Arlington Tiered System of Support and Inclusion School Board Work - - PowerPoint PPT Presentation
Arlington Tiered System of Support and Inclusion School Board Work Session May 25, 2017 Objectives Provide an overview of the Arlington Tiered System of Support Review and provide feedback on the draft of the policy related to the
May 25, 2017
2
Time Topic Facilitator 7:00 Introductions and Welcome Nancy Van Doren 7:05 ATSS Overview and Action Steps Kelly Krug 7:30 ATSS Policy Tara Nattrass Brenda Wilks 8:00 Defining Inclusion 8:20 Inclusion Vision, Core Values, and Policy 8:45 Timeline of Next Steps 9:00 Adjourn Nancy Van Doren
3
4
6
Analyze Data (individual classroom level and collaborative teams) Determine Strengths and Needs Respond Monitor Progress
1. What do we want our students to know/do? 2. How do we know when they have learned it? 3. How do we respond when they haven’t? 4. How do we respond when they have?
Focuses on differentiated, flexible, personalized and inclusive instruction
ATSS IS A PROCESS TO:
strengths and needs
respond to strength and needs
progress ATSS IS NOT:
provided
done to the student
7
January 2017 to Present
December survey (baseline data) Support deployed to schools based on results On‐site coaching about ATSS process provided to collaborative teaching teams FAQ Document created and disseminated Dyslexia training provided for administrators, psychologists and teachers Dyslexia evening event for families and staff 53 staff members participated in the online Dyslexia conference Trainings for research‐based interventions and resources provided (e.g. Leveled Literacy Intervention, Orton Gillingham, Second Step) Articulation of best practices and targeted support for English Learners within ATSS framework 8
Launching August 2017
Video documentary on ATSS Provide professional learning on assessing specific student needs Develop a standard treatment protocol of interventions based on individual student needs Deploy the ATSS Data and Intervention System to monitor student progress Trainings for research‐based interventions and resources scheduled (e.g. Leveled Literacy Intervention, Orton Gillingham, Mind Up, Responsive Classroom, and Step Up to Writing) Provide professional learning on student goal setting Orton Gillingham 45‐ hour practicum cohort will begin for selected teachers
9
10
12
Commonalities Separate Ideas
20‐1.230 Prevention, Intervention, and Remediation 20‐3 Program Differentiation 20‐3.700 Student Acceleration Opportunities
20‐1.400 Grouping
20‐1.400 Grouping 20‐3 Program Differentiation 20‐3.100 Advanced Classes 20‐3.700 Student Acceleration Opportunities
20‐2 Support, Resources, and Extended Time 20‐3 Program Differentiation
13
14
Vision: Arlington Public Schools is a diverse and inclusive school community, committed to academic excellence and integrity. We provide instruction in a caring, safe and healthy learning environment, responsive to each student, in collaboration with families and the community. Core Values Diversity: We value all students, staff and families in our diverse, inclusive school community. Department of Special Education Vision Statement: Individuals with disabilities are valued members of the community, entitled to access opportunities which comprise a meaningful and dignified life. The Office of Special Education (OSE) actively promotes and fosters inclusion of all students in the school and greater community as a part of a respectful culture which recognizes the value of individuality.
16
Program Evaluation: Services for Students with Special Needs Importance of inclusive practices
Structural shifts Coordinator role Co‐teaching cohort Early childhood
Instructional focus Co‐teaching cohort Explicit instructional strategies Liaisons
APS Workgroup of staff and community members on inclusive practices Overall considerations Definitions Co‐teaching cohort
Professional Learning Special Education Policy and Procedures Manual
17
Least Restrictive Environment
2011‐12 2012‐13 2013‐14 2014‐15 2015‐16* 2016‐17*
Students with Disabilities in classroom 80% or more of day
51.6% 53.1% 52.46% 57.76% 59.72% 63.36%
Students with Disabilities in classroom less than 40% of day
16.6% 16.3% 15.36% 10.49% 10.09% 9.22%
Students with Disabilities in separate public or private school
3.7% 3.8% 3.72% 3.01% 3.26% 3.55%
18 * Not officially released by VDOE
Inclusion Valuing individuals while giving equitable access and opportunity to all Education Context Inclusive education is both a vision and a practice…of welcoming, valuing, empowering, and supporting the diverse academic, social/emotional, language, and communication learning of all students in shared environments and experiences for attaining the desired goals of education. Inclusion is a belief that everyone belongs, regardless of need or perceived ability, and that all are valued and contributing members of the school community (Villa and Thousand, 2016). Individuals with Disabilities Education Act (2004), the purpose is to “ensure that all children with disabilities have available...a free appropriate public education that emphasizes special education and related services designed to meet their unique needs” and that they have “access to the general education curriculum in the regular classroom, to the maximum extent possible.”
19
20
21
22
23
May 25, 2017