Rhode Island Department of Education Office of Special Populations School Support System Report and Support Plan for the Newport County Regional Special Education Program May 2006 Progress Update October 2007
SCHOOL SUPPORT SYSTEM A Collaborative System of Focused Monitoring Introduction The purpose of the School Support System (SSS) is to provide a means of accountability for delivery of programs and services for students with exceptionalities. The School Support System model is designed to promote the involvement of the whole school district, general educators as well as special educators and parents. It is designed to learn if the district meets the regulations and what effects programs and services have on student outcomes. Finally, the SSS develops a school support plan for training and technical assistance. To accomplish this the SSS includes these components:
The Orientation Meeting The Rhode Island Department of Education (RIDE) staff meets with the Local Education Agency (LEA) to plan the site review and identify issues or initiatives that may influence programs or service delivery. Data Analysis Meeting The RIDE staff meets to review LEA demographic information on selected reports including: the LEA annual plan, census information, and information collected through record review, staff questionnaires and parent interviews. To ensure that the child is at the center of the study, all analyses begin with the child. Thus, a sample of approximately 30 students with exceptionalities is selected; the records of these students are reviewed; their parents, teachers and related service providers are interviewed, and their classrooms are observed. The result is an in-depth, unified examination of the actual provision of programs and services for students with exceptionalities. The RIDE staff compiles a preliminary summary of their analyses of this data. Presentation by the LEA and School Site Review The on-site review begins with a presentation of programs by teachers and staff. The presentation provides the review team with general and specific information on delivery of programs and services to students. Following this presentation, on-site reviews to all schools are made. The team members interview school administrators and teaching staff. Parents and central office staff are also interviewed. The team gathers sufficient information and works with the LEA personnel to generate a report, covering the following: The district’s compliance with the state and federal regulations, relative to the education of students with exceptionalities. The quality and effectiveness of programs and services provided by the district. The need for professional development and technical assistance that will enable the LEA to improve programs and services. The Support Plan The RIDE team, LEA central office and building administrators meet to review the data and complete a report of results. The group designs a professional development/technical assistance support plan with timelines for implementation. This plan enables the school and district to correct areas of non-compliance and to strengthen promising programs and correct areas of weakness in order to improve services and programs for all students. The SSS Report The report summarizes the findings from the various data sources. The format of the report uses four divisions: Indicators, Findings, Documentation, and Support Plan. Indicators describe either performance or compliance. Findings can include a variety of some six categories, from School Improvement to Free Appropriate Public Education in the Least Restrictive Environment. The documentation section of the report distinguishes the source of the finding. The support plan reflects the response to the described findings. The support plan describes the corrective action required by the district as well as resources and time lines to improve programs and services.
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TABLE OF CONTENTS
1.
School Improvement /Family Engagement
2.
Instructional Strategies and Supports
3.
Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)
4.
Evaluation/ Individual Education Plan (IEP)
5.
Transition
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Newport Regional Special Education Program School Support System Review May 2006
(WEEK 1) MAY 15TH – MAY 19TH, 2006 Team A – Barrie Grossi, Geri Elmer Team B – Jane Keane Team C – Susan Wood Team D – Emily Klein Team E – David Sienko, Arthur Plitt
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(WEEK 2) MAY 22ND – MAY 26TH, 2006 Team- F – Craig Levis Team- G – Amy Grattan Team- H – Emily Klein Team- I – Jane Keane Team-J – Susan Wood, Susan Donovan, Carolyn Aspinwall
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1. SCHOOL IMPROVEMENT / FAMILY ENGAGEMENT Indicator Findings Performance 1 The Newport County Regional Special Education Program (NCRSEP) was enacted by the General Assembly and established in May 1979. It serves the towns of Little Compton, Tiverton, Middletown and Portsmouth. The approximate student total was 7,814 with 1,676 of those students receiving special education services. The regional breakdown for each of the four towns is as follows: Little Compton-- 82 students Middletown--589 students Portsmouth --587 students Tiverton--513 students
Documentation District Presentation Document Review Interviews
Support Plan
Follow-up Findings
The NCRSEP is governed by the regional board as Superintendents. Each of the four Superintendents is on the regional board. Performance 2
There is a Director of Special Education and two Assistant Directors. Each of the special education administrators is responsible for certain schools thus enabling community building within the schools. The special education administrators chair the evaluation team meetings on the secondary (middle and high) level. The principals’ chair at the elementary level.
District Presentation Document Review Interviews
Performance 3
Technology innovation has been an integral focus of the regions for the past few years The county is in the process of implementing SchoolMAx and is the process of acclimating the county to this system. Looking at “school ties” for the IEP writing and having a bank of IEPs for teachers and administrators to utilize as appropriate.
District Presentation Document Review Interviews
The Region implemented TieNet Web Based Management System in Spring 2007. All initial trainings on the TieNet system have occurred. Expanded trainings are ongoing. 6
Performance 4
The four towns within the regional program have developed District their own to strategic plan/vision yet there is alignment Presentation between the four. This includes the following: Document Review -A commitment to provide the foundation for learning that Interviews incorporates the unique talents and abilities of all students -provide professional development and ongoing support on interposing and using data with school data, members of the school improvement team and other individuals or groups responsible for school planning. -Support, enhance, and expand learning opportunities for students -Provide instructional programming to meet the diverse needs of all learners -Establish support series based on the ends of students at risk -Increase family and community involvements -Insure that all students meet or exceed the standard in the areas of mathematics and ELA -Provide support and professional development in the area of Response to Intervention
School Improvement Teams continue to have goals that include differentiated Instructions, all student agenda, performance based assessment, parent involvement, and implementation of the RTI model to support all students.
Performance
Accountability and Assessment -Superintendents present the state assessment results to their school committees on an annual basis. Results are placed on the district’s web site. Results are also listed in the annual report to the financial town meetings. All school principals place their schools results in monthly newsletter. Special education teachers review the data with the curriculum director and administrators. - Assessment is used on an ongoing basis to determine if students with IEPs are meeting the standards and where error patterns and skill deficient exists. With this information action plans are written to ensure supplemental services are addressing deficits and are coordinated with the general education curriculum.
-State Assessment results are reviewed annually – faculty analyze and target weaknesses -Special Ed teachers trained to use Assessment data on Tienet to plan lessons with DI -teachers use student data sheets to coordinate information to develop effective
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District Presentation Document Review Interviews
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Performance
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Teaching and Learning -Towns are focused on utilizing research based student assessments. Standard based practices and differentiated instruction in all aspects of teaching and learning. Courses are in the process of being aligned to the GSEs/GLEs. -Professional development emphasizes successful interventions and strategies to meet the needs of all students. NCRSEP has implement monthly professional development sessions in 2005-2006 school year
District Presentation Document Review Interviews
Performance
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Throughout the region are active and functioning School Improvement Teams.
District Presentation Document Review Interviews
Performance
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There is an active and functioning teacher-mentoring program. Some teachers reported it being very beneficial.
