Office of Special Education Newsletter
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Latest Guidance
from the Office of Special Education
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The Special Education in New York State for Preschool and School-Age Students with Disabilities, A Parent’s Guide released in November 2025, is intended to provide parents and persons with parental relationship with:
- a broad overview of the special education process in NYS; and
- a resource to help understand some of the rights and protections provided by federal and State law and regulations to parents and students throughout the process.
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NYSED Office of Special Education
Unit Highlight:
Meet the Professional Development
and Support Services Unit
What We Do:
The Professional Development and Support Services Unit (PDSS) works to ensure that schools, districts, and families benefit from a cohesive, collaborative statewide system of special education supports. By overseeing many of NYSED's grant-funded networks, we ensure the provision of high-quality supports for students across the state.
Our work focuses on:
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providing direction, oversight, and technical assistance to the Office of Special Education (OSE) Educational Partnership, which includes Regional Partnership Centers (RPCs), Family and Community Engagement Centers (FACE), and Technical Assistance Partnerships (TAPs) for Academics, Behavior, Data, Equity and Transition; and the MTSS-I Center, which builds capacity in schools for implementing the Multi-Tiered Systems of Support (MTSS-I) Framework;
- ensuring statewide consistency in the implementation of the New York State Education Department (NYSED) frameworks, tools, and processes within grant-funded networks;
- managing and monitoring statewide contracts to ensure high-quality, equitable service delivery for students with disabilities; and
- elevating best practices and supporting continuous improvement across regions.
Each year, the OSE Educational Partnership and the MTSS-I Center deliver a range of high-quality professional learning and targeted supports to educational organizations, professionals, and families. In the 2024-25 school year, this included:
- Statewide Regional Learnings: 6,033 hours of activities with 29,396 participants
- Targeted Skills Groups: 2,726 hours of activities with 15,183 participants
- Support Plans: 165 intensive plans across the state for high needs districts
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Resources: Over 2,000 entries in the Community Resource Map to connect families and professionals with local agencies and community resources in their area
- MTSS-I Center worked with 75 schools representing 29 districts with the MTSS-I Pilot Framework
In addition, PDSS manages both The Intensive Teacher Institute (ITI) for Teachers of the Blind and Visually Impaired (TVI) which offers tuition assistance to candidates who commit to serving as TVIs in New York State; and the statewide Braille and Large Print accessible materials contract, which provides Braille and large print books and educational materials for blind and visually impaired school age students in New York State. More information on this program can be found here: Accessible Instructional Materials (AIM) and Unified English Braille (UEB).
Learn More:
Families, educational organizations, and other stakeholders can find information about regional trainings, regional contact information, and learn more about the OSE Educational Partnership through the Partnership website. To contact PDSS directly, please call 518-486-7462, or email osepartnership@nysed.gov.
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Commissioner's Advisory Panel News
States are required by the Individuals with Disabilities Education Act (IDEA) to have an advisory panel for special education. The Commissioner’s Advisory Panel for Special Education Services (CAP) serves in this capacity for New York State and is managed by the New York State Education Department's Office of Special Education. Among many of CAP's functions are to 1. advise the Governor, Legislature, and the Education Commissioner of unmet needs within New York State in the education of children with disabilities and 2. comment publicly on any rules or regulations proposed for issuance by the Commissioner regarding the education of children with disabilities.
51 percent of the CAP members must be individuals with disabilities or parents of children with disabilities. Members are appointed to a three-year term by the Commissioner of Education to represent a specific constituency.
For more information on the various eligible constituencies, you can read more here:
CAP Membership Flyer
On October 23 and 24, 2025, the Office of Special Education hosted the latest Commissioner's Advisory Panel. On day one, the panel welcomed several newly appointed CAP Members and conducted an orientation and review of CAP responsibilities and procedures. The CAP Executive Committee led lively and productive discussions centered around meeting the unmet needs of children with disabilities, and Members heard updates from the Office of Special Education Leadership.
During day two of the panel, State Agency Representatives reported on developments within their departments, and CAP Members were updated on the release of several new guidance documents and resources, including the Parent's Guide to Special Education, the Pre-employment Transition Services Memorandum, and the new OSE Newsletter. To close out their time together, CAP members took time for in-person Subcommittee Work with a close look at Special Education State Performance Plan (SPP)/Annual Performance Report (APR) indicators.
CAP members will be attending monthly remote subcommittee work meetings until their next in-person meeting at the State Education Building on March 19 and 20, 2026.
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Youth Advisory Panel News
The Youth Advisory Panel (YAP) consists of 10 to 15 youth who are currently attending high school and are receiving special education services through an individualized education program.
