We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byCharla Caldwell
Modified about 1 year ago
© 2012 Providence Public School District 1 Strategic Plan for the Re-Design of Birch Academy at Mt. Pleasant High School An Update to the School Board Office of Special Education Lisa Vargas-Sinapi Nancy Stevenin February,10 2014 Strategic Plan for the Re-Design of Birch Academy at Mt. Pleasant High School An Update to the School Board Office of Special Education Lisa Vargas-Sinapi Nancy Stevenin February,10 2014
© 2012 Providence Public School District 2 Goals For This Presentation Overview of the DoJ, DoL & CGCS Findings Regarding Birch Vocational School Provisions of the DoJ Interim Settlement Agreement Overview of the Strategic Plan to Re-Design Birch Academy Successes, Challenges, Our Future Plans & Goals
© 2012 Providence Public School District 3 Acknowledgements Leadership & Support – Superintendent Lusi & Rachel Mellion Transition Supervisor – Nancy Stevenin Mt. Pleasant Administrative Team Principal Scott Sutherland Coordinator of Student Services, Linda Noble and Vice Principal, Chris Coleman Providence Teachers Union & Local 1033 (Leadership & Teachers/Teacher Assistants) Parents and Students of Birch Academy @ Mt. Pleasant High School State Agency Partners – ORS – BHDDH - RIDE
© 2012 Providence Public School District 4 Recap of DoJ, DoL & CGCS Findings ADA & Civil Rights violation for segregation of students with disabilities and not providing services in the most integrated setting; Operating a sheltered workshop which cultivated & trained students at Birch to only work in a sheltered workshop funneling them to Training Thru Placement (TTP); No interaction with non disabled peers Paid low wages Not prepared for real world Labor laws were violated in the operation of Birch’s sheltered Workshop No prevailing wage studies Students were paid an arbitrary rate.
© 2012 Providence Public School District 5 Recap of DoJ, DoL & CGCS Findings Lack of curriculum and limited technology; Transition assessments were not administered resulting in limited to no transition goals & service on students IEPs. Low to no expectations for students to gain employment; No opportunities to experience or prepare for real jobs; IDEA special education processes were not followed: IEP development not aligned to standard Re-evaluation process was not followed Extended School Year Services were not appropriately identified.
© 2012 Providence Public School District 6 Provisions of the Interim Settlement Agreement (ISA) PPSD required to shut down the sheltered workshop All students in Birch target population receive supportive employment services in integrated settings; All students in Birch target population receive transition and vocational assessments that will identify student’s strengths, needs and desires for employment; Employment Planning Teams Consists of Parents, State Agencies, Teacher, Transition Supervisor Students move seamlessly to adult agencies and community based jobs; Creation and implementation of Career Development Plans; Each student required to complete two 60 day trial work experiences.
© 2012 Providence Public School District 7 Provisions of the Interim Settlement Agreemnt Collect and report monthly data to the DoJ –Provide # and copies of Career Development Plans –Provide # of vocational assessments & vocational objectives –Type & frequency of supportive employment services for each student –Type and frequency of trial work experiences –Professional development & training activities –All in reach and out reach activities Monthly monitoring by RIDE – Quality Assurance DoJ Monitor’s expectation of full inclusive services To Monitor Services & Compliance of the ISA (Monthly) DoJ Monitor – Nancy Gurney Investigation & verification of data & documentation to verify we are in compliance. Provides a Written 90 day and 180 day report for first year of agreement Also has authority to hire consultants or make the District aware of gaps in service
© 2012 Providence Public School District 8 Putting Pieces to the Puzzle together How do we put pieces of the puzzle together Change a 28 year old mind set & culture Comply with the ISA Provide the best possible services to our students In a very short period of time? Our Task
© 2012 Providence Public School District 9 Strategic Action Plan for the Re-Design of Birch Birch Academy @ Mt. Pleasant High School The vision for the Mt. Pleasant Birch Academy is to prepare students to become responsible, skilled and effective adults in society by providing rigorous educational opportunities with a direct focus on instruction, transition and career skills, activities and plans in inclusive settings for students to achieve their post-secondary goals.
