This month’s Bright Spot comes from a team of teaching assistants (TAs) and administrators in the Rockland BOCES special education programs who worked with Francesca Fernandez and Nicole Scariano, RSE-TASC school improvement specialists, to design and deliver a training for TAs to promote understanding of IEPs, roles and special education regulations.

What were students able to achieve?

The team shared a number of powerful student impacts that resulted after teaching assistants and aides were trained:

* Students developed a stronger voice in educational planning and learning and became more independent in expressing their needs.

* Students showed more confidence in daily routines and activities.

* Teachers in the BOCES career and technical program that serves the same students reported improved student performance and independence in classes.

What practices or systems made this possible?

The team reported that they saw an increase in these practices by aides and assistants who were trained:

Þ Class teams developed more measurable goals for students based on their IEPs, and collected and analyzed data regarding progress towards those goals.

Þ Aides and assistants had a better understanding of students’ IEPs “bringing awareness to each student’s capabilities” and, as a result, were better able to help build student independence.

Þ As a result of reading and understanding the New York State Blueprint for Improved Results for Students with Disabilities, teaching aides and assistants became more aware of and committed to the importance of Principle 1: Students engage in self-advocacy and are involved in determining their own educational goals and plan.