Oak Park and River Forest High School District 200 201 North - - PDF document

Oak Park and River Forest High School District 200

201 North Scoville Avenue  Oak Park, IL 60302-2296 TEL: (708) 383-0700 WEB: www.oprfhs.org TTY/TDD: (708) 524-5500 FAX: (708) 434-3910

TO: Board of Education FROM: Gwendolyne Walker – Qualls Ph.D. DATE: March 21, 2019 RE: Special Education Presentation BACKGROUND: This report was presented to the Committee of the Whole on Tuesday, March 12, 2019. Federal legislation mandates that students with disabilities (ages 3 – 21) are provided with (FAPE) a free and appropriate public education. Oak Park and River Forest High School ensures that students with disabilities are offered a continuum of services and instructional approaches, so that an appropriate level of support can be provided to each student to meet their individual and unique learning needs. https://www.isbe.net/Pages/Special-Education-Programs.aspx Oak Park and River Forest High School Special Education Department Strategic Plan VALUES We value:  Honest Dialogue and moral action about race.  Authenticity  Ethical Behavior  Strategic Action  Accountability  Follow-through We value:  Service  Diversity  Cultural Competence  Sustainability  Education and Learning We value:  Equity  Commitment  Collaboration  Reasonable and Ethical Risk-taking

Oak Park and River Forest High School District 200

201 North Scoville Avenue  Oak Park, IL 60302-2296 TEL: (708) 383-0700 WEB: www.oprfhs.org TTY/TDD: (708) 524-5500 FAX: (708) 434-3910

Vision The Special Education Department of Oak Park and River Forest High School endeavors to support the academic, social emotional, and transitional needs of all students while cultivating equity and excellence based teaching and learning. Mission Our goal is to educate, lead, support, and encourage all students to reach their full social and emotional potential through a rigorous academic and social emotional curriculum that prepares them for a productive future. GOALS to be accomplished by Special Education Teacher Collaborative Teams as outlined in the Special Education Audit conducted during the 2014 – 2015 school year.

• 1. Enhance and expand the program design and components for students with emotional/behavioral

needs, ensuring that the continuum of services reflects a comprehensive, non-biased, and effective approach to meeting student needs.

• 2. Advance a more comprehensive transition process that includes intensified efforts in customized

employment, opportunities, assessment measures of work performance, and stronger alignment and self-advocacy for students that reflects expanded efforts and evaluation of process, which promises greater success in achieving post-secondary outcomes.

• 3. Improvement needed in utilizing consistent data systems to develop student IEP’s and measure student

progress. SUMMARY OF FINDINGS: This report is for informational purposes only. Strategic Plan: Board Goal: District Policy:

Goal 1 Holistic Community Education Goal 2 Racial Equity Goal 3 Social Emotional Learning Goal 4 Transformational Teaching and Learning Goal 5 Transformational Leadership Goal 6 Facilities and Finance

WELCOME

OPRFHS SPECIAL EDUCATION DEPARTMENT

Board of Education Committee of the Whole Presentaton March 12, 2019

SPECIAL EDUCATION

IN REVIEW

Special Education Department

VALUES

Honest dialogue and moral action about race Follow-through Education and Learning Authenticity Service Equity Ethical Behavior Diversity Commitment Strategic Action Cultural Competence Collaboration Accountability Sustainability Reasonable and ethical risk-taking

The Special Education Department of Oak Park and River Forest High School endeavors to enhance and support the academic, social, emotional, and transitional needs of all students while cultivating equitable and excellence based teaching and learning.

Special Education Department

VISION

Our goal is to educate, lead, support, and encourage all students to reach their full social and emotional potential through a rigorous academic and social emotional curriculum that prepares them for a productive future.

Special Education Department

MISSION

➤ Special Education is specialized instruction provided for children from birth to age 21 who qualify according to the laws and regulations outlined by the state and federal government. ➤ Students may qualify for special education services as an individual with special needs in one or twelve areas identified by the Individuals with Disabilities Education Act (IDEA 2004).

What is SPECIAL EDUCATION?

Deafness Deaf-Blindness Visually Impairment Speech-Language impairment Specific Learning Disability Multiple Disabilities Orthopedically Impairment Other Health Impaired Cognitive Disability Emotional Disturbance Autism Traumatic Brain Injury

OUR COMMITMENT TO OUR

STUDENTS

➤ Students with disabilities are eligible to receive specialized instruction and related services, The Individual Education Program (IEP) Team, which includes the student and parent/guardian, uses data to help determine the level and types

• f supports and services a student might need.

➤ The (IEP) team considers the strengths, opportunities for growth, and post-secondary goals when determining the appropriate service needs of each student. ➤ Remember that Special Education is a service not a placement.

To RECEIVE SERVICES

➤ Provide structure/support for adolescents who have learning

• r emotional challenges which interfere with their academic

progress. ➤ Provide support for successful integration into the general education academic environment. ➤ Focus on improving life skills and study/organizational skills. ➤ Encourage use of strengths to overcome challenges.

