© 2012 providence public school district 1 office of special education improving special education...

© 2012 Providence Public School District

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Office of Special Education

Improving Special Education Services in the Providence School District

Report of the Implementation Plan in response to

Council of Great City Schools Audit

Presented by: Lisa Vargas-Sinapi & Susan Hartson

http://www.providenceschools.org/


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Agenda

• Review of Progress in Implementing CGCS Recommendations

• Review Specialized Programming/Social/Emotional Support

• Review Improvement of Transition Services

• Review Progress regarding Parent Engagement & Local Advisory Committee

• Review of Our Successes, Needs and Strategic Plan

Office of Special Education2



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CGCS Audit – Areas of Need CGCS – Audit (2011)• Least Restrictive Environment• Over-identification: 16% when National 12% - Comprehensive

Assessments• Settings Reports• Birch Academy Re-Design• Staffing Patterns/Management – Reorganization of Special Education

Department Staffing of Therapists, Teachers Assistants, Teachers • Expanding and Improving Transition Programming• Parent & Family Engagement• Specialized Social Emotional Supports / Services• Professional Development & Training• Technology – Skyward Implementation




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Transition Services

Areas to be Addressed• Access to Community-based Training • Birch Vocational Center Limitations • Transition Academy Limitations • Limited Use of Electronic Transition System • Inconsistent Data

Recommendations• Develop a district-wide, comprehensive, and coordinated vision

for transition services; plan to implement this vision • Ensure the Birch Vocational Center operates consistently with

research-based practices. • Expand community-based supportive work and employment • Research the need and possibilities for expanding the Transition

Academy • Ensure Electronic Transition System Is Fully Implemented.


Implementation

• Expansion of Providence Transition Academy

• ProjectSEARCH site created at Miriam Hospital

• Increased work experiences in the community



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What is Transition?

• Transition is an IDEA requirement• By age 14, the focus of special education is to

prepare students for a successful transition into life after graduation, which includes:

• Student Engagement• Agency Involvement• Transition Assessment• Measurable Post-School

Goals

• Present Level of Performance

• Transition Services• Program of Study• Annual Goals and

Objectives



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Transition Achievements!

• Transition Advisory Counsel– New Web site dedicated to Transition support– New language-free Vocational Assessment for non-English

speakers or non-readers – Real World Transition Fair

• More than 60 students from 7 high schools and the PTA• Events addressing: Budgeting, interview skills, job retention, and

college preparedness

http://www.providenceschools.org/pages/ProvidenceSchools/StudentsandParents/Transition_Support



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• Opportunities for Students with Highest Needs– Grade by grade plan for increased opportunities– Increased work experiences in community – Career Development Plans (CDP) to focus and

communicate strengths, needs, and plan with families for student success as transition to adulthood

http://www.providenceschools.org/files/_5XGFH_/496ca6b940ab24d73745a49013852ec4/Final_IDD_Transition_by_Grade_Check_List.pdf



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• Project SEARCH– First and only Project SEARCH site in Rhode Island– 8 students report everyday to Miriam Hospital– Supported by PPSD staff, students are infused in real-life

work experiences throughout hospital– Travel training so students can independently use public

transportation– Interview and job preparedness skills



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ProjectSEARCH in Action!



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The Providence Transition Academy, in partnership with Education in Action, is a unique program that provides students an opportunity to meet their high school transition requirements, develop employment skills, and become more informed about individual life and career choices.

Students continue to learn in a non-profit business located within Providence while simultaneously participating in work based internships and community events.

Students benefit from a transition based curriculum and a career exploration program that continues the development of their transitional skills.

Expanded Program: 2 Teachers and 28 Interns



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Year of Transition

Community Participation State House & Court House Visit Register to Vote Guest Speakers of Careers, Services and Resources in RI Social Events and Fundraising

Independent Living Financial Literacy Classes with Pawtucket Credit Union Apartment Day & Healthy Lifestyles Curriculum Public Transportation

Postsecondary Education College Visits Job Training Programs Exploration

Employment Develop Resume Mock Interviews with Business Professionals Job Applications 2-3 Unpaid Internships in Providence Employer Evaluations and Task Analysis to Industry Standards

Self Determination Interest Inventory and Career Exploration/Research Public Speaking Forums and Youth Advisory – Dare to Dream Conference Student Driven Wiki Presentation of Transition Plan



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http://www.ribc.org/full/Default.aspx

http://www.ripin.org/

http://pranzi.com/index.php


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BEHAVIOR INTERVENTION PROGRAM

This specialized program assists students who have experienced significant behavioral challenges in previous school settings be more successful in school.

• Classrooms have a point and level system as well as a plethora of embedded individualized interventions throughout the school day. • The goal of the behavior program is always to return the students to a less restrictive setting as they are able to do so.



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BEHAVIOR INTERVENTION PROGRAM

Classroom are staffed by a special education teacher, teacher assistants, and behaviorsupport assistants. Each school has a behavior coach, most of which are full time.Students are connected to a school psychologist or social worker for counseling and mental health issues.

SCHOOLSFortes: prek programLauro: K – 5Bailey: K – 5Bishop: 6 – 8Williams: 6 – 8 A-Venture Academy: 9 - 12



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AUTISM PROGRAM

• Specialized classrooms utilize research based learning methods to address needs in communication, social skills, and restricted and/or challenging behavior. • The ultimate goal is to develop skills when students are young so that they are more able to be included in mainstreamed settings as soon as possible.

The Providence Public School Department identifies and provides instructional and related services to children with ASD via dedicated

autism classroom based services and through outreach and consultation.



