The State of Educational Services Highland Park School District - - PowerPoint PPT Presentation
The State of Educational Services Highland Park School District June 2016 A Look at Our Student Needs by Building IRVING BARTLE MIDDLE SCHOOL HIGH SCHOOL TOTAL CLASSIFIED STUDENTS (in district) 26 52 61 77 216 OUT OF DISTRICT 1 5
IRVING BARTLE MIDDLE SCHOOL HIGH SCHOOL TOTAL CLASSIFIED STUDENTS (in district) 26 52 61 77 216 OUT OF DISTRICT 1 5 11 23 40 504 PLANS 6 3 12 21 I&RS PLANS 47 43 20 9 119 O/T Services 15 13 4 32 P/T Services 4 2 2 1 9 SPEECH Services 24 38 23 10 95 BEHAVIORAL Services 7 2 4 3 16 ELL Services 22 25 14 16 77
IRVING BARTLE MIDDLE SCHOOL HIGH SCHOOL TOTAL SPECIAL ED TEACHERS 5 8 8 9 30 1:1 PARAS 3 3 5 3 14 SHARED PARAS 4 2 3 13 O/T 1 to service district 1 to service district 1 to service district 1 to service district 1 P/T (contracted) 1 to service district 1 to service district 1 to service district 1 to service district 1 contracted SPEECH 1 1 1 to service MS & HS 1 to service MS & HS 3 BEHAVIOR SPECIALIST (currently contracted; on staff behavior specialist to begin in Sept.) 2 to service district 2 to service district 2 to service district; 1 to service specific student 2 to service district 2 contracted for district, 1 contracted for MS CST 1 LDTC (Sept), 1 Social Worker, 1 Psychologist for Irving and Bartle 1 LDTC (Sept), 1 Social Worker, 1 Psychologist for Irving and Bartle 1 LDTC, 2 Social Workers, 1 Psychologist for MS and HS 1 LDTC, 2 Social Workers, 1 Psychologist for MS and HS 2 LDTC’ s 3 Social Workers 2 Psychologists ELL 1 1 1 PT 1 3 FT; 1 PT
*All schools offer both push in and pull out services. This is dependent upon what is decided at the IEP meeting, what specific skills need to be addressed and the student’s individualized needs.
IRVING BARTLE MIDDLE SCHOOL HIGH SCHOOL TOTAL SELF CONTAINED CLASS
PROGRAM)
1 2 2 1 1 7 PRESCHOOL INCLUSION – 4 YEAR OLDS 2 2 RESOURCE REPACEMENT-ELA 2 2 4 5 13 RESOURCE REPLACEMENT - MATH 2 2 4 6 14 RESOURCE REPLACEMENT – SOCIAL STUDIES 4 3 7 RESOURCE REPLACEMENT - SCIENCE 4 3 7 IN-CLASS RESOURCE - ELA 1 4 4 4 13 IN-CLASS RESOURCE - MATH 1 4 3 5 13 IN-CLASS RESOURCE – SOCIAL STUDIES 5 3 8 IN-CLASS RESOURCE - SCIENCE 4 5 9 PARA SUPPORT (SOCIAL STUDIES/SCIENCE/SPANISH) 3 8 11 SUPPLEMENTARY INSTRUCTION – STUDY SKILLS 2 2 4
*Chart indicates number of classes/sections in each area.
– PT Educational Services Supervisor – Behaviorist – LDTC (Elementary Team) – FT ELL teacher (assist with servicing primarily Irving and Bartle to meet mandates for services)
– PT Special Ed Teacher (ICR ELA and Math grade 1) – Paraprofessional (rising pre-school needs)
– FT Special Ed Teacher (CBI/GLOW Program, classroom teacher and SLE Teacher)
– PT position – Carries a Case Load similar to rest of secondary team (approx. 38-40) – Supports Ed Services Director in completion of responsibilities and tasks – Supports students, parents, staff and administration in appropriately servicing students – Coordinates, collaborates and plans to maintain and develop appropriate programming
– Member of the elementary CST (initial case load of approx. 30 students) – Conducts educational evaluations and observations for students identified in need of educational services – Develops appropriate educational plans and monitors student progress – Supports students, parents, teachers and administration with maintaining positive progress
– Knowledgeable about and uses a variety of components of Applied Behavioral Analysis (ABA) such as Discrete Trial Training (DTT), schedules of reinforcement, Natural Environment Teaching, Functional Behavioral Assessments (FBA) and behavioral intervention strategies – Conducts observations and evaluations for students identified in need of behavioral services (will pick up existing cases and additional cases as identified) – Develops behavior intervention plans (BIP) and trains staff on the implementation of such plans – Monitors implementation of BIPs and student progress, making adjustments as needed – Supports staff, students and families with utilizing appropriate strategies and techniques to meet individual student needs through communication, feedback and training that is meaningful and in a manner that everyone can understand – Attends IEP and BIP meetings with parents, teachers, other school personnel and students to provide data and feedback for increased efficacy within the school setting – Facilitates parent training for home-school consistency – Has knowledge of community resources to supplement school-based programming
The child study team is equipped with a variety of evaluative tools related to their individual areas of specialty. School-based professionals cannot offer any medical or psychological diagnoses. Rather, they gather information that directly examines a child’s strengths and weaknesses as they relate to education. Areas of potential diagnostic concerns are explored in further detail using supplemental subtests and additional consultation. Evaluation by an appropriate professional is recommended as necessary.