© 2012 Providence Public School District 10 Re-Design Committee Taskforce Administrators Parents Teachers State Agency Representatives Task: to develop a detailed implementation plan to enable the students of Mt. Pleasant Birch Academy to be provided with the tools, instruction and experiences to improve their personal achievement and outcomes
© 2012 Providence Public School District 11 Providence School Department’s re-design plan includes four core areas to enhance our programming and services: Integration and Inclusion Transition Programming and Services Curriculum and Instruction Parent and Family Collaboration
© 2012 Providence Public School District 12 Integration and Inclusion The goal for integration and inclusion is that the students of the Mt. Pleasant Birch Academy become an authentic part of the Mt. Pleasant High School community. This will enable students with disabilities to participate in classes, extracurricular activities, learn with and befriend their peers. Relocation of Classrooms Two classrooms fully integrated for Core English & Math Unified Athletics Scheduling of Integration of Art, Gym and Health Electives Buddy System
© 2012 Providence Public School District 13 Transition Programming and Services The goal of transition planning at the Mt. Pleasant Birch Academy is to ensure that students with disabilities gain the skills and access the services needed to be successful in the “real world” and achieve their post- secondary goals. Supported Employment Services Transition Services Individualized Career Development Plans Vocational and Transition Assessments in integrated setting Collaboration with State Agencies
© 2012 Providence Public School District 14 Staffing and Leadership Transition Supervisor Student Services Coordinator Vocational Rehabilitation Counselor Highly Qualified Teachers Job Coaches – Community Transition Assistant Liaison
© 2012 Providence Public School District 15 Curriculum and Instruction The goal for curriculum and instruction is to improve the implementation of rigorous curriculum and instruction to meet the diverse needs of students with intellectual disabilities to achieve and progress. Unique Learning System IEP Development Training Review of special education processes Extended School Year
© 2012 Providence Public School District 16 Parent and Family Collaboration Our goal for successful parent engagement and collaboration is to have an ongoing process that increases active participation, communication, and collaboration between Birch Academy parents and the school with the goal of educating the whole child to ensure student achievement and success. Participation on the Birch Academy Re-Design Team Local Advisory Committee IEP & Employment Planning Team Meetings RIPIN Communication Forum and Meetings – Superintendent Lusi & Mayor Taveres & Lisa Sinapi Active Participation on Mt. High School Committees and Programs
© 2012 Providence Public School District 17 Successes Our inclusion programming and Best Buddies Program 25 Career Development Plans have been written Established collaborative partnerships with State Agencies 51 hours of professional development and training to teachers and staff 86 In reach and out reach activities Integrated work trials for our 2014 exit population Changing mindset that our students can be employed and be successful in integrated employment settings. “T he feeling is that it is now Mt Pleasant as one school and that Birch is no longer a distinction of segregated educational services.”
© 2012 Providence Public School District 18 Our Students in Trial Work Experiences
© 2012 Providence Public School District 19 Challenges Changing of a culture and a mind set; Safety Concerns of Parents; Investigations by Several Agencies; DoJ documentation and data collection; Graduation Requirements – Barrier to Employment; ISA holds PPSD and State accountable for supportive employment placements after graduation; 11 students graduating in 2013 – 5 have placements 2 years prior – 21 students –
© 2012 Providence Public School District 20 Future Goals Project Search Increase work trials for our older students Expand our inclusive classrooms at Mt. Pleasant Implementation of the MAPS process with our students Improved Transition Focus on IEPs Implementation of Career Development Plans Districtwide Full Compliance with the ISA Continued Parent Communication and Awareness Securing employment before our children exit
© 2012 Providence Public School District 21 Questions
Office of Special Populations Providence School Department Improving Special Education Services in the Providence School District Report of the Implementation.
© 2012 Providence Public School District 1 Raising the Achievement of English Language Learners in the Providence Schools: Report of the Strategic Support.
Recommended sequence of career/employment classes for students receiving Special Education services in Round Rock ISD.
ORCHARD ACADEMY Best Practices in Person-Centered Transition Planning and Programming that Deliver Positive Outcomes Presented by… Tim Bobrowski, Director.
Beyond Perkins Addressing the Needs of Students with Special Needs.
District 214 – Transition Planning System Buffalo Grove High School Special Education Department.
MACCRAY Special Education Work-Based Learning Program Helping Students Climb the Ladder of Career Success By: Elyse Hagen, LD/DCD Special Education Teacher.
Strategic Planning Board Update February 27, 2012 Draft - For Discussion Purposes Only.
YOUTH TRANSITION PROGRAM (YTP) PUT INTO PRACTICE Reynolds School District.
Where Do I Fit In? Schoolwide Immersion of Special Populations Shannon Baker, Consultant Special Populations, Civil Rights, Equity NCDPI Shannon Baker,
Wethersfield Board of Education December 10, 2013.
The IEP Individualized Educational Program. The IEP is the process and document that outlines what a free appropriate public education (FAPE) is for an.
