Office of Accountability

Supplemental Educational Services
Service Summary Information

Long Island University, C.W. Post Campus, College of Education

1.

Name of organization:

Long Island University, C.W. Post Campus, College of Education

Primary location:

Department of Special Education and Literacy
720 Northern Boulevard
Brookville, NY 11548-1300

Contact information:
(phone / email / website):

516-299-2245 (tel)
516-299-4167 (fax)
www.liu.edu/csis/cwp/edu.html external link

 

LEAs where service will be provided:

Nassau and Suffolk counties on Long Island; NYC (Bronx, Queens, Brooklyn, Staten Island, Manhattan); Westchester and Putnam counties, as well as districts in all other counties in NYS.

2.

Years provider has delivered service:

Seeking and initial SES contract

3.

Evidence that services have been effective:

The attached Literacy Outcomes for 7 in one semester of tutoring with a C.W. Post Graduate Reading Clinician as the assigned tutor, all the students demonstrated gains of at least one year of reading achievement in reading skills. With respect to writing, a majority of the students showed improvement by receiving satisfactory ratings on post writing compositions using a writing rubric as a scoring guide. Students served byt the Reading Clinics include Special Education students, foster children, homeless children, and students several grades behind their peers in ELA (including reading) skills. These students are generally in grades 2 to 7 and they attend both public and private schools in Suffolk and Nassau counties. Clients in Reading Clinics operated by the DOE and Literacy presents pre-Clinic and post Clinic resutls for 2009-10 that demonstrate that the Reading Clinics improved core literacy skills in Word Recognition, Oral Reading, Silent Reading, and Listening Comprehension and Writing. Students served by the Reading Clinics include Special Education students, foster children, homeless children, and students several grades behind their peers in ELA (including reading) sills. Our SES program is modeled on research based, highly effective SES programs and a history of 30 years of clinical instruction.

4.

Title of the instructional program, curriculum series to be used (if appropriate):

SES instruction in ELA (including reading) and mathematics that will be offered by the Long Island University, C.W. Post Campus, School of Education, will use high quality, research-based curricula that are designed to increase the academic achievement of eligible students on required State assessments in the areas of English language arts (including reading) and mathematics, so students can attain proficiency in meeting NY State learning standards in those areas. Curricula used at a specific school will be chosen to correlate with classroom curricula used at that specific school. SES curricula for ELA (including reading) and mathematics may include, but not limited to, curricula and materials created by publishers.

5.

Grade level(s) the provider will serve:

K-12

6.

Content area(s) provider will serve:

English language arts (including reading) and mathematics.

7.

Number of sessions provided per week, if applicable:

Typically 2 sessions per week.

8.

Average length of each service session (minutes/hours):

Typically 1.5 hours per session for a total of 45 hours of service.

9.

Duration of the available service period (e.g. September 1 – June 30; September 1 – August 31; weekends only; summer school only; specific number of weeks or hours, other, etc;):

September 1 - August 31 for a total of 45 hours of instruction that may take place Monday - Sunday during non-school hours.

10.

Type of instruction:

Focused, small group, differentiated instruction based on the educational plan for each participating student supplemented with one-on-one instruction as needed.

10a

Description of methods and strategies for serving eligible students with disabilities:

As the Department of Special Education and Literacy, we are seeking to become an SES provider, in part, because we want to be able to provide more services to students with disabilities, especially 3 types of students with disabilities - mentally handicapped, emotionally disturbed, and learning disabled, in grades 1 to 6. We also seek to help the parents of such students. Our methods and strategies for serving this population incorporate our Program's approach to serving ALL participants, as well as providing targeted methods and strategies for serving special populations, such as students with disabilities.

Our SES Program is built on a significant foundation of serving special education students. For the past 10 years, Dr. Vacca and other faculty from the Department of Special Education and Literacy have worked with the Westbury School District to help prepare Individual Educational Plans for special education students enrolled in the Westbury District. Dr. Vacca and other faculty of the School of Education also assist this and other LEAs to implement the early intervention NY State Response to Intervention Program (RTL). We will use these relationships and experiences when providing SES instruction to special education students.

