The State of Educational Services Highland Park School District - PowerPoint PPT Presentation

The State of Educational Services Highland Park School District June 2016

A Look at Our Student Needs by Building IRVING BARTLE MIDDLE SCHOOL HIGH SCHOOL TOTAL CLASSIFIED STUDENTS (in district) 26 52 61 77 216 OUT OF DISTRICT 1 5 11 23 40 504 PLANS 0 6 3 12 21 I&RS PLANS 47 43 20 9 119 O/T Services 15 13 4 0 32 P/T Services 4 2 2 1 9 SPEECH Services 24 38 23 10 95 BEHAVIORAL Services 7 2 4 3 16 ELL Services 22 25 14 16 77

A Look at Our Staff by Building IRVING BARTLE MIDDLE SCHOOL HIGH SCHOOL TOTAL SPECIAL ED TEACHERS 5 8 8 9 30 1:1 PARAS 3 3 5 3 14 SHARED PARAS 0 4 2 3 13 O/T 1 to service district 1 to service district 1 to service district 1 to service district 1 P/T (contracted) 1 to service district 1 to service district 1 to service district 1 to service district 1 contracted SPEECH 1 1 1 to service MS & HS 1 to service MS & HS 3 BEHAVIOR SPECIALIST (currently contracted; on 2 to service district 2 to service district 2 to service district; 1 2 to service district 2 contracted for district, 1 staff behavior specialist to begin in Sept.) to service specific contracted for MS student CST 1 LDTC (Sept), 1 1 LDTC (Sept), 1 1 LDTC, 2 Social 1 LDTC, 2 Social Workers, 2 LDTC’ s Social Worker, 1 Social Worker, 1 Workers, 1 1 Psychologist for MS and 3 Social Workers Psychologist for Psychologist for Psychologist for MS HS 2 Psychologists Irving and Bartle Irving and Bartle and HS ELL 1 1 1 PT 1 3 FT; 1 PT *All schools offer both push in and pull out services. This is dependent upon what is decided at the IEP meeting, what specific skills need to be addressed and the student’s individualized needs.

A Look at Our Programs by Building IRVING BARTLE MIDDLE SCHOOL HIGH SCHOOL TOTAL SELF CONTAINED CLASS 7 • FULL DAY PRESCHOOL DISABILITIES (ABA 1 0 0 0 PROGRAM) • PRESCHOOL DISABILITIES – 3 YEAR OLDS 2 0 0 0 • MULTIPLE DISABILITIES/LLD 0 2 0 0 • CBI (GLOW JR/GLOW) 0 0 1 1 PRESCHOOL INCLUSION – 4 YEAR OLDS 2 0 0 0 2 RESOURCE REPACEMENT-ELA 2 2 4 5 13 RESOURCE REPLACEMENT - MATH 2 2 4 6 14 RESOURCE REPLACEMENT – SOCIAL STUDIES 0 0 4 3 7 RESOURCE REPLACEMENT - SCIENCE 0 0 4 3 7 IN-CLASS RESOURCE - ELA 1 4 4 4 13 IN-CLASS RESOURCE - MATH 1 4 3 5 13 IN-CLASS RESOURCE – SOCIAL STUDIES 0 0 5 3 8 IN-CLASS RESOURCE - SCIENCE 0 0 4 5 9 PARA SUPPORT (SOCIAL 3 8 0 0 11 STUDIES/SCIENCE/SPANISH) SUPPLEMENTARY INSTRUCTION – STUDY SKILLS 0 0 2 2 4 *Chart indicates number of classes/sections in each area.

Anticipated Additional/New Staff for 16-17 School Year District Level • – PT Educational Services Supervisor – Behaviorist – LDTC (Elementary Team) – FT ELL teacher (assist with servicing primarily Irving and Bartle to meet mandates for services) Irving • – PT Special Ed Teacher (ICR ELA and Math grade 1) – Paraprofessional (rising pre-school needs) High School • – FT Special Ed Teacher (CBI/GLOW Program, classroom teacher and SLE Teacher)

