Bilingual Special Education Specialist
The New York State Department of Education (NYSED), through the Office
of Vocational and Educational Services for Individuals with Disabilities
(VESID) has established 10 Regional Special Education Centers (RSE-TASC)
to act as Special Education Technical Assistance Centers (TAC). Each
RSE-TASC has a Coordinator and regional technical assistance specialists,
which are known as the RSE-TASC, Part 1. (There are 41 additional
contracts for special education school improvement specialists located
throughout the RSE-TASC region, which are known as RSE-TASC, Part
2.) As a regional network, all RSE-TASCs work in partnership with
VESID’s Special Education Quality Assurance (SEQA) offices,
and other VESID and NYSED supported initiatives to provide directed
technical assistance and professional development to improve instructional
practices and outcomes for students with disabilities.
The RSE-TASCs establish regionally-based resources to provide a coordinated
system of high quality technical assistance, training, information
dissemination and professional development to school districts to
improve their instructional programs and practices for students with
disabilities, particularly in the areas of (a) literacy, (b) behavioral
supports and interventions, (c) special education instruction and
(d) transition planning and activities. The primary work of the technical
assistance providers funded through VESID is to bring research-based
instructional and behavioral practices to those school districts determined
by VESID to be “at risk”, “in need of assistance”,
or “in need of intervention” in order to (a) improve results
for students with disabilities and (b) to meet the State’s targets
for improvement as identified in the State Performance Plan (SPP).
Through the Eastern Suffolk BOCES RSE-TASC, a Bilingual Special Education
Specialist will:
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assist in the self-review monitoring of school
districts whose data demonstrates disproportionality by race/ethnicity
in the identification, classification and/or special education placement
of students with disabilities;
-
provide information, training and technical assistance
on the referral, assessment, and provision of instruction to culturally
and linguistically diverse students with suspected and/or identified
disabilities, consistent with NYS guidelines and research-based
effective practices;
-
provide training and technical assistance to groups
of districts that have completed or will be engaging in a self-review
monitoring process required by specific indicators of the SPP relating
to disproportionality; work with groups of districts to prepare
them for the self-review process; and provide technical assistance
to groups of districts with common issues as determined by the self-review
process;
-
participate in the meetings of the Bilingual Special
Education Network;
-
participate in workgroups as established by VESID,
including workgroups to develop, review and revise Quality Indicator
Review and Resource Guides; and
-
provide reports of work accountability in the time
periods and format required by VESID.
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