District Presentation Document Review Interviews
Performance
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Monthly professional development is offered via NCRSEP both at the central office and school-based locations. Some examples of recent professional development include but are not limited to the following: IDEA 2004 Restraint Regulations Co-teaching Differentiated Instruction Autism /Picture Exchange Communication System Extended School Year (ESY) IEP development Positive Behavioral Intervention Supports Summary of Performance
District Presentation Document Review Interviews
IEP’s. Monthly professional development continues to be offered by the region in addition to comprehensive district and building PD in each town for all staff. The Special Education Coordinator or a designee attends monthly meetings of the PHS School Improvement Team.
Current Meetings topics include: -RTI -Essential Components of effective IEP’s (several sessions) -Data Driven IEPS -Legal Issues in Special Education -IDEA 2004-Draft RI Regs -Co-teaching 8
-Differentiated tasks -Modifying Portfolio Tasks - Modifying learning activities in units of study -Using Tienet assessment ranks in instruction. There has been an increase in the number of staff who attends these voluntary professional development sessions. Performance
10
Special Education staff request continued professional development in the following areas: Positive Behavioral Supports and Strategies in the classroom Inclusionary Practices and Models TST/RTI Advisory Program Design Social Emotional Learning Strategies FBA’s Continued IDEA Direction Continued IEP Writing (standards/GLEs/GSEs) Transition Planning Continue PD related to Autism Co-teaching strategies bridging all specialists/disciplines (general educators, special educators, reading specialists, etc.) Data tracking and outcome design. Related Service Specific professional development
District Presentation Document Review Interviews
Professional development opportunities were provided in all of these requested areas since the School Support visit. Ongoing PD continues to be a strong and necessary focus at the school, district and regional level. Throughout the region educators had the paid opportunity to attend three day 9
Performance
11
Early Childhood Specific professional development
There are a variety of outside community/agency partnerships. These include but are not limited to the following: Head Start Early Intervention East Bay Collaborative RI Technical Assistance Project Newport Area Career and Technical Center Local colleges and universities Bradley Hospital RI School for the Deaf Newport County Mental Health
training in collaborative and inclusionary practices through the East Bay Educational Collaborative. District Presentation Document Review Interviews
NCRSEP maintains consistent communications with group home administrators and the RI Educational Advocate Office to anticipate and plan for need of incoming and exiting students. There are also partnerships with private schools to develop consultation model and service plans for students parentally placed in private schools. Performance
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The Local Advisory Council (LAC) has meetings held once a month with a culminating awards night, where staff, students and parents are recognized. NCRSEP and the LAC have four workshops for families, students and staff throughout the school year on various educational topics of interest. NCRSEP maintains a voluntary parent list serve that sends out pertinent school and community-based information. Collaboration with the Newport Public Schools LAC on hosting joint parent information workshops and meetings to expand opportunities for a variety of topics and events.
District Presentation Document Review Interviews
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Performance
13
NCRSEP and the LAC meet on a monthly basis. They have four workshops for families, students and staff throughout the school year on various educational topics of interest. Collaborative activities and workshops are also done with the Newport LAC on an ongoing basis. In addition, the LAC has done a Recognition Night for all who made a difference in the lives of students. It is a wellattended and highly regarded event.
District Presentation Document Review Interviews
Performance
14
Other family engagement and connections include but are not limited to the following: The NCRSEP houses the CEDARR-About Families satellite to support families in the region. Activities/opportunities are available for all students such as the Mentoring Program at Tiverton High School, Anger Management Group at Portsmouth High School. The NCRSE Preschool Team has developed a monthly playgroup, and at the same time, allow for family opportunities. Schools individually hold various “family nights” or “parent information nights” ad they related to the school itself. In addition, newsletters and email list serves are available at the majority of the regional schools. There are also a number of parent volunteers in the schools.
District Presentation Document Review Interviews
Performance
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Overall, parents expressed feeling supported by the Interviews regional special education administrators as well as schoolbased service providers.
Performance
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Staff expressed feeling supported by the regional special education administrators. They did want more overall clarification regarding whom teachers can contact for problem solving (i.e., principals, school coordinators, or regional office personnel).
District Presentation Document Review Interviews
The Newport County Education Regional special education administrators in conjunction with the Superintendents have implemented a coordinated system
The communication protocol was implemented as well as reviewed at the start of each school 11
of communication protocols. The regional administrations will each attend monthly district meetings with the respective Superintendents and Principals. In addition, the Coordinator position/responsibilities are being reviewed/ restructured to be fully aligned with the current regional special education needs. Timeline: Summer 2006 and ongoing Performance
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Newport County Public Schools and the Regional Special Education Program have grown and changed considerably within the past 10 years, yet the special education office staff has not changed since the 1970s. This creates challenges in making sure that all paperwork and other support personnel endeavors are completed.
2. INSTRUCTIONAL STRATEGIES AND SUPPORTS Indicator Findings Performance
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NCRSEP meets on a monthly basis with the psychologists and social workers. The speech and language pathologists also meet on a bi-monthly basis to plan and discuss information pertaining to relevant activities.
District Presentation Document Review Interviews
Documentation
Support Plan
year. Regional administrators continue to attend monthly district meetings. Coordinators position and responsibilities were restructured in Spring of 2006 and annually reviewed prior to interview and appointment to positions. The region added a new clerical position to the office focusing on human resources and personnel matters. This has helped support the numerous tasks required of the regional office.
Follow-up Findings
District Presentation Document Review Interviews
The NCRSEP administrators meet on a monthly basis with 12
the Regional Board of Superintendents (comprised of the four Superintendents). The Superintendents spoke at the presentation about the mutual respect and ongoing work efforts of the Special Education Leadership Team. Performance
2
In some schools in the region, professional development supports a school-wide community of learners through a partnership with the East Bay Educational Collaborative to expand instructional strategies and laboratory classrooms. While faculty attend professional development that addresses topical issues such as the Lab Classrooms, designing lessons for rituals and routines, understanding by design, workshop model, gradual release of responsibility and planning. Staff at the East Bay Educational Collaborative provides content coaching at the school site.
District Presentation Interviews
Middletown High School Faculty takes part in Professional Development – 120 minutes every six days include: a) Modifying portfolio Learning activities w/DI strategies Tiverton High School professional development was initiated in May 2007 with key personnel during a half day workshop that will enable staff to focus on special population specific data and assessment results. Collaborative teaching teams attended summer training in August 2007 to prepare and plan for increased class sections with the collaborative model. At THS students with IEP’s 13
Performance
3
Performance/ 4 Compliance
Throughout the region, faculty engage in continuous review of student assessment data (GATES, NECAP, PALS, State Assessment information, looking at student work) to inform current instructional practices and professional development to create instructional strategies to address and improve educational outcomes for students. At most schools all teachers share common language and can clearly articulate and implement teaching strategies related to the GLEs for each grade level throughout the schools. In addition, there was evidence of teacher facilitated instruction, posted rubrics, cooperative learning, student problem solving student lead activities and peer conferencing all supporting writing, reading and math across the curriculum, along with standards based instructional strategies and instructional practices.
