1. Diane Fairchild, SIATech Kimberly Jones, Humanitas, Inc. March 1, 2012 Partnering with Charter School or Public School Partner to Improve Services for Students with Disabilities

2. Agenda Resources and Benefits Schools Districts and Public Charters Can Offer What Do Good Partnerships Look Like Resources and benefits We Can Offer a School Partner Questions to Think About When Entering a Relationship with a School Questions 55 4 4 3 3 2 2 1 1 2

3. What are the needs of our students? Where do we need the most support? What would be on our needs wish list? Have we asked the right questions when developing a partnership with local districts or public charters? Questions to Ask Ourselves 3

4. How do we support students with complex learning needs? 4

5. Common Applicant/Student Scenarios Female Age: 19 1 st Trade Choice – HOT No IEP available Did not disclose Lacks focus Cannot remember problem solving steps Difficulty mastering tasks Student 2Applicant 1 FemaleAge:17 1 st Trade Choice – Office Administration Has Personality Disorder Has difficulty remembering tasks over time Poor memory – becomes frustrated very easily Applicant 3 Male Age: 23 1 st Trade Choice - Pharmacy Tech Has AD/HD IEP – Reading on a 3rd grade level, has Specific Learning Disability in Math 33 2 1 5

6. Accommodate students’ needs Make sure plan is clearly explained Your expertise can be invaluable to others Think outside of the box Look to our disability website for resources Regional Disability Coordinators for guidance Keep information flowing to student’s next instructor Document all changes/modifications to accommodations in accommodation plan Document teaching/learning strategies What are we doing…. Well developed accommodation plans Passing it on Sharing good teaching practices 6

7. So how do we ask schools for the resources we need? 7

8. Lead with the Positive! Establish what you are hoping for from partnership (clarify expectations) Offer benefits: –Our students = Graduation numbers JC can offer the career training Opportunity to get a credential –Further each organization’s goals Support remediation of reading and math Earn credits for Job Corps programming Negotiating Resources 8

9. Staff (para professionals, special education instructor, administrator (principal) Training for Staff School equipment and supplies Assistive Technology Academic Software (remediation and accommodation support) Assessments/Evaluations Online course for credit What Can Schools Offer? Wish List! 9

10. Support in finding students disability documentation –Knowing who to contact (public school special education directors or principals) –Relationships with other schools and districts Provide technical advise and expertise – initial discussion with applicant/student –Knowledge of IEPs (in some cases IEP development) –Knowledge of disabilities and possible accommodations –Assist in completing accommodation request for GED testing The Reasonable Accommodation Committee (RAC) and Your School Partner 10

11. The RAC and Your School Partner Review IEPs Provide Testing Changes to Plan 11

12. Areas covered in the Fred Acosta/SIATech Charter School MOU include: Classroom space Student referrals to the high school program Clarify expectations for enrollment numbers Charter acquisition School mandates Job Corps mandates School equipment and supplies Sample Memorandum of Understanding 12

13. SIATech Academic, Applied Academic and Computer Software Courses SIATech Principal as part of center senior management team Licensing agreements Training/instructional hours Confidentiality Cancellation provisions Indemnification Insurance 13 Sample Memorandum of Understanding

14. 3 funded teachers and secretary(including 1 special education teacher) Testing students with learning disabilities Textbooks Staffing Education assessments School equipment ✓ ✓ ✓ What Good Partnership Looks Like 14 Ouachita Job Corps and the Hot Springs School District

15. Special services Remediation Offering school credit for Job Corps courses What Good Partnership Looks Like 15 Fred Acosta Job Corps and SIATech Public Charter School

16. Identify the center (students) needs and wants Communicate your expectations Offer reciprocity benefits Develop a MOU What to Remember 17

17. Accommodation calls/process should led by DCs (center staff only); school partner may provide accommodation expertise School partner should not enter disability data or accommodation plans in CIS; the DCs should School partner should not access/maintain accommodation folders; the DCs should What to Avoid 18

19. Boston Region – Lisa Kosh lisa.kosh@humanitas.com Atlanta and Philadelphia Regions – Nikki Jackson nikki.jackson@humantias.com Dallas Region – Laura Kuhn laura.kuhn@humanitas.com Chicago and San Francisco Regions – Kim Jones kim.jones@humanitas.com Regional Disability Coordinators 20

20. THANK YOU!