IN THE CLASSROOM we….

➤ General Education with No Accommodations or Services. ➤ Academic Accommodations within the general education classroom setting. ➤ Structured assistance within the regular education classrooms through co-taught programming. ➤ Structured assistance outside the regular class through consultation services. ➤ Direct instruction in self-contained specialized course offerings. ➤ Out of District specialized course offerings. ➤ Residential Placements. A variety of options are considered as IEP teams review reasonable accommodations

• r modifications, and or assistive technology along the continuum of the least

restrictive environment.

INSTRUCTION AND PROGRAMMING

➤ General Education ➤ Co-Taught Classes ➤ (1 General Education and 1 Special Education Teacher) ➤ Instructional Classes (1 Special Education Teacher) ➤ Academic Strategies Classes (1 Special Education Teacher)

CLASSROOM ENVIRONMENT

at OPRFHS

OPRFHS Hemingway Room

CONTINUUM OF

SERVICES

➤ Primarily serves students with Specific Learning Disabilities and Other Health Impairments. ➤ Classes are selected based on students’ present levels in their academics from assessment/evaluation data, teacher recommendations, and the IEP. ➤ Co-taught and Instructional classes exist across all content areas ➤ Academic Strategies classes focus on executive functioning support and career guidance. ➤ Individualized accommodations provide support to access content based

• n the students’ needs.

LEARNING DEVELOPMENT PROGRAM

➤ Success Through Alternative Resources (STAR) Program- This program is designed to support students that struggle with school refusal. ➤ Social Emotional Development Program (SED)- A program designed to promote social emotional functioning in the school setting. ➤ Re-inventing Students’ Education (RISE) Program- The program is designed to provide support and structure for adolescents who have social or emotional challenges, which interfere with their academic progress.

EMOTIONAL DEVELOPMENT PROGRAM

➤ Most restrictive placement for students on the continuum. ➤ For some students, a private day or residential school is the least restrictive environment. If the IEP team makes the determination that the student’s needs would be best met at a school outside of OPRF, an appropriate placement for the student will be found. ➤ All schools used are approved by the Illinois State Board of Education. ➤ All disability categories can be served in a day school or residential school placement.

OFF-CAMPUS PROGRAMMING

Transition Education with Access to Mainstream

➤ High school aged students with intellectual and developmental disabilities in a self-contained special education setting with access to the general education program based on individual student needs. ➤ TEAM students may have multiple, severe, moderate, or mild intellectual

• r developmental disabilities, such as Down Syndrome, Autism, and

Cerebral Palsy, that require intensive academic and functional supports. ➤ TEAM classes focus on functional academics, life skills, pre-vocational skills, and daily living activities.

TEAM PROGRAM

Community Integrated Transition Education

• CITE is a transition program offered through the Special Education Department at Oak

Park and River Forest High School.

• CITE is a Community Based Transition Option (CBTO) that provides Community Based

Instruction (CBI) for special education students from age 18 to 21.

• Currently CITE is housed at the RFCC and OPRF.

CITE PROGRAM

&

➤ Physical Therapy ➤ Occupational Therapy ➤ Speech Therapy ➤ Social Work Counseling ➤ Behavior Therapy ➤ Psychological Services ➤ Paraprofessional Support ➤ Transition Services ➤ Assistive Technology ➤ Health Care Services ➤ Transportation ➤ Vision and Hearing Itinerant Services

Related Services Available

Criteria for DRS Services

➤ An individual with a documented physical, cognitive, and/or mental impairment that makes it difficult to obtain and maintain a job

Support while in High School (STEP Services for students with open DRS files)

➤ Vocational guidance and career counseling/exploration ➤ Vocational assessments ➤ Interviewing skills ➤ Resume development ➤ Job development and placement ➤ Information and referrals to other resources ➤ Consultation with student’s IEP team or 504 case manager in the transition planning process ➤ Technical assistance to employers

Department of Rehabilitation Services

(DRS)

Support after high school (for students who have files opened as high school students):

➤ Same as supports in high school ➤ Post-secondary training assistance determined on an individual basis as there is set criteria

Students in any special education program or with a 504 plan can apply for services. For students who do not have files open while in high school, a referral can be made during their last semester of high school to the local office which is in Westchester for post-secondary services. Questions? Contact: Dominique Dial, DRS Transition Specialist: ddial@oprfhs.org Lee Williams, Employment Specialist, lwilliams@oprfhs.org

DRS (continued)

FACULTY/STAFF & STUDENT DATA

36 - Special Education Teachers 1 - Records Manager 4 - Program Chairs 3 - Program Secretaries 3 - School Psychologists 48 - Paraprofessionals 4 - School Social Workers PART-TIME CONTRACTUAL STAFF 2 - Speech Pathologists 1 - Clinical Psychologist 1 - Behavior Interventionist 1 - School Social Worker 1 - Assistive Technology Specialist 1 - Occupational Therapist 1 - DRS Transition Specialist 1 - Physical Therapist 1 - DRS Employment Specialist 1 - Music Therapist 2 - Administrative Assistants (1 for testing accommodations)