District Presentation Document Review Interviews
In the region, active and functioning teacher support teams (TSTs) were present at all elementary schools. Although there were various meetings addressing whole school activities and student needs there is currently no
District Presentation Document Review
are all educated in classes with highly qualified teachers. In Tiverton RTI training has taken place at the administrative level and is planned for guidance personnel I October 2007. Portsmouth High staff is participating in an on-going process of looking at GLE’s and how they line up to the curriculum in each content area. This is part of our bi-monthly Professional Development time.
The Newport County Regional special education administrators in collaboration with school-based administrators will assure that all
Tiverton High School gives the data for all students to the English, Math and Special Education departments. Resource teachers utilize this data to instruct and inform the progress of their students. Comprehensive trainings occurred over the Winter of 2006 and Spring of 14
formal/structured TST at Portsmouth Middle School, Interviews Gaudet Middle School, Tiverton Middle School, Middletown High School, and Portsmouth High School. At Middletown High School plans are underway to formulate a TST during the duty period. There is an informal TST at Portsmouth High School that may convene if needed. There is student review team at Portsmouth High School that meets on a weekly basis. This is comprised of guidance, the nurse and the substance abuse counselor and Assistant Principal. Director of Student Service. Triage concerns of students’ social/emotional and academic. From this comes the recommendation for referrals to other teams as appropriate (i.e., 504, ET, ALP, etc.). Response to Intervention (RtI) is in the emerging phase. Social workers and psychologists have received training on RtI. More training will be forthcoming in the upcoming year.
Performance
5
At the middle level conversations to address strategies to provide school wide social emotional learning opportunities for students are under way. Best practice would prescribe that these endeavors continue to be a collaborative process between all school personnel (general educators, special educators, school counselors, administrators, etc.). Gaudet Middle School is in its first school year of an advisory program. Once a week for approximately 25-30 minutes teachers facilitate conversations, games and or recreational activities that incorporating social emotional learning experiences for students to engage in. Additionally 12 faculty members are participating in professional development addressing Advisories to further support the school wide initiative at the middle school. In some middle schools the Student Assistance Counselor and/or School Counselors provide topical social emotional group activities
District Presentation Document Review Interviews
schools have active and functioning TSTs/RtI teams.
2007 in RtI for all administrators in the region. The special education Timeline: Immediately and ongoing administrators Progress check: December 2006 worked collaboratively with the 4 towns to develop the implementation of RtI within the region. Staff participate in state offered RtI trainings as well. Local administrators are providing trainings to all staff in the 4 towns. PD is continuous and ongoing for RtI. The Newport County Education Several social Regional special education emotional administrators in conjunction with opportunities have the Superintendents plan to review been implemented in and refine school-based the towns including opportunities for character education several grade levels and other social /emotional using Second Step, opportunities will be reviewed and Anti-Bullying implemented. Programs, Peer to Peer helpers, Best Timeline: Ongoing. Progress check Buddies at the December 2006 Middle School level and anger management and resiliency programs at the high school level. 15
as identified by student need (self-esteem groups, etc.). Although there are beginning discussions regarding whole school student social emotional behavioral development issues, faculty were unsure/concerned about current practices and policies in regard to and the need for immediate positive behavioral response strategies for the classroom and the whole school community. At the high school level there are a variety of alternative programs for at-risk students. These include but are not limited to: -At Middletown High School There is a program called Project Success. This program targets students who are considered at-risk for school failure or drop out. It is a one period per the schedule cycle where general education students can receive study skills strategies and assistance as needed. There is also after school tutoring component. In addition, there is also ELA tutoring twice a week after school as well as overall after school tutoring on an as needed basis. -There is also a regional alternative program housed at a separate school building. This program targets students who may need an alternative learning placement (general and special education. There is also collaboration with Newport as a Newport teacher and some clerical support is also part of the school and Newport students attend the program.
At PHS the ALP program is supporting 4 students that also have an IEP. At MHS the Academic Dean works with all at-risk students. Project Success no longer exists. Interventions include the Academic Dean providing social emotional and academic supports through activities such as the Homework Club with tutoring All students at MHS that received s 1 or 2 on the 8th grade NECAP Reading and Math are scheduled in the Literature and Math Lab course offerings at MHS.
-At Portsmouth High School there is an Alternative Learning Program (ALP). It services both general education students and students with IEPs. The process for ALP placement for students with IEPs is twofold. First there is an IEP meeting to review the student’s needs and then assuming agreement; a referral to the ALP team is 16
made. The ALP team reviews referrals to this program. Currently, there are three students with IEPs out of ten total students who participate in the program. The teacher is certified as a special educator and there is full-time teacher assistant.
Performance
6
See also FAPE/LRE, Section 3, item #15 Throughout the region structured scheduled time for faculty (general educators/special educators) to co-plan instructional strategic and to review student will varied from school to school.
District Presentation Document Review Interviews
At PHS every teacher who coteaches has common planning time or is paid hourly to meet at a time that is convenient for both teachers. Common planning time is scheduled into each teacher’s schedule.
See also FAPE/LRE, Section 3 item #23
3. FREE APPROPRIATE PUBLIC EDUCATION IN THE LEAST RESTRICTIVE ENVIRONMENT (FAPE/LRE) Indicator Findings Documentation Performance 1 During the 2004-2005 school year there were District -431 preschools student participated in child outreach Presentation screening Document -162 preschool students were referred for special Review education services Interviews -139 preschool students receive special education services
Support Plan
Follow-up Findings
The numbers for the child outreach and total number of screenings have been on the rise since the 1999-2000 school year. Over the past three years the numbers have steadily increasing. 2003-2004 --360 children were screened 2003-2005 -- 431 children were scored 17
2005-2006 (through April 2006) ---512 children have been screened. Performance
2
The continuum of early childhood special education programs and services include the following: -Consulting monitoring, -Therapies sessions (speech, OT. PT) -Community based preschool programs -Public school-based inclusion programs -Preschool intensive programs -Out-of-district programs
District Presentation Document Review Interviews
RI Early Learning Standards provide the framework for developmentally appropriate practices. The overall curriculum for preschool is not yet clearly defined as staff knowledge of the early learning standards varied. Performance
3
Preschool Continuum Interviews Pocasset, Hathaway, Melville (2 classes), Elmhurst, and Observation Aquidneck all have inclusive preschool programs. Aquidneck is a newly inclusive program and the remainder of the programs have waiting lists for typical peers. Forest Avenue has a self-contained preschool program. Plans are underway to have that become an inclusive program for the next school year.
All preschool programs are now inclusive providing many opportunities for academic and social supports for all preschool students.