– The law requires, for students who speak a language other than English as their primary language, that they be evaluated in their native language – Bilingual evaluations require a student to be referred to a bilingual evaluator at the cost of the district
– When a child presents with attention or emotional issues, the team will often have students, teachers and parents complete various rating scales to gain further information. – Commonly used tools include, but are not limited to the Connor’s Scale, the BASC (Behavior Assessment System for Children) and BDI (Beck Depression Inventory) – Issues are also further explored through classroom observations and interviews with parents and teachers
– The following subtests of the Woodcock Johnson IV, Tests of Achievement (WJIV) provide useful information when dyslexia is a potential concern:
– Further testing through a Speech and Language Evaluation is usually recommended
– The following subtests of the Woodcock Johnson IV, Tests of Achievement (WJIV) provide useful information when processing disorders are a potential concern
– Subtests within the Processing Speed Index of the various Wechsler Intelligence Scales provide information regarding speed and accuracy of processing visual information – When oral language processing is an area of concern, further testing through a Speech and Language Evaluation is usually recommended. – Depending on test results and specific areas of concern, additional evaluations by an audiologist or neurologist my be recommended
– Behavioral Support Program
such a program to be opened in the 17-18 school year
– Be vested in our district and this program (on staff vs. contracted out) – Be able to see students across multiple continuums – Be available to assist w developing appropriate programming based on specific data and experiences crucial to the endeavor
– Highly structured framework – Therapeutic component – Positive behavior support programming – Social skills programming – Appropriate modifications and accommodations – Wrap around services to include family and community support
– At least one special education teacher and/or a team of teachers appropriately certified to teach content area courses – At least two paraprofessionals dedicated to the program and preferably certified as Registered Behavior Technicians (RBTs)
– Classroom for program – Budgeted funds for positive behavior system, social skills curriculum materials, classroom supplies, etc. – Therapeutic interventions from on-staff mental health specialists – Behavioral support services from on-staff behavior specialist
– Program for students with developmental delays and other disabilities that require an intensive, data driven, structured program to meet their specific needs – Provides a nurturing, but structured environment, based on the ABA framework, with a multidisciplinary approach allowing speech, OT, PT and behaviorist to be integrated into daily lessons – Allows students to be comfortable to take risks and gain the skills necessary to generalize into general education settings as appropriate – Modeled after similar out of district programs, but allows us to be set apart from them as we have the capability to integrate our students into the general education setting, community, etc. – We currently have one ABA class at the pre-K level for the 16-17 school year – During the 17-18 school year, we will need to expand and open a K-1st grade class to appropriately meet these students needs and avoid OOD placement – May also allow us to bring some OOD students back into our district – Subsequent years will need to examine the need for classes to be opened at the elementary level as students get older, however, this would be based on student needs as some may no longer require such an intensive level
– Development of New Programs and Services cont.
– What is ABA? » Instructional principle founded on the idea that all students can acquire new information, but it takes a very structured environment for them to do so » Demonstrates that immediate positive consequences lead to learning and positive behavior changes » Involves a thorough assessment of individual skills » Includes ongoing data collection and analysis » Includes a fast paced and highly motivational level of instruction
– One special education teacher – At least two paraprofessionals dedicated to the program and preferably certified as Registered Behavior Technicians (RBTs) – Depending on enrollment, may require additional paraprofessionals
– Classroom for program – Budgeted funds for positive behavior system, social skills curriculum, classroom supplies, etc. – Behavioral support services from on-staff behavior specialist
– current status – current progress in the placement – what planning/programs would be necessary in order to consider a return to district
– current status – current progress – what planning/programs would be necessary to retain them in district
partnerships
planning
– Includes Onder Program, technology and support – Upgrade to life skills related facilities in the classroom – Addition of a job coach – Ongoing professional development and resources
– Need to pursue a number of areas that I feel require attention, but I am not able to do the job I feel needs to be done without the additional support – Need to ensure we meet the needs of students, families, staff and administration – Want to develop connections with administration both in and outside of the classroom – Need to complete evaluations and observations and have been unable to do so with the current work load – Historical examination of department reveals many areas in need of attention, but we want to ensure that we are careful, mindful, attentive and successful in these endeavors – My background is as a special education teacher, recommended supervisor’s background is as a child study team member as well as a certified BCBA, which gives a well-rounded field of experience and expertise to
– Will carry a slightly decreased case load, but will also be working additional hours outside of the normal work
case load are being met in addition to the extra duties of being a supervisor.