Arlington Tiered System of Support and Inclusion School Board Work Session May 25, 2017
Objectives • Provide an overview of the Arlington Tiered System of Support • Review and provide feedback on the draft of the policy related to the Arlington Tiered System of Support • Define Inclusion • Review common elements of Inclusion policies to begin the process of drafting one for APS 2
Agenda Time Topic Facilitator 7:00 Introductions and Welcome Nancy Van Doren 7:05 ATSS Overview and Action Steps Kelly Krug 7:30 ATSS Policy 8:00 Defining Inclusion Tara Nattrass Inclusion Brenda Wilks 8:20 Vision, Core Values, and Policy 8:45 Timeline of Next Steps 9:00 Adjourn Nancy Van Doren 3
Decision Points Arlington Tiered System of Support • Should we consolidate the policies that address the key elements of the Arlington Tiered System of Support? • Which policies would need to remain? Which elements of those policies? Inclusion • Should we capture Inclusion in mission, vision, and/or core values with additional elements in policy 25 ‐ 4.4 Special Education Programs and Services ? 4
ATSS Overview and Action Steps
Purpose of ATSS To provide differentiated, flexible, personalized and inclusive instruction 6
ATSS PROCESS Focuses on differentiated, flexible, personalized and inclusive instruction Analyze Data (individual classroom level and collaborative teams) ATSS IS A PROCESS TO: ATSS IS NOT: Analyze data • A service that is • 1. What do we want our provided Determine student • students to know/do? strengths and needs 2. How do we know when A verb or something • they have learned it? Determine Strengths done to the student Monitor Progress Make a plan to 3. How do we respond and Needs • when they haven’t? respond to strength Just a 30 minute block 4. How do we respond • and needs of time called ATSS when they have? Monitor their • A singular program • progress Respond 7
Action Steps: To Date January 2017 to Present December survey (baseline data) Support deployed to schools based on results On ‐ site coaching about ATSS process provided to collaborative teaching teams FAQ Document created and disseminated Dyslexia training provided for administrators, psychologists and teachers Dyslexia evening event for families and staff 53 staff members participated in the online Dyslexia conference Trainings for research ‐ based interventions and resources provided (e.g. Leveled Literacy Intervention, Orton Gillingham, Second Step) Articulation of best practices and targeted support for English Learners within ATSS framework 8
Action Steps: Moving Forward Launching August 2017 Video documentary on ATSS Provide professional learning on assessing specific student needs Develop a standard treatment protocol of interventions based on individual student needs Deploy the ATSS Data and Intervention System to monitor student progress Trainings for research ‐ based interventions and resources scheduled (e.g. Leveled Literacy Intervention, Orton Gillingham, Mind Up, Responsive Classroom, and Step Up to Writing) Provide professional learning on student goal setting Orton Gillingham 45 ‐ hour practicum cohort will begin for selected teachers 9
Standard Treatment Protocol 10
Policy Related to ATSS
Current Policies • 20 ‐ 1.230 Prevention, Intervention, and Remediation • 20 ‐ 1.400 Grouping • 20 ‐ 2 Support, Resources, and Extended Time • 20 ‐ 3 Program Differentiation • 20 ‐ 3.100 Advanced Classes • 20 ‐ 3.700 Student Acceleration Opportunities 12
Policy Alignment Commonalities Separate Ideas Individualized instruction for students Class assignment for twins • • 20 ‐ 1.230 Prevention, Intervention, and 20 ‐ 1.400 Grouping Remediation 20 ‐ 3 Program Differentiation 20 ‐ 3.700 Student Acceleration Opportunities Class placement and offerings • 20 ‐ 1.400 Grouping 20 ‐ 3 Program Differentiation 20 ‐ 3.100 Advanced Classes 20 ‐ 3.700 Student Acceleration Opportunities Quality instruction • 20 ‐ 2 Support, Resources, and Extended Time 20 ‐ 3 Program Differentiation 13
Decision Points • Should we consolidate the policies that address the key elements of the Arlington Tiered System of Support (Student Support)? • Which policies would need to remain? Which elements? 14
Inclusion
Current Anchors Vision: Arlington Public Schools is a diverse and inclusive school community, committed to academic excellence and integrity. We provide instruction in a caring, safe and healthy learning environment, responsive to each student, in collaboration with families and the community. Core Values Diversity: We value all students, staff and families in our diverse, inclusive school community. Department of Special Education Vision Statement: Individuals with disabilities are valued members of the community, entitled to access opportunities which comprise a meaningful and dignified life. The Office of Special Education (OSE) actively promotes and fosters inclusion of all students in the school and greater community as a part of a respectful culture which recognizes the value of individuality. 16
Background on Inclusion in APS Program Evaluation: 2012 ‐ 13 2012 ‐ 13 Importance of Services for Students inclusive practices with Special Needs Coordinator role 2013 ‐ 14 2013 ‐ 14 Structural shifts Co ‐ teaching cohort Early childhood Co ‐ teaching cohort 2014 ‐ 15 2014 ‐ 15 Explicit instructional Instructional focus strategies Liaisons 2015 ‐ 16 2015 ‐ 16 Overall APS Workgroup of considerations staff and community members on Definitions 2016 ‐ 17 2016 ‐ 17 inclusive practices Co ‐ teaching cohort Special Education Overall Overall Professional Policy and Learning Procedures Manual 17
Current Status Least Restrictive 2011 ‐ 12 2012 ‐ 13 2013 ‐ 14 2014 ‐ 15 2015 ‐ 16* 2016 ‐ 17* Environment Students with 51.6% 53.1% 52.46% 57.76% 59.72% 63.36% Disabilities in classroom 80% or more of day Students with 16.6% 16.3% 15.36% 10.49% 10.09% 9.22% Disabilities in classroom less than 40% of day Students with Disabilities in separate 3.7% 3.8% 3.72% 3.01% 3.26% 3.55% public or private school or facility * Not officially released by VDOE 18
Defining Inclusion Inclusion Valuing individuals while giving equitable access and opportunity to all Education Context Inclusive education is both a vision and a practice …of welcoming, valuing, empowering, and supporting the diverse academic, social/emotional, language, and communication learning of all students in shared environments and experiences for attaining the desired goals of education. Inclusion is a belief that everyone belongs, regardless of need or perceived ability, and that all are valued and contributing members of the school community (Villa and Thousand, 2016). Individuals with Disabilities Education Act (2004), the purpose is to “ensure that all children with disabilities have available...a free appropriate public education that emphasizes special education and related services designed to meet their unique needs” and that they have “access to the general education curriculum in the regular classroom, to the maximum extent possible.” 19
Policy Review Current Policy 25 ‐ 4.4 Special Education Programs and Services The Arlington School Board provides programs and services for students with disabilities who require special education and related services. The Arlington School Board is committed to the integration of students with disabilities. Students with disabilities are educated in the least restrictive environment, with non ‐ disabled peers consistent with their IEP needs. 20
Decision Point • Should we capture Inclusion in mission, vision, and/or core values with additional elements in policy 25 ‐ 4.4 Special Education Programs and Services? 21
Implementation Plan 22
Next Steps • Review all Instruction policies • Begin drafting student support and inclusion policies • Fall 2017 • Share drafts with school board and superintendent advisory committees for feedback • Bring forward to School Board 23
Arlington Tiered System of Support and Inclusion School Board Work Session May 25, 2017
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