1. Office of Special Populations Providence School Department Improving Special Education Services in the Providence School District Report of the Implementation Plan in response to Council of Great City Schools Audit Presented by: Lisa Vargas-Sinapi

2. Agenda Review of Progress in Implementing CGCS Recommendations Review of Disproportionality Data Review Implementation Plan for Birch Academy Mt Pleasant alignment with DoJ & CGCS Review of Our Priorities, Needs and Strategic Plan Office of Special Populations Providence School Department 2

3. Context and Challenge CEC Identifies Critical Issues Facing Special Education Assessment of Students with Disabilities Funding Professional Development Staffing Shortages Highly qualified teacher requirement Teacher Retention Practice Transition Discipline / Behavioral Supports Research RtI Paperwork Legal Cases Inclusion - LRE Disproportionate Representation in Special Education Segregated Settings CGCS – Audit (2011) Least Restrictive Environment Over-identification: 16% when National 12% Incomplete RtI model Expanding and Re-Design Transition Programming – Birch Re-Design Staffing Patterns, Training, Leadership Comprehensive Assessments Technology Parent & Family Engagement Behavioral Supports / Services Settings Reports Office of Special Populations Providence School Department 3

4. Special Education Strategic Plan Special Education Management & Operations Leadership, Staffing Patterns & Training Student Identification of Students Eligible to Receive Special Education  Comprehensive Assessments  Disproportionality Instructional Program Delivery –LRE – Continuum of Services Update on Birch Academy Mt Pleasant Use of Technology & Data Systems Parent Support & Involvement Positive Behavioral Supports & Interventions RtI Systems Post-Secondary Transitional Activities and Service Clinical Setting Data Legal Cases/Compliance Office of Special Populations Providence School Department 4

5. Special Education Management & Operations Areas to be Addressed Administrators not organized for maximum effectiveness Supervisors and Specialists Recommendations Reorganization of Special Education Department Office of Special Populations Providence School Department 5 Implementation 2012 Reorganization (Transition Year) Full Implementation 2013 Employ One Special Education Director Established Manager Positions Pre K Elementary High School Behavior Program Related Services 3 - Supervisor Positions

6. Special Education Leadership Structure 1 Pre-K /Elementary Director 1 Secondary Director 8 Supervisors Programs/Supervising Schools 11 Specialists Previous Structure 1 Director New Structure 5 Programmatic Managers 3 School Supervisors 12 Specialists Office of Special Populations Providence School Department 6 Special Education Managers Preschool Elementary Secondary Behavioral Programming Transition/Related Services

7. Staffing Patterns/Ratios and Usage Staffing Patterns Social Workers, Speech, P/T, Psychologists – Average Occupational Therapist Top Fifth Percentage – Low Ratio  Review Contractual Obligations As many Teacher Assistants as Teachers  Cost Neutral Change Lack of Available Teacher Assistant Training  Increase Specific Training for Teacher Assistants Teacher Assistant Hiring - Needs Based  CBH Hiring for TAs Lack of Teacher Assistant Substitutes Provide Teacher Assistant Substitutes Office of Special Populations Providence School Department 7

8. Implementation Plan Staffing of Teacher Assistant Positions 2013 – Reduced 12 TAs at Secondary Level and converted to 3 Special Education Teacher Positions 2014- Reduced 9 TA positions to support 3 additional Special Education Teacher Positions Training of Teacher Assistants 2012 – Present Program Specific Training For Teacher Assistant *Autism *Behavior Interventions *Strategies *Inclusion Programming *Assistive Technology *Pre-K Standards *IEP Development *Disability Training *Instructional Strategies *Transition Job Coaching *Sensory Diets Concerns/Future Plan: Training is not mandatory Teacher Assistants Training forthcoming on topics: *Job Coaching *Confidentiality * Progress Monitoring Substitutes for Teacher Assistants Remain An Issue Upcoming Labor Contract *OT Caseload * CBH for Teacher Assistants *Evaluation Process for TAs * Mandatory Training Office of Special Populations Providence School Department 8

9. Understanding the scope and nature of disproportionality in Providence School District Disproportionate representation is the over/under representations of groups within specific categories of disability in special education. It is about:  improving the evaluation procedures that are used to determine disability and need for special education;  more stringent application of the eligibility criteria, including exclusionary factors;  improving early intervening services and strengthening student interventions prior to a referral. Office of Special Populations Providence School Department 9