YAP was established to advise the OSE on proposed policies related to the education of students with disabilities. Panel members engage in facilitated discussions with NYSED staff on policy issues relating to the education of students with disabilities, and share their concerns and recommendations for future policy consideration. Their participation serves to advise NYSED from a first-hand perspective on ways to improve the quality of special education services and student outcomes.
Nominations for membership are accepted on an ongoing basis and kept on file for any openings while the student remains eligible. A youth may be nominated by a parent, teacher, employer, or other adult familiar with the individual. Youth who are 18 years of age or older may nominate themselves. Members are appointed for a two-year term, and the YAP meets virtually three times per year via Zoom.
At the October 15, 2025 meeting, YAP Members and OSE Policy Leadership engaged in a discussion about “Artificial Intelligence (AI) and Transition Planning." Students were given an overview of AI and learned how it could be used in education to maximize student learning. The discussion included an in-depth look at transition planning and how AI could be used as a tool to help students explore vocational training opportunities, post-secondary education, and independent living choices.
Members had the opportunity to share personal stories of how AI affects their lives in and out of school, and OSE staff offered guidance on safety precautions to follow when using AI. YAP Members followed up with suggestions on using AI to complete their schoolwork and everyday tasks, and OSE staff led students in a brainstorming session about how they might effectively and safely use AI in their own transitions beyond high school.
YAP members are looking forward to their next meeting on January 28, 2026, when the topic of discussion will be "Building Social Connections for High School Students."
The following resources were shared with YAP Members:
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Classroom Spotlight
Wayland-Cohocton Central School District
Sara Belcher and Cole West- Unified Coaches
Jackson West- Youth Leadership Advisor
Breanna Garrison- Special Olympics Program Leader
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The roar of the crowd fills the gym as fans cheer loudly for both teams. Every basket made, strike bowled, or finish line crossed brings smiles, high-fives, and pure joy. At the Wayland-Cohocton Central School District, the Unified Sports and Special Olympics programs have done more than teach teamwork. They’ve built inclusion, compassion, and lasting friendships.
Unified Basketball was launched in the spring of 2025 with 4 athletes (students with developmental disabilities) and 5 partners (students without developmental disabilities).
| | Together, they worked side by side on and off the court, ending their first season as grand champions at the culminating event at Nazareth College. More importantly, they finished with a deeper appreciation for one another, recognizing that while they may look, speak, or learn differently, they share the same human spirit. | | This fall, Unified Bowling joined the program, bringing together 20 students- 8 athletes and 12 partners, who continue to show what it means to play as one. Special thanks go to Unified Coaches Sara Belcher and Cole West, and Youth Leadership Advisor Jackson West, whose dedication has made this program thrive. | | |
The excitement has also carried into the Special Olympics program, led by Breanna Garrison. Participation has doubled, and the outpouring of support from student partners has been inspiring - helping peers run their races, celebrate their successes, and feel the power of community. Wayland-Cohocton is truly united by Eagle Pride.
If you would like to know more about our journey with Unified Sports and Special Olympics, please contact Dr. Katherine Wolcott (kwolcott@wccsk12.org) or Sara Belcher (sbelcher@wccsk12.org).
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Do you have a classroom or school program you would like us to spotlight in the OSE newsletter?
The Office of Special Education is looking for best practices from districts, BOCES, and Approved Private School Special Education classrooms to spotlight throughout the year.
If you are interested in sharing a success story in any of the following areas, please submit your story via email to the Office of Special Education at SPECED@nysed.gov.
- Building classroom community
- Differentiated instruction
- Diversity, equity, and inclusion in the classroom
- Mindfulness and Positive Behavioral Supports
- Anything the district is inspired to share with the field
You will need to include the following information in your submission:
- Subject: Special Education Classroom Spotlight Submission
- Local Education Agency Name
- Teacher Name
- Photo(s) of the best practice in action
- 1-3 paragraphs describing the best practice and highlighting any results since its implementation.
| | News from the New York State School for the Blind and the New York State School for the Deaf | | |
New York State School for the Blind (NYSSB)
We started off our school year with a “PBIS Kickoff Event” where we highlighted the character traits of Responsibility, Kindness, and Cautiousness. Our guest speaker, NYSSB classroom teacher Mr. Zambito, shared an inspiring message about teamwork and perseverance, setting a meaningful tone for the year ahead. As the school year progresses, we continue to weave character education and PBIS values into all aspects of our school experience.