Elementary In most elementary schools, a range of services from fulltime self-contained to full-time in the general ed environment with in-class resource support is available. Aquidneck and Melville each have a co-taught kindergarten class. Students who are assessed to alternate grade span expectations receive their special education services and supports in all educational settings. The intensive classes are self-contained and intensive teachers carry a caseload up to 10 students. 18
Most small group instruction is done in the morning with In-class co-teaching/support in the afternoon one for math, social studies and/or science. Resource teachers provide services up to 30 students grade K-4 with several general education teachers. Plans and discussions are underway to expand inclusive opportunities. Performance
Compliance
Performance
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5
6
The Extended School Year (ESY) programs are based on a collaborative teaching model. Middletown, Portsmouth and Little Compton run summer programs within their own districts Tiverton’s need for ESY is infused throughout the Portsmouth and Middletown program as well as some small groups within Tiverton. Looking Upwards is also available and used for summer programming. ESY is reds and other contracted services are readily accessible to students with a wide variety of needs in most schools in the region. Teachers are notified with clear instructions to implement documentation of need beginning in January or February.
District Presentation Document Review Interviews
The age range of students exceeds four years in one of classrooms at Aquidneck School.
Document Review Interviews Interviews Record Reviews
Though FBAs are facilitated for regulatory purposes there was limited understanding of utilizing the assessment to support individualized student behavior intervention planning.
Extended School Year services are provided for all eligible students. Professional development is offered every year to ensure the criteria and intent of ESY.
This has been rectified for fall 2006. Timeline: Completed
The expansion of the co-teaching model has proven effective for opportunities within the districts for a collaborative summer educational opportunities. The age range of students does not exceed four years. Professional development continues in this area. Contracted support with outside agencies specializing in positive behavioral supports continues 19
to help in this initiative. Performance/ Compliance
7
Middle Level program continuum Student numbers -There are approximately 922 students attending Portsmouth Middle School. Of the total population, 176 are students with IEPs. -Approximately 750 students attending Gaudet Middle School. Of the total population, 175 are students with IEPs. - There are approximately 670 students attended Tiverton Middle School & approximately 150 receive special education services.
District Presentation Document Review Interviews
Overview of student services/supports -Special education services and supports are provided through a broad range of strategies and settings. Special education services and supports include co-teaching, collaborative in class support, resource support in a separate setting and intensive instruction/self contained classes (math, english language arts). -Special education teachers are typically assigned to grade level team learning centers. All fifth and sixth grade students receive the core content areas (language, math, social studies, science and reading) along with physical education and health. Co-curricula activities varied across the middle level and may include foreign language, chorus, band, technical education, consumer science, art and woodshop. Students across the middle level receive core content area subjects supporting literacy across the curriculum. Though scheduling varied across the middle level students participated in food & nutrition, family consumer science, music, arts computer science, teacher, physical education, 20
and technical arts. In order to provide the IEP directed specialized services and supports (pull-out resource), students may be pulled from social studies, science and co-curricula across the middle level. Tiverton Middle School does not do this.
This has been rectified for fall 2006. Timeline: Completed
For students participating in intensive resource classes, it was unclear what criteria and/or protocol determined that specific placement across the middle level.
The Newport County Regional special education administrators in collaboration with the Superintendents and school-based administrators are working to address this issue with a focus on the expansion of the program continuum. Particular attention will be paid to the transition years (elementary to middle and middle to high school).
Timeline: Ongoing. Progress check December 2006
Performance
8
Gaudet Middle School hosts a specialized program facilitated by Bradley Hospital to assist students transitioning from the hospital setting to the middle school environment. Students participate fully in the middle school setting with clinical services and supports. The program is a regional program and provides continuous
Issue was rectified for Fall 2006.
Significant expansion of the coteaching, least restrictive model was implemented beginning September 2006. This expansion of the program continuum provided more extensive opportunities for instruction and access to the rigor of the curriculum within LRE. Continued professional development in data driven goals and objectives, progress monitoring and justification for a more restrictive setting was stressed and is ongoing.
District Presentation Document Review Interviews 21
support for student transitioning to secondary educational settings throughout the region. Compliance
9
Adaptive Physical Education services and supports directed by student IEPs are currently not available for students at Gaudet Middle School.
Interviews Interviews Record Reviews JK 6
The Newport Regional Special Education Department will have fulltime adaptive physical education teacher in place for fall 2006.
A full time APE teacher was hired by the region beginning the Fall of 2006.
Professional development on adaptive physical education for current physical education teachers will be facilitated for the 2006-2007 school year.
Ongoing professional development is needed.
Timeline: Ongoing. Progress check October 2006 See also finding #14 of this section. The Program Continuum at the high school level is reflected in the next several boxes Performance
10
At Middletown High School there are approx. 700 students and about 177 have IEPs. The program continuum: -Monitoring in all general education classes (teachers check in on student approximately once a week) - All general education classes coupled with a study skills class (pull out resource classes). Three to four time per each schedule cycle. Credit is received for this class. -“Inclusion” or “co-taught classes” (1 special educator and 1 core content general education teacher) There are approx 15 co-taught classes. Plans are underway for 23 co-taught classes. An attempt is made or have common planning time during the school day but it does not always work out. Both general and special educator reported on
Interviews Document Review
07-08 School year there are 678 students at MHS with 140 having IEP’s.
Many students and their parents are receiving weekly progress reports to monitor achievement.
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the benefits of common planning time and those that did not have it wanted it. Teachers can meet after school as warranted. In these classes, the same books that are used in general education classes are utilized. Teachers reported concerns that the co-taught classes have a very high number of students with IEPs thus creating special education classes.
-Intensive resource classes (6 current classes and 4 are planned for next year). These are co-taught classes with a general educator core content teacher and a special educator. The difference between co-taught and intensive is typically the reading level of the students. These students most likely also have a PLP. An attempt is made or have common planning time during the school day but it does not always work out. Teachers can meet after school as warranted. - Two self-contained classes for students with more significant challenges (divided by chronological age, a younger class and an older class). The self-contained class for younger students engages in community service/prevocational activities in a local nursing home and senior center (twice a week). Others students participate at the Boys Club and the local Wildlife Refugee They also run the school’s store (taking stock, shopping, preparing the store for business, managing the store etc.) and the “High Class Restaurant. The students plan, shop, collect monies, record, determine profits, cook, prepare, and deliver the meals for faculty. The class for older students engages in a variety of internships and other work related experiences both in school and in the community. A number of students also work in the school kitchen in paid employment. -Adaptive Physical Education (APE). It is co-taught by two
There are currently 22 co-taught courses offered at MHS.
Class ratios do not exceed the recommended amount of students receiving special education services per their IEP and same age nondisabled peers.
With the expansion of the co-taught model there are no intensive resource classes at MHS. Special Education teachers are modifying teaching and learning guide of task which are very prescriptive in 23
physical education teachers and runs the full year. There are approx. 10 students in each of the two classes. The physical education department also runs a Peer Leader Program where general education students peer up with students with IEPs who have APE. They attend the adaptive class and work together with the students. This program has been very successful.
instructional strategies. All portfolio tasks are scrutinized by Special Education Teachers.
-Alternative Learning Program. There is an alternative learning program in Middletown. It is collaborative program housed in a separate building (Oliphant) and takes students from Newport. Newport Public Schools has a full-time teacher on –site.. It targets students who need an alternative learning placement (general education and special education).