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
Carl D. Perkins Career and Technical Education Act of 2006 “…will allow students … to get a vision of what can be achieved, what they can do in technical.
Implementing Oregon’s Employment First Policy Expectations of Executive Order 13-04:
The 411 on IEPs and Section 504s Claudia Otto, Ph.D. Oklahoma Department of Career & Technology Education March 10, 2015.
Strategic Success We are RACING to the Top. Appoquinimink by the Numbers… Total Population: 9,866 Receiving Services: 1, % We ARE growing… Beyond.
State of Oregon Department of Human Services Vocational Rehabilitation (VR)
1 Visions of Community 2011 March 12, 2011 The Massachusetts Tiered System of Support Madeline Levine - Shawn Connelly.
Community Level Team Community Level Teams. “No one can do it alone. Improving the quality of life and the education of children with disabilities and.
Montgomery County Public Schools, Maryland Middle School Reform in Montgomery County Public Schools Linda Ferrell Director Director Middle School Instruction.
1 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt 10 pt 15 pt 20 pt 25 pt 5 pt Transition.
Pre-referral Process Student support team Student support team –General education teacher identifies a student –Meets with the SST to discuss strategies.
1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.
Kansas Youth Vision Team: Serving Our Neediest Youth Atlanta, GA September, 2006.
California Bridges to Youth Self-Sufficiency An Overview.
Persistently Low Achieving Schools Update September 14, 2010 Board of Education Jane A. Russo, Superintendent Dawn Miller, Assistant Superintendent, Secondary.
Key Concepts Collaboration with business, education, rehabilitation (VR) and DD Collaboration with business, education, rehabilitation (VR) and DD Braided.
School/VR Partnerships: Lessons Learned from Project ACCESS OAVSNP February 2011 Jeri Dickinson & Mimi McGrath Kato University of Oregon Special Acknowledgement.
Each Year, nationwide, 1.2 million students fail to graduate from high school!
The IEP Process MAASE New Administrators Workshop October 2010.
Pre-test Please come in and complete your pre-test.
Presented by Lawrence Dennis Education Consultant for the Office for Exceptional Children October 23, 2014 OCTA Fall Conference.
A quick look at the mission statements of a variety of schools and districts will reveal at least an awareness and belief that all students deserve equality.
Local Educational Agency Plan (LEA Plan) Cambrian School District Board Presentation March 22, 2012.
WHAT IS PROJECT SKILLS? Project Skills is unique to South Dakota. It is a paid work experience program for high school students with disabilities.
LOCAL CONTROL AND ACCOUNTABILITY PLAN Kern High School District.
© CCHMC 1/3/06 Supported Employment Agency District of Columbia Public Schools Federal Agency: Education, Health & Human Services or Labor Rehabilitation.
The Leadership Challenge in Graduating Students with Disabilities Guiding Questions Joy Eichelberger, Ed.D. Pennsylvania Training and Technical Assistance.
Planning My Way to Work OAVSNP conference February 20 th, 2015.
DEPARTMENT OF STUDENT, FAMILY AND COMMUNITY SERVICES Leadership I and II February, 2011 Providing Services to Students, Families and Community through.
National Consortium On Deaf-Blindness Families Technical Assistance Information Services and Dissemination Personnel Training State Projects.
THE NEW SEND FRAMEWORK Brian Lamb OBE. From this…..? Welcome to Special Educational Needs and Disability Maze School Action School Action Plus Statements.
Student Services Strategic Mission, Values, and Goals At the Oregon Department of Education, we are guided by the following mission and values:
WIOA Basics An initial explanation of the WIOA legislation and MoA between IVRS and DE.
Principal Evaluation in Massachusetts: Where we are now National Summit on Educator Effectiveness Principal Evaluation Breakout Session #2 Claudia Bach,
From Preschool to Post-School Outcomes Preparing Florida’s Youngest Students to Become College and Career Ready Monica Verra-Tirado, Chief Florida Department.
Local Control and Accountability Plan (LCAP) Our GreenPrint for Success Conejo Valley Unified School District April 19, 2016 Presented by Ann N. Bonitatibus,
Basics of Transition Patti Tessen Leslie Randall Patti Tessen Leslie Randall Consultant, ESC 14 Consultant, ESC 5 Consultant, ESC 14 Consultant, ESC 5.
IEP Training for Kansas Schools 2013 – 2014 Kansas State Department of Education Technical Assistance System Network Services Special Factors/Considerations.
© 2017 SlidePlayer.com Inc. All rights reserved.