Each student with disabilities will be administered a series of diagnostic test to measure educational achievement, physical factors, and intellectual potential. A detailed developmental history interview will complete the appraisal. Based on this data, as well as the diagnosis generated through the pre-program assessment tools administed to all participants, SES program staff will prepare an individual educational plan with goals, objectives, and benchmarks to measure progress during the program and a timetable. This plan will be shared with the participant's teacher and parents in a language or manner understandable to the family. SES instruction in English language arts (including reading) and mathematics will be provided both in small groups and on-on-one as needed to achive the plan's outcomes. SES instruction for special education students will be designed to improve school-related tasks. All parties, including the parents, teacher, school, and LEA, will be provided summary reports. Reports to parents will be in a language or manner understandable to the family. Where necessary, our SES program staff will meet with the LEA administrative staff to ensure high quality instruction for specific students with disabilities.

10b

Description of methods and strategies for serving eligible students with limited English proficiency:

For the past 30 years, the Department of Special Education and Literacy has operated Reading Clinics for students (grades 1-8) who are significantly behind their peers in ELA and reading levels. We serve approximately 100 high-risk students each year in school-based Reading Clinics in Long Island LEAs. We will use these relationships and experience when providing SES instruction to students with limited English proficiency.

As the Department of Special Education and Literacy, we are seeking to become an SES provider, in part, because we want to be able to provide more services to students with limited English proficiency. We also want to help the parents of such students. Our methods and strategies focused on this population will be similar to the ones we will use with eligible students with disabilities. Our SES program instructors will incorporate our components from our general approach to serving ALL participants, as well as provide targeted methods and strategies for serving eligible students with limited English proficiency.

Each student with limited English proficiency will be administered a series of diagnostic test to measure educational achievement, physical factors, physical factors, and intellectual potential. A detailed developmental history interview will complete the appraisal. Based on this data, as well as the diagnosis generated through the pre-program assessment tools administed to all participants, SES program staff will prepare an individual educational plan with goals, objectives, and benchmarks to measure progress during the program and a timetable. This plan will be shared with the participant's teacher and parents in a language or manner understandable to the family. SES instruction in English language arts (including reading) and mathematics will be provided both in small groups and on-on-one as needed to achive the plan's outcomes. SES instruction for students with limited English proficiency will be designed to improve reading, writing, English acquisition, and study skill strategies, as well as improve core skills in English language arts(including reading) and mathematics, as aligned with NYS standards. All parties, including the parents, teacher, school, and LEA, will be provided summary reports. Reports to parents will be in a language or manner understandable to the family.

11.

Qualifications of the service provider(s)/instructor(s):

A Master Teacher who is NYS certified will supervise all direct service providers. Direct service providers will include NYS certified teachers, as well as college tutors, who include undergraduate and graduate students in practicum training at the LIU School of Education.

12.

Reports to parents, teachers, and LEA (Content, frequency, method of delivery):

The LIU School of Education SES program will report participating students' progress on a quaterly basis (after approx. every 11 hours of instruction) to the LEA, the school principal, the classroom teachers, and the students' parents. Parents will receive quarterly progress reports written in English, Spanish, or another language, depending on their preference or first language. Where necessary, to ensure good communication with parents, our SES program will provide an interpreter for verbal, in-person reports to parents. Quarterly reports will provide attendance data; progress toward meeting each student's educational goal and objectives, interim benchmarks, a timetable, and academic achievements to date in the SES program. For participating students with disabilities, our progress reports will coordinate attendance, progress, and achievements to date in formats consistent with the student's individual education program pursuant to the Individuals with Disabilities Education Act (IDEA). By September 30th, our SES program will provide a final report to the LEA in a format prescribed by the State that summarizes the progress of eligible, participating students provided with supplemental educational services.

13.

Will transportation to the service location be provided at no charge if requested? (Note: LEAs are not required to provide or pay for transportation)

No

14.

Additional relevant information:

Our Long Island University School of Education SES program builds upon a 30-year track record of serving parents and their children by helping students gain the core academic skills in ELA (including reading) and mathematics that they need to successfully complete their education and lead productive adult lives as workers, family members, and citizens of the community. Among the specific components of that track record are the operation of the School of Education Reading Clinics and helping LEAs provide educational services for children with disabilities. To this foundation, our SES program will add the effective SES program model.

This is a unique combination of replicating a quantifiably effective SES program model and joining it with an extensive network of relationships among parents. LEAs, and educators in parts of the NYC metropolitan region now under-served by SES providers. We believe this combination will help parents educate their children in ways not currently available to them.

Last Updated: March 21, 2014