Currently adaptive physical education is provided by the regional APE teacher.
Until recently one of the three lift ramps (near the computer lab) was not in working order (in fact it had been not working for approx. 2 months). Although you can get to every floor from the other two lifts you would need to go outside to get the gym, ceramics, music, or the computer lab. If the weather inclement then students cannot access certain classes. This lift was fixed last week although staff reported that is still has problems. The student’s case mangers now loop with the students for the student’s high school career. This has enabled special educators to talk about the students and his/her progress from a fuller perspective. Compliance
12
At Middletown High School the Special Education Department Chair facilitates all educational testing. There is difficulty in accessing a confidential space. The space that is currently being prepared for her (room 77) for next year is not a confidential one.
Interviews
This confidential space issue has been rectified for fall 2006.
Educational testing protocols and process were Timeline: Completed revised in Fall 2006. Confidential space is Discussions are underway to review rectified. educational testing protocols and 24
process at Portsmouth and Middletown High Schools. Performance/ Compliance
13
At Portsmouth High School the Coordinator maintains copies of IEP in his office. Accommodation sheets are accessible for general education teachers on the shared drive. Some staff reported that the IEP Summary sheets that are listed on the network are not linked to that student’s IEP but rather very generic information. As of September 2006 students IEPs will be accessible via computer by teachers as appropriate. The school’s Instructional Technology staff person is working to ensure the confidentiality aspect of this process.
Interviews
Performance
14
At Portsmouth High School approx. 1100 students with 173 students who have IEPs. The program continuum is as follows:
Document Review Interviews
-Intensive classes. These classes are where the special educator teaches core content subjects to students with IEPs in a small group setting. There are 15 intensive classes. Intensive classes are housed in two rooms located across from each other (B5 and B6). Teachers (general and special educators) reported wanting the intensive classes to be housed in the respective subject area wings. -Co-taught classes (inclusion classes). This is a general educator and a special educator co-teaching a core content area. There are 13 co-taught classes across all content areas (5 English, 2 math and 2 science and 4 social studies). All co-teachers have common planning time with their respective co-teachers every other day for a period. Teachers reported concerns that the co-taught classes have a very high number of students with IEPs
TieNet system allows for a current confidential system for all staff throughout the region to access a student’s current IEP, PLP, and 504 plans. This coordinated effort utilizes the School Max and Tienet web based management systems.
At PHS we no longer have Intensive Resource classes. We have 40 cotaught classes which has a certified Regular Education teacher and a certified Special Education teacher in the classroom teaching together. There are 12 English classes, 10 Math classes, 9 Science classes and 9 25
thus creating special education classes. -Resource. This takes place in one large classroom. There are three teachers that rotate in the room. It is always staffed by two of the three teachers. -Alternative Learning Program (ALP) (see description in Section #2). Additional plans are already underway for another alternative program for the 2006-2007 school year that will target students that need intensive social emotional supports. -Adaptive Physical Education. Two students have APE on their schedule although this service does not occur with an APE certified teacher.
Plans and discussions are underway to expand inclusive opportunities at Portsmouth High School for the 20062007. Professional development will be provided next school year. There will also be no basic track classes for the 2006-2007 school year.
History classes. These classes are spread out over the 4 grades. (9-12) We also have 8 Academic Support classes which services students outside the regular classroom setting. These students may have a variety of The Newport Regional Special disabilities that Education Department will have full- warrant their service time adaptive physical education in this model. teacher in place for fall 2006. Professional development on adaptive physical education for current physical education teachers will be facilitated for the 2006-2007 school year. Timeline: Ongoing. Progress check October 2006
A new staff member was added to the PHS staff to accommodate the needs for students with disabilities. This allowed us to offer 5 more sections of cotaught classes.
See also finding #9 of this section
In the Fall of 2006 the region began 3 behavior support programs to allow for students with social 26
emotional disabilities the option of educational and therapeutic programming within the public school setting. The location of the programs are at Portsmouth High School, Tiverton Middle School; and John F Kennedy Elementary School in Middletown, RI. Performance/ Compliance
15
Throughout the region each district has one social worker and two psychologists. Staff spoke about the difficulty working with the current capacity to meet student needs.
Document Review Interviews
At Middletown High School the school psychologist and social worker are at the high school approximately 2 days per week. They do not have any office space so typically look for a space every time they come to the high school utilizing offices of folks who may be absent that day. There are three students who have counseling on their IEP. If there is no space, the service provider walks the halls with the students and talks with them that way or cancels and tries to reschedule. The same process occurs when they facilitate testing.
This has been rectified for fall 2006.
At Portsmouth High School the psychologist and social worker spent part of their week at the high school and part of their time at other schools in the district. The psychologist facilitated an Anger Management Group during the past several months. This was discontinued due to testing volume and needs. The social worker focus is on completion of necessary paperwork and evaluation team meetings. Two students currently see the social worker in
An additional school psychologist has been hired for the 2006-2007 school year. This will assist the region in expanding the program continuum for social emotional capacities (see also Section 2, item #5)
Office space has been provided for the School Social Worker and Psychologist at MHS.
The additional school psychologist was hired in September 2006. This allowed for support of the new Behavior Support Classrooms as well as expansion of the 27
a counseling capacity.
Timeline: Fall 2006
opportunities for social emotional groups running in all the towns.
Newport County Regional Special educational administrators in conjunction with the Superintendents and school-based administrators have met and discussed this situation. Through refinement of the scheduling and guidance process assurances are provided that this situation will not occur again.
Students at PHS are given the same choices that a regular education student would receive. The Coordinator with the input from various Department Chairs assigns teacher assistants to elective classes. These assistants help all students in the classroom but are there to give special attention to the needs a Special Education student. This makes it possible for all students to receive coursework in areas they would like to try. School Year 20072008, of the 708 students are THS, 122 students have IEPs which is 17% of the current population (12 of these students are in
See also Section 2, Instructional Strategies and Supports Item #5 Compliance
16
At Portsmouth High School a student interviewed reported Interviews that she took Family and Consumer Science three years in a row (scheduling to accommodate the needs of the schedule rather than the needs of the student). She reported that by third year she was very bored with the class as it was very easy. She asked to be switched in her third year and was told to “stick with it”. There were plans to put her into Family and Consumer Science for a fourth year but she argued that point and was put in art (although she was frequently pulled out for physical therapy during this time).
Timeline: Immediately and ongoing At Portsmouth High School typically during March there is a school wide effort to discuss/review students scheduling needs/issues for the following year (guidance sets up in the library and pulls students as needed). This year (and for the past few years) students in the intensive classes were not part of this school-wide effort nor were their teachers informed why this was not occurring. Teachers perceive that because students with IEPs are routinely scheduled last they get shut out of a lot of electives. Teachers perceive this as an ongoing problem.
