in learning due to moving around, covid, excessive absences, and other reasons. 

# data[].attributes.subject
WFSD-Barrier is the lack of AIS support at elementary for math, which leads to referrals and CSE placements.  We have a lot of students with huge gaps in learning due to moving around, covid, excessive absences, and other reasons. 

# data[].attributes.body
Student feedback has been very positive. We have anecdotally seen an increase in student interaction and parent support.

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Hempstead-We are seeing improvements- our Branching Minds platform

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Lack of AIS supports in middle school and difficulties collecting data to measure growth. 

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Lack of AIS supports in middle school and difficulties collecting data to measure growth. 

# data[].attributes.body
Mindset and staffing (TA's)

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Amityville, HWPS, WHUFSD all reported that there isn't enough support from the general education teachers nor an understanding of how to adjust instruction to meet the needs of our SWDs.

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Great Neck - continue PD for ISTs and plan training for coteaching teams.

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Pat-Med- piloted split ICT class between 2 sections with 6 SWD in each section. SE teacher and TA spend half day in each class. 

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Pat-Med- piloted split ICT class between 2 sections with 6 SWD in each section. SE teacher and TA spend half day in each class. 

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Pat-Med- established consultant teacher and resource room in each elementary building

# data[].attributes.body
Partnered with 4410 providers to provide SCIS classes within the district's UPK program

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Great Neck - considering mixed programs for elementary students in special classes more often so can be more mainstreaming, provide support outside of special classes, building presentations or meetings with ISTs about LRE.

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Training for co-teaching staff. Review of the referral process. Looking at instructional practices and discussing at ISTs. Review of scheduling and looking a TORC data.

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Pyramid model trailing to support UPK teachers with tier 1 and 2 supports, Hired UPK social worker and speech therapist to support behavior supports and provide nonmandated speech supports

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Feedback has been mixed regarding the ICT model.

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Mindset shifts of staff and fear to let the kids go to general education settings

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Pat-Med- supporting training all teachers on using differentiated instruction and small group instruction.