This fall, we held our annual student council elections and filled the roles of President, Vice President, Secretary, Event Coordinator, Mail Checker, and (new to this year’s council), Accessibility Advocate and two Sensory Committee Representatives. We are excited about the leadership and fresh ideas our student council will bring to the school community!
In September, students had the opportunity to attend “GLOW With Your Hands” at the Genesee County Fairgrounds—a hands-on career exploration event offering opportunities to interact with employers, explore trades, and learn about regional career pathways. During Red Ribbon Week in October, students wrapped the trees in front of the school with red ribbons to show their commitment to drug-free lifestyles.
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In the High school, students are strengthening their Expanded Core Curriculum (ECC) skills by developing compensatory skills such as Braille literacy, tactile graphics, and adapted communication. They are also engaging in orientation and mobility training, including cane skills and the use of navigation tools. The students continue to build social interaction, self-determination, and independent living skills—essential areas that empower them to access information, connect with others, and prepare for life beyond graduation.
In Mrs. Walters’ classroom, academic work is well underway as students read To Kill a Mockingbird, create their own study guides on the origins of life in Science, and take notes in Global 9 and 10 as they prepare for exams on Religion in the Classical World and Politics in Industry.
Meanwhile, in Mrs. Fava’s classroom, students engage in daily ECC and Daily Living Skills activities, including cooking with the air fryer and blender, completing school jobs such as recycling, laundry, and kitchen support, practicing money-math and budgeting, and participating in community outings like “Ringing the Bell” for the Salvation Army.
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Our elementary students have also been working hard across all subject areas.
- In math, they are practicing counting, number comparison, one-to-one correspondence, number line skills, before/after concepts, and addition and subtraction within 5 and 10.
- In ELA, students are exploring The Lemonade War and The Lemonade Crime by Jacqueline Davies, focusing on story elements, conflict and perspective, narrative writing, character comparison, fact versus opinion, and using evidence to support claims.
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- Science lessons are centered on weather and climate, including meteorology, weather prediction tools, the water cycle, the seasons, and hazardous weather conditions.
- In Social Studies, students are learning about the First American Settlers, studying Beringia (the Land Bridge), Ice Age life, hunter-gatherer cultures, and the Inuit, Ancestral Pueblo, Mound Builders, Apache, and Comanche peoples.
Throughout these units, students also practiced essential thinking skills such as identifying same and different, expressing likes and dislikes, distinguishing facts from opinions, understanding fairness, and resolving conflicts.
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The dorms have been alive with excitement this season!
Students participating in Challenger Swimming at the YMCA love the weekly sessions, especially meeting new friends and splashing their way through each lesson. We launched a brand-new Music Club, where students have been rocking out, singing, and building confidence through musical expression.
We welcomed the VFW during our annual Mitten Party, where students enjoyed Halloween music, treats, dancing, and selecting new winter gear. Thanksgiving brought us together over a delicious dinner, and in preparation for the winter holidays, we have spent the past few weeks baking cookies, creating crafts, and playing a variety of fun games.
And as we move into the holiday season, everyone is looking forward to dorm dinners, holiday shopping, and our annual visit from Coach Tom and his carolers. It’s been a joyful start to the year, and more fun is on the way!
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The school year at the New York State School for the Deaf is in full swing!
New to NYSSD this year are morning announcements created and edited by three high school sophomore media arts class students who start each day by making a list of daily and weekly events. The list includes the date and time, weather, after school and dorm activities, the lunch menu, and other special events like classroom activities, field trips and sports games. The students then film and edit their videos, which are displayed on TVs around the school for everyone to see. The students’ work shows pride and care and has helped build an appreciation for media arts.
| | | | In addition, students have worked hard during the first quarter and have made progress in academics, the arts, SEL, and sports. There have been two assemblies celebrating student achievements, including our most recent PBIS assembly, which was a collaboration with the school’s Family Advocacy Committee (FAC). This event was a school-wide activity that allowed students and families to participate together as students reviewed school expectations and received awards for their improvement and consistent growth across all areas. | | | |
Recently, students in grades K-7 took part in a holiday ASL performance. The event was held across the entire school, with older high school students helping with lighting, moving equipment, distributing programs, and playing music. To celebrate the season, students handmade various Christmas ornaments to give to families and staff at the end of the event. The performance was a fun experience for everyone.
Finally, we are adding a new science greenhouse. The greenhouse features a variety of plants and a compost bin where students can learn about the benefits of composting and simple composting methods. A school-wide vote led to naming the greenhouse “The Visual Garden,” and a quote by Robert Louis Stevenson, "Don't judge each day by the harvest you reap, but by the seeds you plant.”