Performance
17
Tiverton High School has 730 students of which 140 are in special education or 19% of the population. The Program Continuum at Tiverton High School includes Intensive Resource (content area classes taught by a special education teacher for special education students only) Resource (academic support), Collaboration (coteaching with a special education and general education
Interviews
28
teachers), and a self-contained class. Students will be placed at various levels of the continuum based on need. This year there are 11 Intensive classes and 6 Collaborative classes being offered. Next year the plan is to eliminate all intensive classes and provide full inclusion with a highly qualified teacher through Collaborative classes.
Tiverton High School offers a variety of career and technical (non-certificate) program options as electives. Students with special needs participate in all of the programs. Tiverton High School has begun common planning time that is facilitated through the academic departments. The special education department meets as a department during these times. Not all special education staff are available during common planning time period. Special education staff do not meet with academic departments or with collaborating teachers (co-teaching) during common planning time.
specialized school based vocationaltransition programs.) All students with IEP’s are enrolled in content are courses that are instructed by highly qualified teachers in a traditional or collaborative model design. Each academic department at THS has a designated special education liaison that is available for department planning within each of the major content areas. These special educators are the facilitators for content instruction and information for other resource instructors.
10 teachers are THS are being trained as LAB classroom teachers by the regional 29
Performance/ Compliance
Compliance
18
19
At Tiverton High School there were some accessibility Interviews concerns. They are as follows: Observation -Doors in most classrooms/offices are not accessible and do not have leaver handles, especially in classroom for students in the self contained class. - The (computer) card catalogue in the library is at a standing kiosk only. The handicapped accessible entrance to Tiverton High School is a large door that may not be opened by some of the students with access issues. -Handicapped parking is not clearly worked out and may be insufficient for the faculty. Courtyard has a small step down that may need to be addressed for students with mobility issues. -The elevator is accessible, however, the brail keys appear to be worn off or removed.
School-based administrators will contact the Governor’s Commissioner on Disabilities and develop a plan to address accessibility concerns.
At Tiverton High School in two of the special education classrooms (311 & 203) the classroom is divided by portable partitions. Teachers report that instruction is
The portable partition issue has been rectified for fall 2006.
Interviews Observation Record Review
Timeline: Immediately and ongoing. Progress check December 2006
collaborative and will focus on differentiated instruction and literacy strategies for all students. In November 2007 each department will be presented with school wide literacy strategies and content area strategies for all teachers to consistently utilize in classroom instruction. -Door handles replaced in both self contained classrooms. -Library Kiosk in place and being networked. -Handicapped parking has been remarked -Braille keys are ordered for elevator buttons
30
difficult in this setting when classes are being held in the same room.
Timeline: Completed
Need input from Tiverton High School on this one.
Compliance
20
The Intensive Science Class at Tiverton High School is not Interviews taught in a classroom with lab equipment as the general Observation ed classes are provided.
Performance
21
At Middletown High School the 9th and 10th graders who Interviews are three or less grade levels below in reading participate in a Foundation ELA class taught by an ELA teacher. Students in this class have a literacy lab with the reading specialist. Students with IEPs who are more than three grade below in reading have intensive English (with a special educator and a general educator). The Reading Specialist comes into one of the two intensive English twice per cycle. The Reading Specialist meets with both special educators and the ELA teacher during professional development time (once per cycle for approx. 30 minutes) although there is no common planning time. The reading specialist also stays for after school tutoring once a week for approx. an hour in the library.
At Portsmouth High School the literacy specialist is shared with the middle school. This person is responsible for facilitating and supporting teachers in the testing process and in completing the personal literacy plans (PLPs) for students one or more grade levels below in reading. There were approximately 90 PLPs developed for 9th and 10th graders. Approximately 40% of these students receive special education services. Screening was done and those identified as one grade or below get diagnostic testing by special education teacher or by literacy specialist. Then the teacher and literacy specialist sit and identify PLP goals. This information is shared with the guidance counselor. These students typically have their
All students are taught by highly qualified teachers in regular education lab setting. ELA Foundations Teacher is special Ed certified -Students 3 or more years below have a course called Literacy Lab visit the Reading Specialists who is Special Ed Certified. -Reading Teachers No tutoring by this staff person -Math Lab class created to provide support for students who receive NECAP Score of 1 on Math Assessment
31
reading/literacy through their co-taught or intensive English classes. The Literacy Specialist keeps in contact with the class teachers to monitor progress. At Portsmouth High School there is also a STAR Program for students who are one or more reading levels below grade level. It revolves around a World Culture and English classes where the same materials are utilized as in other general education classes but these classes have a very strong literacy emphasis. At both Portsmouth and Middletown High School Staff reported wanting clarification of the roles and responsibilities of the literacy specialist versus the special educator. At Tiverton High School, all students are assessed in the 8th grade. Students 2 years or more below grade level receive daily literacy instruction; students 1-2 years below grade level receive direct instruction three times per week. The school is exploring the use of technology for improving literacy intervention. There is a full time literacy teacher assigned to the high school.
Newport County Regional Special Education administrators in conjunction with the Superintendents and school-based administrators will facilitate professional development regarding the roles/responsibilities of literacy specialist /special educators. Timeline: Ongoing. Progress check December 2006
Tiverton high school’s school wide literacy instruction continues its implementation with the training of LAB classroom teachers and the selection of school wide and content specific literacy instructional strategies.
32
Performance/ Compliance
22
Throughout the region at the secondary level (middle and Interviews high) staff reported wanting more/continued professional development in collaborative or co-taught situations. Staff reported feeling uneasy about upcoming changes to the program continuum, specifically, the expansion of inclusive opportunities without what they feel, is the appropriate amount of planning and professional development. This was a dominant themes in the secondary (middle and high school) interview process. It is also relevant to note that the vast majority of IEP meetings have already occurred and current IEPs may reflect service delivery in a manner that will not match the potential program changes.
Extensive professional development opportunities will occur focusing on changes to the program continuum. This will begin in the summer and continue with follow-up during the 2006-2007 school year. In addition, at the middle level during the weekly team meetings there will time dedicated to co-teaching discussions. A systemic review and coordination of all student’s whose IEPs are impacted will occur. IEP review IEPs meetings will be scheduled with families.
Timeline: Summer 2006 and ongoing Progress check: December 2006
Significant professional development has occurred throughout the entire expansion of the co-teaching model. This includes formal multi-day trainings, monthly problem solving sessions, coplanning opportunities, and “talking-point” discussions. Systematic reviews and coordination occurred for IEP compliance and impact while maintaining the focus on the individual nature of each student’s plan.
33
4. EVALUATION/ INDIVIDUAL EDUCATION PROGRAM (IEP) Indicator Findings Record Reviews
Documentation
Support Plan The Newport County Regional Special Education Department will provide assurances to the Rhode Island Department of Education that they will adhere to the Rhode Island Regulations Governing the Education of Children with Disabilities. This is applicable to all record review items in this section.
Follow-up Findings
Timeline: Immediately and ongoing Performance
1
Throughout the region general education staff receives clear, timely communication on student needs/strengths/accommodations at the beginning of the school year as well as any time an IEP is reviewed. This is organized by the special education chair and additionally supported by individual special education teachers.
