Regional Special Education Technical Assistance Support Center (RSE-TASC)
Contact Information:Rosibel Gonzalez, Coordinator/Special Education School Improvement Specialist
Phone: (845) 295-4031 or e-mail email@example.com
“To provide targeted technical assistance to school districts determinedby VESID as at risk, needing assistance or in need of intervention to meet the requirements of the
IDEA through focused activities to improve instructional practices primarily in the areas of literacy, behavioral supports and special education for students with disabilities.”
The RSE-TASC is a New York State Education Department/Office of Special Education network of trained educators that provides targeted technical assistance to school districts determined through the State Performance Plan Accountability System as at Risk, in Needing Assistance, or in Need of Intervention. The role of the RSE-TASC is to build the capacity of school districts and educators to support the achievement of students with disabilities. RSE-TASC Services are part of a coordinated system of support in the Mid-Hudson Region for Dutchess, Orange, Sullivan, and Ulster counties that include:
Regional Special Education Training Specialist
Bilingual Special Education Specialist
Special Education School Improvement Specialist (SESIS) in each BOCES
Special Education School Improvement Specialist
The purpose of the Special Education School Improvement Specialist (SESIS) at Sullivan BOCES is to work closely with the identified districts through a regional planning process. The role of the SESIS is to support the achievement of students with disabilities through instructional practices primarily in the areas of literacy, positive behavior supports, and special education services for students with disabilities.
The SESIS can offer the following services:
- Conduct an analysis of data with the district relating to results for students with disabilities.
- Conduct an analysis and review of instructional practices using Quality Indicator Review and Resource Guides.
- Develop upfront agreements with districts/schools.
- Facilitate the development, implementation, and revision of Quality Improvement Process (QIP) to ensure systemic change.
- Provide Staff Development and Resources to improve instructional programs and practices for students with disabilities as identified in the QIP.
- Assure systems of progress monitoring are established, implemented, and analyzed