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October Interest Survey Result
The results of our October Interest Survey are in! OSE Newsletter readers were most interested in hearing more about topics related to "Teacher Training and Staffing." Let’s look back to the May 2025 Commissioner's Advisory Panel meeting when Commissioner Betty Rosa responded to CAP’s question on this topic, "What actions and initiatives is NYSED taking to address shortages, specifically special education teacher shortages, teacher certification and related service provider certification pathways, and the continuum of placement availability?"
(You can read more of this conversation in the May 2025 Commissioner's Advisory Panel Meeting Minutes.)
Commissioner Rosa commented on initiatives such as TEACH New York, Grow Your Own, and Personnel Shortage Projects that address personnel shortage areas. The conversation also covered topics related to the training that college students receive in State-approved teacher preparation programs leading to certification, the availability of high-quality special education programs, the Continuum of Special Education Services, and Bilingual and English as a New Language (ENL) Services for English Language Learners (ELLs) who are Students with Disabilities. Many of these programs are described below:
The Intensive Teacher Institute for Teachers of the Blind and Visually Impaired (ITI-TVI) was established to provide tuition assistance to students and teachers interested in becoming teachers of the visually impaired (TVIs). Individuals who enroll in the ITI-TVI must serve as TVIs in New York State for a minimum of two years following completion of the program.
The Clinically Rich Intensive Teacher Institute (CR-ITI) program’s main initiative is to provide English Language Learners (ELLs) and Multilingual Learners (MLs) with highly qualified and certified teachers in the areas of Bilingual Education (BE) and English as a New Language (ENL) through grant opportunities at participating Institutes of Higher Education (IHEs).
The Bilingual Education and Special Education Educator Shortage Project (BSE Project) was developed to address the shortage of bilingual special education (BSE) professionals in New York State, with a specific focus on addressing the identified shortage of the following educators and pupil personnel service (PPS) professionals available to work for the New York City Department of Education:
- Special education teachers who hold a Bilingual Education extension and a teaching certificate in one of the following areas: early childhood education, childhood education, English to speakers of other languages, or a core subject area (English, mathematics, science, or social studies);
- Special education teachers with a Bilingual Education extension;
- Speech and language disabilities (SLD) teachers with a Bilingual Education extension; and
- PPS professionals (school psychologists, school counselors, and school social workers) with a Bilingual Education extension.
My Brother's Keeper Teacher Opportunity Corps II (TOC II) aims to increase the rate of historically underrepresented and economically disadvantaged individuals in teaching careers. TOC II programs incorporate strategies for teacher retention and best practice, such as mentors for new teachers and differentiated instructional techniques. In 2016, NYSED awarded $3 million in grants to 16 colleges and universities to help them bolster the retention of highly qualified individuals who value equity and reflect the diversity inside and outside of our classrooms, particularly in high-need schools with recurrent teacher shortages.
NYSED and TEACH have partnered to launch TeachNY.org, a digitally powered recruitment platform developed in collaboration with a wide coalition of New York schools, districts, institutions of higher education, and education organizations. The mission of TEACH New York is to identify and cultivate the next generation of teachers to address teacher shortages across the state. TeachNY.org is a centralized hub for prospective teachers to explore the profession, access free resources, obtain helpful information, and receive support in applying to educator preparation programs.
Grow Your Own (GYO) is a NYSED led initiative aimed at growing the local teacher workforce by recruiting community members like paraprofessionals, high schoolers, and career changers into the profession, identifying funding opportunities available to attract and support candidates, and creating strong partnerships between local education agencies, community organizations and institutions of higher learning to address teacher shortages, especially in hard-to-staff schools. Key elements include early recruitment pipelines (like teaching clubs in high schools), tuition aid, mentorship, and pathways to certification.
This approach not only fosters the development of a diverse and skilled teaching workforce but also ensures the sustainable growth and enhancement of the entire educational ecosystem.
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Interest Survey
We’d love your input!
Which areas of Special Education would you like to learn more about or see featured in future newsletters?
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| Let us know by selecting the option that interests you the most. | | | |
Not Subscribed to the OSE Newsletter yet? | | | | |
OSE Leadership
Ceylane Meyers-Ruff, Special Education and ACCES Deputy Commissioner
Christopher Suriano, Office of Special Education Associate Commissioner
Caralee Kardash, Director of Special Education Services
Eileen Borden, Chief of Special Education Services
Kathy Cummings, Chief of Special Education Services
Marie Proudman, Chief of Special Education Services
Suzanne Bolling, Assistant Counsel
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