A General Description of the Roles of Some of the Additional/New Staff Educational Services Supervisor • – PT position – Carries a Case Load similar to rest of secondary team (approx. 38-40) – Supports Ed Services Director in completion of responsibilities and tasks – Supports students, parents, staff and administration in appropriately servicing students – Coordinates, collaborates and plans to maintain and develop appropriate programming LDTC • – Member of the elementary CST (initial case load of approx. 30 students) – Conducts educational evaluations and observations for students identified in need of educational services – Develops appropriate educational plans and monitors student progress – Supports students, parents, teachers and administration with maintaining positive progress

A General Description of the Roles of Some of the Additional/New Staff cont. • Behaviorist – Knowledgeable about and uses a variety of components of Applied Behavioral Analysis (ABA) such as Discrete Trial Training (DTT), schedules of reinforcement, Natural Environment Teaching, Functional Behavioral Assessments (FBA) and behavioral intervention strategies – Conducts observations and evaluations for students identified in need of behavioral services (will pick up existing cases and additional cases as identified) – Develops behavior intervention plans (BIP) and trains staff on the implementation of such plans – Monitors implementation of BIPs and student progress, making adjustments as needed – Supports staff, students and families with utilizing appropriate strategies and techniques to meet individual student needs through communication, feedback and training that is meaningful and in a manner that everyone can understand – Attends IEP and BIP meetings with parents, teachers, other school personnel and students to provide data and feedback for increased efficacy within the school setting – Facilitates parent training for home-school consistency – Has knowledge of community resources to supplement school-based programming

Areas Commonly Identified as a Concern during Referrals and IEP Meetings and Our Role in Providing Appropriate Services The child study team is equipped with a variety of evaluative tools related to their individual areas of specialty. School-based professionals cannot offer any medical or psychological diagnoses. Rather, they gather information that directly examines a child’s strengths and weaknesses as they relate to education. Areas of potential diagnostic concerns are explored in further detail using supplemental subtests and additional consultation. Evaluation by an appropriate professional is recommended as necessary. Bilingual Evaluations • The law requires, for students who speak a language other than English as their primary language, that they be evaluated in their – native language Bilingual evaluations require a student to be referred to a bilingual evaluator at the cost of the district – ADHD and/or Emotional Concerns • When a child presents with attention or emotional issues, the team will often have students, teachers and parents complete – various rating scales to gain further information. Commonly used tools include, but are not limited to the Connor’s Scale, the BASC (Behavior Assessment System for Children) and – BDI (Beck Depression Inventory) Issues are also further explored through classroom observations and interviews with parents and teachers –

Areas Commonly Identified as a Concern during Referrals and IEP Meetings and Our Role in Providing Appropriate Services cont. • Dyslexia – The following subtests of the Woodcock Johnson IV, Tests of Achievement (WJIV) provide useful information when dyslexia is a potential concern: Letter-Word Identification • Spelling • Passage Comprehension • Word Attack • Oral Reading • Reading Recall • Word Reading Fluency • Spelling of Sounds • Reading Vocabulary – synonyms/antonyms • Oral Comprehension • Segmentation • Sound Blending • Sound Awareness – Deletion/Rhyming • – Further testing through a Speech and Language Evaluation is usually recommended

Areas Commonly Identified as a Concern during Referrals and IEP Meetings and Our Role in Providing Appropriate Services cont. Processing Disorders • – The following subtests of the Woodcock Johnson IV, Tests of Achievement (WJIV) provide useful information when processing disorders are a potential concern • Math Facts Fluency • Sentence Reading Fluency • Sentence Writing Fluency • Rapid Picture Naming • Retrieval Fluency – Subtests within the Processing Speed Index of the various Wechsler Intelligence Scales provide information regarding speed and accuracy of processing visual information – When oral language processing is an area of concern, further testing through a Speech and Language Evaluation is usually recommended. – Depending on test results and specific areas of concern, additional evaluations by an audiologist or neurologist my be recommended

A Look Ahead to our Future • Stabilization of our department – Compliance in Special Education, nursing, ESL, 504 and I&RS – Filling all necessary positions (LDTC, Behaviorist, teachers, paras) – Standardization of protocol and procedures across district to ensure same language, same procedures – Work collaboratively with parents and families to establish trust and rapport – Establish expectations for the team and ensure appropriate case management and services in order to bridge the gap between home and school – Move forward with gathering the necessary data and information to establish a strategic plan in the upcoming year to continue to stabilize the department and provide high quality programming that meets all of our students’ needs