10. Student Identification – Comprehensive Assessment Implementation Plan Creation of revised our referral and screening guidance - 2011 Provided Training - (2012) Developed Parent Brochure – (2012) Created Comprehensive Evaluation Data Guides Emotional Disturbance (2012) Intellectual Disability (2013) Autism Spectrum Disorder (2013) Learning Disability (2011–Present) In Process: Other Health Impairment (2014) Guide to Identifying ELL Students with Disabilities (2013 to Present) Office of Special Populations Providence School Department 10 Areas of Concern Comparatively high special education prevalence Disproportionate representation continues Recommendations Improve consistency of eligibility determinations Improve the Special Education Referral and Screening Process

11. Percentages of Students with Disabilities Office of Special Populations Providence School Department 11

12. Students with Disabilities 3-5 Years of Age Office of Special Populations Providence School Department 12

13. Disproportionality Data 2009-2013 Office of Special Populations Providence School Department 13

14. Disproportionality Data 2009 -2013 Office of Special Populations Providence School Department 14

15. Disproportionality Data 2010-2013 Office of Special Populations Providence School 15

16. Student Identification Issues 16 Evaluation Teams Moving To Utilizing Assessment for Eligibility Assessment for Instruction

17. Instructional Practices & Support Areas to Address Expansion of co-teaching Inconsistent effective co-teaching implementation Inconsistency on differentiating instruction Low general education setting rates Recommendations Establish vision of PPSD as inclusive district Establish visible general education presence to lead initiatives Improve general education setting rates 17

18. Instructional Practices & Support Least Restrictive Environment Data Office of Special Populations Providence School Department 18

19. Implementation Plan Implementation Plan Our Vision for Inclusion 2012 – 2013 Development of Collaborative Teaching Guidance Document Specialists and Supervisors received training on differentiating instruction and UDL. Analyzed our data – Social/Emotional – Medical Issues Developed Behavioral RtI Guidance Document 2013 – 2014 Set up work groups to review Collaborative Teaching Provided professional development UDL LRE Process Developed Pilot inclusive classroom at - Mt Pleasant Training on Behavioral RtI Model 2014 – Release Collaborative Guide and Professional Development and Training. Monitor Implementation –professional development Department Goal – Developing Greater Inclusive Models 19

20. Future Needs o Greater Social / Emotional Supports in Schools 6 times the National Average – Emotional Disturbance Poverty Kindergarten Students 2014 – 2015 School Year 12 cases Increase number of Psychologist/Social Workers Behavioral Resource Centers in High Schools Work collaboratively with SAO department to implement RB Social Emotional programs in our Safe-Caring PBIS framework at all level – Restorative Justice Responsive Classroom Office of Special Populations Providence School Department 20

21. Provisions of the DoJ Interim Settlement Agreement  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;  Person Centered Planning Process for each student (MAPS);  Employment Planning Teams;  Creation and Implementation of Career Development Plans;  Each student required to complete two 60 day trial work experiences;  Mutually Responsible for Work Placements of our 2011-2014 Graduates – December 1, 2014

22. Work Placements 2011-2014 Graduates N SizeEmployedJob TrialsEngagedNot Engaged Returned to the District 407137112 Office of Special Populations Providence School Department 22

23. Highlights Implementation Plan New Monitor – Charles Moseley Employment First Policy Expanded our Inclusion Programming – English, Math, Phys. Ed, Art, Music, Computer Classes Official Members - Best Buddies Program Unified Athletics – Basketball - Volleyball 90% Career Development Plans have been written 50% Students have completed a MAPs Hired our own Vocational Rehabilitation Counselor Project Search Parent Support for Birch Academy Office of Special Populations Providence School Department 23

24. Project Search Cox Gamenight on the Birch Academy. http://www.coxhub.com/articles/mount-pleasants-birch- academy-integrates-into-a-total-community Thank you for making Mount Pleasant a school for all. Office of Special Populations Providence School Department 24

25. Thank you. Presented by: Lisa Vargas-Sinapi Director of Special Education 456-9100 extension 11321 Lisa.Vargas-Sinapi@ppsd.org Office of Special Populations Providence School Department 25