Welcome & Introductions - Virginia
Transcript of Welcome & Introductions - Virginia
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Welcome & Introductions
Ms. Ann Cassada
Assistant Superintendent for Support Services
Ms. Robin Haymore, Ed.S, NCSP
Director of Special Education
Mr. Jeff Buchanan, Ed.S
Special Education Supervisor &
Ready for Success Program Supervisor
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What are current barriers to innovation?
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BEFORE RFS…How was PCS serving challenging students?
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Self-Contained ED Classrooms
Pros
• Student is not disrupting
General Education
Cons
• Eligibility sometimes rushed to get to placement
• Few classrooms
• Inconsistent programming across division
• Rarely returned to base school
• Historically poor academic outcomes
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Private Day Placements
Pros
• No longer a school
disruption
• Access to mental health
supports
Cons
• Long stays outside of general education classes (generally years)
• Poor academic performance
• Children becoming “institutionalized”
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Home-Based Placements
Pros
• No longer a school
disruption
Cons
• Lack of meaningful instruction
• Inability to address behavior
• Lengthy stays (sometimes years)
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CULTURE SHIFT…What was the impetus for change?
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Expected Outcomes
● PCS could not longer accept failure to make academic progress
● Focus on more Inclusive Practices & Programming
● Self-Contained ED Classrooms were disbanded
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Positive Behavioral Interventions & Supports Initiative
● Division wide adoption of Virginia Tiered System of Supports (VTSS) & Positive Behavior Intervention & Supports (PBIS)
○ Viewing behavior support as systematic part of ensuring academic progress
○ Just like Academics, Behavior must be taught
● Delving into our Data
○ Discipline Office Referrals
○ Suspensions
○ School Culture & Climate
● Philosophy
○ Increasing instructional time
○ Move from punishment to support
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Scrutiny of Private Day Placements
● Data
○ Average Length of Stay = 3 years
○ Average SOL Pass Rate = highest was 8 percent
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Data indicated...
● Small group of children ○ Young
○ Due to behavior
○ Leaving public school at an early age
○ Often for years
○ Facing continuing academic & behavioral struggles
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The big question…
Could Pittsylvania County Schools serve these
children a better way?
Two primary goals:
1. Provide continuity both academically and behaviorally
2. Decrease amount of time student spent outside of “regular school” setting
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The result?
Ready for Success
(RFS)
● Short-term
● Intensive
● Behavioral Intervention
● Students in Kindergarten through 5th grade
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READY FOR SUCCESSStart-Up & Programming
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“The RFS Blueprint”
● Let’s Google That!
○ State & national search of other divisions’ work in this area
○ Partnerships with service providers was a major theme
○ Focus on “intervention” rather than “identification”
● Vetting Process
○ Formation of Elementary Principal “Task Force”
○ Promoted ownership & building-level “buy-in”
○ Established expectation that students would return to base school
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Academics
● Alignment with base school programming
○ Same Tiered offerings
○ Full access to reading, language arts and math
○ Abbreviated access to science and social studies
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Behavior Management
The Incredible Years (IY) Teacher
Classroom Management (TCM) Program
http://www.incredibleyears.com/
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4-Part System
1. Alignment with base school behavioral programming
○ Base school’s PBIS Behavior Matrix, Lesson Plans & Incentive Systems
○ IY is PCS’ “Tier 1” classroom management practices for grades PreK-2nd
2. IY intensive program = RFS
○ Specific focus on teaching self-regulation and calming strategies
○ Students returned to base school classrooms where general education teachers are
knowledgeable of the philosophy and strategies
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3. Therapeutic Day Treatment (TDT)
● Partnership with National Counseling Group (NCG)
● Daily individual and group sessions
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4. We are Family!
● Family Service Coordination
● Case Study Example
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Grant Partnership with Smart Beginnings
● Materials & technology
● Training
○ IY for Elementary Administrators
○ IY for Division Staff
○ License Special Education Director as IY Trainer
○ IY for Base-Schools
■ All General Education Teachers in Grades PreK-2 teachers
■ YTD trained over 100 teachers & select teacher aides
● Ongoing Coaching & Support
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READY FOR SUCCESSAdministrative Design…
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Admission Criteria
● Open to both General Education and Special Education students
● Student must meet at least one of the following criteria:
Eligible to receive services under any IDEA disability category or Section 504.
Have a documented DSM-V diagnosis
Be transitioning from a more restrictive environment to public school
Exception: Student may be placed by school board for long-term suspension
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Admission Criteria, cont…
However, ALL of the following must apply:
Student is not meeting basic behavioral expectations
Services have been attempted within last 3 months
Student must have access to school-wide positive behavioral supports &
interventions and is currently utilizing the most intensive supports
available.
School has conducted an FBA and implemented a BIP
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Educational Impact? Yes.
● Multi-Displinary School-Based Team must agree that behavior is having a
significant impact on child’s academic progress.
● Parent agrees in writing to a limited curriculum with focus on teaching
replacement behaviors
● Process documented via Child Study/IEP/504 Documents and the appropriate
Prior Written Notice (PWN)
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Suspicious Minds?
● Placing a student in the program creates the “Suspicion of a Disability.”
● Philosophy aligns with students who struggle primarily with Academics
● If child does not respond to intervention with demonstrated progress (as
determined by multidisciplanary team, including parent) within a “reasonable
amount of time, “ a comprehensive evaluation for special education and
related services is triggered.
● To date, RFS has evaluated 19 % of students served in the program
● 22 % had IEP prior to placement
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Practical Decisions
● Student remains enrolled at Base School
● RFS treated as if a "classroom" at each school
● SOL counts for Base School
● Grading? Report Cards?
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Staffing
● 10 student maximum per class
● Teacher
● Paraprofessional
● TDT Counselor
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Goal? Short-Term Placement!
● Return student to Base School in 90 school days (maximum)
● Periodic multi-disciplanary treatment team meetings with Base School & other
key stakeholders
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Communication & Relationship Building
● Multi-Disciplinary Case Management
○ IEP team
○ Child study team
○ or 504 team
● Consistent Communication Loop
○ RFS Teacher to Base School Teacher
○ RFS to Parent
○ TDT to Parent
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Transition Process
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READY FOR SUCCESSWhat does the data show?
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Outcome Data
● Return to Base School: 79%
● Recidivism Rate: 0%
● SOL pass rate:
○ Reading – 70%, Math – 60%, Science – 80%, Social Studies – 100%
● All students made gains on Measures of Academic Progress (MAP)
assessments (PCS’ Universal Academic Screener for Reading & Math)
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Money Saved
In first two years, RFS has saved $1.62 million in CSA funding for private day
placement.
Projecting for the expansion, using current placement figures, RFS should save
approximately $1.6 million annually.
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Hurdles…
● First transition back to base school HAD TO GO WELL & ON TIME!!!
○ Every Principal was WATCHING
○ Support provided to Administrators & Teachers
● Practical Challenges
○ Transportation
○ Lunch
○ Report Card/Progress Monitoring Data
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What's Next for RFS? Increase Partnerships!
1. Building Expansion
2. Advanced Behavioral Programming: IY Dina School Program for RFS
3. Transitioning select students back from Private Day Placements via RFS
4. Considering Longer Term Placements
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Questions or Comments?
THANK YOU!!!