Interviews Document Review
Additional attempts to expand this process of communication by identifying significant student profiles that require ongoing face to face collaboration. The TieNet system is utilized for confidential access for all teachers directly from their student rosters. When they access their class roster it indicates those students who have IEP’s, PLP’s, 504’s, etc which then provides a direct link to the documents. This procedure has been distributed as an expected procedure for all staff to follow from 34
Performance/ 2 Compliance
At some schools (JFK, Aquidneck, Tiverton Middle & Gaudet Middle School) while quarterly progress monitoring was not documented on IEPs in central files, it was clearly marked on IEPs in the building. The goal pages are copied and sent home with the report cards every quarter.
Interviews Document Review
Compliance
3
Progress reporting At Tiverton High School special education teachers provide bi-weekly progress reports sent home to parents. Quarterly progress reports on IEP goals and objectives are not sent home on a consistent basis.
Record Reviews Interviews
Compliance
4
Consent to evaluate procedures will be reviews and revised as appropriate.
Record Reviews Interviews
Record Review Findings
Record Reviews
Performance/ 5 Compliance
Evaluations Evaluation conducted with out prior parental consent BG5,6
the Regional Board of Superintendents and the Director of Special Education. With the institution of the TieNet Management System staff have been trained to report quarterly progress using TieNet which is accessed by the central special education office via the web based system. Quarterly progress reports have been consistently sent out via mail since this finding.
Professional Development was provided for all staff regarding consent to evaluate procedures including an outlined protocol of regulations regarding evaluation and appropriate forms, timelines and procedures. The Newport County Regional Ongoing professional Special Education Department will development continues facilitate professional development to focus on the IEP regarding facets of the IEP process writing process, and product embedding the progress monitoring, themes of the record review data driven decision 35
No record of Evaluation Team Determination JDS3
findings into their offerings.
No record of team meeting to determine evaluation unnecessary JDS6
Timeline: Ongoing. Progress check December 2006.
No parent signature on Evaluation Team Report/no record of parent contact JDS4
making, alignment to GLE/GSE/AGSES/Early childhood Standards, and all aspects of compliance and regulatory requirements of the IEP and special education procedures.
Two ET forms marked new referral, one 1/26/05 and one 6/13/05 EK9 Evaluation report unknown AG7 IEP meeting not held with in 15 days of determination unknown AG4, AG5, AG6,AG7 New services commenced unknown AG 5,AG7 PT evaluation with no follow up meeting documented to discuss results. AG5 Time frame/and process from referral to IEP not met JK 1, 2,4,5,9(speech), 11 Eligibility Criteria - ADHD on document JK 1 Eligibility Criteria - ADHD on document JK 1
Initial Referral IEP not held within 15 days of determination JDS5 Procedural Safeguards Unknown dissemination of Procedural Safeguards in notices, in IEP JDS1, BG1,2,3,4,5 Unknown dissemination of LAC information JDS all, EK 36
all. AG1. AG2, AG3, AG4, AG5, AG6, AG7, AG8,AG9, BGall Notice for most recent IEP missing AG4 Parental Notice not in file JK 10,11,BG6 IEP #2 IEP Team - General Ed Teacher missing JDS1,2,3,4,5 #5 Missing transition goals JDS2 #6 Course of study incomplete JDS-2,5,6, SW1 #8 Basis for determination missing JDS-2 #20 Progress report entered before quarterly end date JDS-5,6SW9 #22 Quarterly progress reports missing JDS-1,2,4 #24 Extended School Year incomplete JDS-2,3,4,5,6 #42 Re-evaluation date/discussion incomplete or missing JDS3 #49 Age of Majority incomplete JDS3 #50b LEA signature missing JDS2 #44 not completed SW2 IEP not current BG3 New IEP not within 15 days of re-eval determination of continued eligibility EK 1, 2, 10,11 Improperly constituted IEP team – no gen ed teacher EK6,7 Progress reporting items 20, 44, 22, 23 blank in central file EK1-13, SW3 Determination of time and extent of participation in general ed and special ed item 38 & 39 incomplete EK3,7 Transition page blank (age 15) EK5 37
No eligibility for alt assessment checklist but alt assessments indicated EK5 Alternate assessment eligibility criteria list missing BG4 No date for re-evaluation EK2,5 Frequency /duration of provider services item 35 blank EK2 No goal or provider indicated for special education and related services BG3 Accommodations on state and district assessments not listed by assessments BGall Physical education not checked BG3 Frequency, duration of accommodations, modification and supports incomplete BG all Explanation of placement outside of general education setting item 37 blank, EK2, 6, 10
Extent of participation in gen. ed item 39 blank EK2, 6, 9, 10 Test accommodations not listed by specific assessment EK2, 6 No dissemination of procedural safeguards indicated item 50b, EK8, 10, 11
IEP info incomplete item 1 (grade) EK9
Documentation of discussion of need for consideration of special factors last page incomplete EK9 38
Accommodations items 26, 27, 29, 30 blank EK11 Items not documented on IEP Item # 21 - JK 2,3,4,10,11 37 - JK 1,3 42 - JK 2,3 43 - JK 9 ESY Referral Packet (unclear if decisions are made through the IEP team) JK 3,4,7,11 ESY not documented on IEP BG1,2,3,4,5 IEP item #24 (ESY) not completed for each goal SW9, SW10 IEP item #40a not completed SW9, SW12 40a - JK 1,2,3,4,5,7,9 40b - JK 2 Item #40a assessment page missing. Includes IEP information item #’s 42 AG4 #40a Accommodations not listed by specific assessment JDS4 Under course of students there is one word “transition” SW7, SW9 ESY referral packet needs a general statement (i.e., ESY decisions are not made by IEP teams) No LEA Signature on IEP JK 2 LEA Representative JK 5 IEP time frame beyond the annual date JK 6,8,12 Transition No evidence of transition planning on IEP JK 4,5,6,10,11
39
Identifying information not complete item #1 Missing grade AG1 Start and end date missing AG3 Appropriately Constituted IEP item #2 Missing general education teacher (pre k age) AG1, AG7, AG8 #13 Present Level of performance inadequate JDS-2,4,6 #14 Measurable Goals Inadequate JDS-2,4,6 #15 Objectives unclear/not measurable JDS-2,4,5 Goals not aligned to standards, EK2, 7, 11 no individualized target performance, EK2, 7, 8, 9, 10, 11, 12, 13, not measurable EK2, 7, 8,9, 10, 11, 12, 13 Annual goals are not individualized or measurable BG1,3,4,5,67,8,9 Present levels of performance are not individualized or measurable BG1,3,4,5,7,8,9 Item #3 Strengths and needs documentation missing AG4 Sensory motor strengths/needs not documented AG5 Item 14 references standards as a box above the present level of performance. AG1, AG3 Items 16-21, objective evaluation procedures not filled out AG7 Item 18 left blank AG8
Item #20 left blank, progress review/rating AG1,AG3, AG4,AG5,AG6,AG7, AG9 LEA representative not present at meetings BG5 40
Items #22 left blank, progress toward annual goal AG1,AG3, AG4, AG5,AG7,AG8,AG9
Item #23 left blank, reason for not meeting goal AG1,AG3, AG4,AG6,AG7,AG8,AG9 Item #24 extended school year documentation missing AG7 Item #26,#27 left blank, area and goal #s AG7 Item #32 goal # blank AG3
Item #36 missing, dates AG3,AG8,AG9 Item #37 missing, explanation of outside placement of gene d. AG5,AG7 Item #38 not completely filled out, extent of time and participation in general/special ed AG1,AG7,AG8, AG9 Item #39 left blank, extent of participation AG4 Items #45, 46. 50b not documented AG4 Item 49 filled out for a student not over 17 – confusion regarding where to check off procedural safeguards. Therefore, item 50b is not checked off. AG7 Item 50b parent signature but no documentation of procedural safeguards or acceptance of the plan AG9 41
Item #50b parent signature but no date AG3 Different LEA signature item 50b AG5 Transfer student from MA. With a MA document. IEP needed an update for 3/30. Documentation of meeting attempts but family did not come on two occasions AG2 Other ALS course and referral to ORS listed as goals – inappropriate JDS-2 Invitation to all meetings not in central file EK6
5. TRANSITION Indicator
Findings
Documentation
Performance
1
At most elementary schools, transition is more informal District between grade levels and up to individual teachers. Presentation Transition to the building is strong for students with IEPs. Interviews The early intervention to preschool transition is coordinated by the Early Childhood Coordinator and the Early Childhood Social Worker. Kindergarten Connection is a summer program that helps facilitate transition to Kindergarten for students with IEPs. It also functions as their ESY program.