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AUTISM PROGRAM

Classroom are staffed by a special education teacher, a teacher assistant, and enhanced classroom staff members. Each school is supported by a Board Certified Behavior Analyst. Schools with students with the highest needs have a speech therapist, occupational therapist, and social worker and psychologist for additional support.

SCHOOLSCarnevale: PK - 5King: K – 5Hopkins: 6 – 8Delsesto: 6 – 8 Mount Pleasant: 9 – 12Hope: 9 – 12Transition Academy: 12+++



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The Numbers

AUTISM PROGRAM2 Prek classrooms6 Elementary classrooms3 Middle school classrooms3 High school classrooms 1 Transition classroomTOTAL NUMBER OF STUDENTS: 128

NUMBER OF STUDENTS REVIEWED DURING CURRENT SCHOOL YEAR:33

BEHAVIOR INTERVENTION PROGRAM1 Prek classroom9 Elementary classrooms5 Middle school classrooms5 High school classrooms TOTAL NUMBER OF STUDENTS: 210

NUMBER OF STUDENTS PLACED DURING CURRENT SCHOOL YEAR:35



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Current Challengesfor Specialized Programs

• Hiring and retaining qualified and trained teaching & related service staff• Maintaining a strong pool of qualified substitute teachers• Lack of social/emotional supports within schools• Identifying classroom support staff matched to the specialized settings• Providing adequate training to teaching assistant staff• Providing substitutes for classroom support staff• Time for classroom based meetings to problem solve, communicate programming changes, and provide embedded training• Being able to support the technology needs of both students and teaching staff



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CGCS Audit: Specialized Programs

Recommendations:• Use a consultant for advice about educating more students with autism

within the general education classes• Address the personnel issues affecting the Behavior Intervention Program

Implementation:• The district has consulted with an agency providing BCBAs• PPSD has worked with 1033 Union with regards to training of staff

members bidding on positions in specialized programs• 1033 has agreed to a standards based evaluation process for classroom

staff in specialized programs• Provided targeted professional development for teachers and support

staff servicing our most involved students• Training of general education teachers by Behavioral Manager• Provided wrap around services to students at Aventure. • Utilizing research based programs to provide social/emotional learning.




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Future Goalsfor Specialized Programs

• To secure a general education seat for each student in a specialized classroom that promotes transition and create a community with an inclusive attitude;• To create a less restrictive model to support students with challenging behavior and autism spectrum disorders;• To provide general educators with the tools and understanding to accept and support students in a general education setting;• To partner with outside agencies and institutions of higher learning creating a network of individuals to support our students;• To create a virtual/blended learning opportunity as an alternative to a traditional high school experience for students at risk;• To increase the number of social workers & psychologists to provide social emotional support in all settings.• To utilize research based programming to provide social/emotional learning in all schools.



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Parent/Family Engagement

Areas to be Addressed• Greater collaboration with FACE• Revise the LAC Website• Revise the Parent Guide• Increase LAC’s membership

Recommendations

• LAC sessions might be best grouped or organized around relevant grade levels.

• Consider the benefits of providing Spanish language translators for IEP meetings upon request.

• Create one-page parent information sheets that would be available in schools and other convenient locations.


Implementation• Grouped and organized our LAC

meetings according to relevant grade levels. Managers and Supervisors have sat with groups relevant to their grade level expertise.

• Hired a Spanish Language Translator for the Special Education Office. Provides translation for LAC meetings and IEP meetings upon request.

• Created brochures in order to provide parents with important information.



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Local Advisory Committee

LAC Leadership Team –– Consists of Three Parents

• Carmen Dinguis• Lee Keizler• Taritha Hill Cooper

– Meet Monthly to plan & develop LAC meeting agenda and trainings

– RIPIN- Trained Leadership Team Building a Success LAC

Hold Four LAC Meetings a Year– Meet the Superintendent– Registration & Choice Process– Designing our LAC Brochure &

Parent Guide– Movie Night

– Improving our outreach & membership across the District

• Working with FACE• Parent Zones• RIPIN



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Parent & Family EngagementImplementation Plan

• Provided greater communication to parents in effective ways:

Written Communication• Revised the LAC Brochure• Revised IEP Brochure• Revised Referral Brochure• Revising the Parent Guide• Special Education FACT Sheets• Various brochures regarding our

specialized programs & services

Training & Outreach• Provided trainings through the

Parent Academy & FACE• Provide targeted training through

our LAC • Work closely with RIPIN to support

parents through special education process

• Website – Informative & Up to Date

Strengthen our customer service to parents– Friendliness– Fair– Understanding– Responsive & Information



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Mediations

2014

2013

2012

1 3 5 7 9 112014 2013 2012

Agreement 2 4 6

No Agreement 2 1 2

Withdrawn 1 6 1

2

4

6

2

1

2

1

6

1

AgreementNo AgreementWithdrawn

Year



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State Complaints

2014

2013

2012

0.25 0.75 1.25 1.75 2.25 2.75 3.25 3.75 4.252014 2013 2012

In Compliance 0 1 0

Non Compliance 3 0 1

Withdrawn 0 3 0

3

1

1 3 In Compliance

Non Compliance

Withdrawn

Year



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Due Process Hearings

2014

2013

2012

0.25 0.75 1.25 1.75 2.25 2.75 3.252014 2013 2012

Settlements 1 0 0

Hearings 0 0 0

Withdrawn 2 1 1

1 2

1

1

Settlements

Hearings

Withdrawn

Year



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Thank You

Questions


© 2012 providence public school district 1 office of special education improving special education...

Documents

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successful transition

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transition services

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