SPECIAL EDUCATION FACULTY

2018-19 SCHOOL YEAR

Number of groups - 37 Number of students seen in group - 277 Number of Individuals seen - 116 TYPES OF GROUPS RUN ✦STAR ✦SED ⸰Anxiety ✦RISE ⸰Depression ✦CITE ⸰Social Skills ✦TEAM ⸰Healthy Choices ✦Cross-Categorical ⸰Anger Management

SOCIAL WORKER/PSYCHOLOGIST DATA

SPECIAL EDUCATION DATA

YEAR ON-CAMPUS STUDENT COUNT OFF-CAMPUS STUDENT COUNT (RESIDENTIAL) TOTAL OFF-CAMPUS YEARLY BUDGET ON-CAMPUS SPECIAL EDUCATION STAFF

2014-2015 576 72 (14 residential) (not available) 101 2015-2016 584 69 (12 residential) 4.018 million 104 2016-2017 598 68 (12 residential) 4.509 million 113 2017-2018 606 73 (12 residential) 4.862 million 117 2018-2019 634 69 (13 residential) (not available) 115

Students with IEPs

Students with IEPs

% Students by Classroom Environment - 2018

% Students by Classroom Environment - 2018

Ethnicity >=80 40 - 79 <40 Asian 64% 17% 5% Black 50% 21% 13% Hispanic 56% 19% 13% Two or more races 52% 31% 6% White 62% 18% 8%

SPECIAL EDUCATION SCREENINGS FOR INITIAL EVALUATIONS

Year Total Eligible 2014-15 42 27 2015-16 44 30 2016-17 51 44 2017-18 53 44 2018-19 (as of March 8) 47 39

NWPA DISTRICTS SPECIAL EDUCATION DATA FOR 2018

SCHOOL ENROLLMENT* IEP (%)* OFF-CAMPUS STUDENT COUNT (RESIDENTIAL) OFF-CAMPUS (%)

Mundelein (District 120) 2120 15 26 (2 residential) 1.2 Lake Forest (District 115) 1611 13 16 (1 residential) 1.0 Highland Park (District 113) 1955 14 54 (6 residential) 2.8 Maine (District 207)^ 6370 13 87 (3 residential) 1.4 New Trier (District 203)^ 3968 16 33 (19 residential) 0.8 Niles (District 128) 4594 12 51 (4 residential) 1.1 Stevenson (District 125) 4230 10 40 (5 residential) 0.9 OPRF (District 200) 3415 17 69 (13 residential) 2.0 * - BASED UPON ISBE REPORT CARD DATA ^ - THERAPEUTIC DAY SCHOOL ON CAMPUS

EXPENDITURE OFFSETS- REIMBURSEMENTS

Year State Federal 2015-16 2,585,858 2,002,307 2016-17 1,961,111 2,274,001 2017-18 2,260, 870 2,248.638 2018-19 N/A N/A

% of Operating Budget Spent on Special Education

OPRF spends approximately 1% more of its budget on special education than the peer group average

Amount Spent per Special Education Student

OPRF spends right at the peer group average per special education student

SPECIAL EDUCATION CONSIDERATIONS:

MOVING FORWARD

Train paraprofessionals in general education and special education classrooms on data collection and modifying curriculum Identify more comprehensive, multi-tiered supports at the building and district level Review of all out of district placed students for consideration of in-district programs; creative ½ - day programming Review/revise current process and guideline for providing related service levels among general and regular education support staff

MOVING FORWARD

There are distinct silos between general and special education that contribute to the thinking of special education as a “place” where students go rather than an effective system of supports that help students succeed Explore a recommitment to differentiation of instruction to ensure all special education students participate in the least restrictive environment while receiving instruction at their success level. Train paraprofessionals, general education teachers, security, and administrators on the inclusive mindset

MOVING FORWARD (continued)

➤

• Dr. Gwen Walker-Qualls, Senior Director of Pupil Personnel Services,

708.434.3106, gwalker-qualls@oprfhs.org ➤

• Dr. Kennedi Dixon, Special Education Divisional Director, 708.434.3105,

kdixon@oprfhs.org ➤ Lauren Achurra, Program Chair, 708.434.3295, lachurra@oprfhs.org ➤ Fawn Joyce, Program Chair, 708.434.3107, fjoyce@oprfhs.org ➤ Andrea Neuman, Program Chair, 708.434.3823, aneuman@oprfhs.org ➤

• Dr. Mary Young, Program Chair, 708.434.3632, myoung@oprfhs.org

➤ Marilyn Thivel, Administrative Assistant, 708.434.3706 mthivel@oprfhs.org

OPRFHS Special Education Contact Information

THANK YOU.

QUESTIONS ?