Performance
2
There was a myriad of transition events for students at the elementary level. Activities include orientation events and social celebrations for students and families. For students with IEPs, a variety of personalized small group/individual opportunities are organized. Fourth and fifth grade special
Support Plan
Follow-up Findings
Interviews
42
educators meet to ensure comprehensive transition planning for students with IEPs. Performance
3
The middle schools engaged in a number of activities to support students and their families transitioning from the fourth grade to the middle school. Activities include orientation events and social celebrations for students and families For students with IEPs, a variety of personalized small groups/individual opportunities are organized. Fourth and fifth grade special educators meet to ensure transition planning for students with IEPs. Additional transition activities are arranged to meet students who may have additional transition needs.
Document Faculty and Student Interviews Interviews
Grade to grade transitions at the middle school are facilitated at each level with special educators, grade leaders and school counselors to support student academic planning. For students transitioning to the high school similar activities occur. The high school provides eight-grade student during cluster activities presentation regarding high school expectations, programs, activities and scheduling to assist students with planning their high school transitional experiences. The Wilbur McMahon Elementary School is a small community-based school where everyone knows each other and their families. Some of the Wilbur McMahon Elementary School students transitioning from Little Compton to Portsmouth High School have difficulty making this transition. At the High School the Little Compton students now interact with a larger variety of individuals and expectations. Performance
4
All the high schools in the region participate in a variety of endeavors for incoming 8th graders. Workshops for parents/students occur in June and October that target the
Interviews
43
new diplomas system and the PBGR. The Guidance team also does a scheduling activity at the middle school for all 8th grade students. The high schools provide parents with an information night regarding scheduling. The high schools have, all 8th graders come up to the high school and receive a tour and information on the school and other school related activities. Team building activities also occur during this time. At Middletown High School, transition from 8th grade to the high school for students with more significant needs is done on an individual basis. This has included having the students come into the class in May/June for a few days to see the routine and meet the teachers/staff. Often the students (incoming 8th graders and high school) who are eligible participate in ESY at the high school building so this is another opportunity to get accustomed to the school and space. At Portsmouth High School and Tiverton High School students who may need more intensive transition activities come to visit the high school prior to the end of their 8th grade year allowing for one-on-one transition activities and discussions. There is also a day when the special educators at the middle school visit with the high school special educators to discuss incoming students’ needs.
Performance/ Compliance
5
Transition Planning at the middle level The overall responsibility and facilitation of vocational/transition planning for students with IEP’s who are 14 years of age at the middle level was unclear. Though some special educators may discuss transition activities with students vocational and transitional outcomes are not routinely embedded within IEP student goals at the middle level.
Document Review Interviews Record Reviews
There will be mandated training for all special education staff on transition and transition-related issues (i.e., vocational assessments) facilitated and coordinated through the Superintendent’s of each of the region’s districts.
Trainings occurred throughout 20062007 school year and continue to be ongoing. The region will focus the 20072008 school year on determining a consolidated system 44
Timeline: Ongoing. Progress check: December 2006
Performance/ 6 Compliance
Transition Planning at the high school level Tiverton High School has an extensive School-to-Career Program. All 9th graders are introduced to the program through small group sessions with the School-to-Career Coordinator and their Guidance Counselor. In 9th grade, students complete an interest inventory (Choices) and research an occupation. In 10th grade they research careers and connections to post secondary education programs. In 11th grade the students complete a work values assessment. All of the information is stored in portfolios that can be used in assisting the students with course/program selection and post secondary planning. At Tiverton High School There is a 7th and 8th grade career day held annually which assist students in career planning when they arrive at the high school.
Interviews
for measuring transition through input from all special educators and the local TAC team. Summary of Performance was implemented and fully utilized for all graduating seniors.
There will be mandated training for all special education staff on transition and transition-related issues (i.e., vocational assessments) facilitated and coordinated through the Superintendent’s of each of the region’s districts. In addition, the Coordinator position/responsibilities are being reviewed/ restructured to be fully aligned with the current regional special education needs. Timeline: Ongoing. Progress check December 2006
Tiverton High School also has a Cooperative Work Release Program where students may leave school to intern in community work setting and earn credit based on employer evaluation. At Middletown High School the vocational assessment (Choices) is facilitated by the student’s case manager. This is typically done via the resource/study skills class. If a 45
student does not have study skills classes it is the case manger’s responsibility to ensure its completion. At Middletown High School The work co-op program for all students. Students can take a work co-op class and participate in job opportunities. Students with IEPs who are appropriate for work-study experiences typically have jobs in the community and a job coach supervises their placement.
At Portsmouth High School we have a work-study program that allows all students to participate in the work-study program. If a student needs more services the Special Education Coordinator at the High School provides the appropriate services needed to be successful.
Portsmouth High School utilizes Career Scope to inform their vocational assessment process. Completion of vocational assessment was uneven as teachers reported not have enough time to compete the needed work, thus, completion of the student’s vocational assessment varied from teacher to teacher. At Portsmouth High School the Assistant Principal does work-study endeavors for some seniors (general and special education students). This decision is made with the Assistant Principal and the school counselors. The Department Chair also facilitates some work-transition program specifically for students with IEPs tapping into their interests and needs. This is on an as needed basis.
Performance
7
All the high schools have a representative attend the Transition Advisory Council (TAC) meetings and that individual is able to share transition information with colleagues.
Interviews
PHS has a teacher who attends all TAC meetings and has taken on the Transition activities for all students.
46
