1. "ROLLING UP OUR SLEEVES" IMPACTING THE MENTAL WELL-BEING OF OUR CHILDREN Presented by Frank Leech, Fluvanna County Public Schools Director of Student Services Katrina Lee, Fluvanna County Public Schools Director of Special Education

2. Fluvanna County Public School's School Board STRATEGIC PRIORITIES PROVIDE A MEANINGFUL EDUCATION FOR THE WHOLE CHILD, FOR EVERY CHILD ESTABLISH A CULTURE THAT IS SAFE AND NURTURING, ALLOWS RESPONSIBLE CHANGE, AND BUILDS CONFIDENCE IN ALL STAKEHOLDERS July 2014

3. Our Mission To provide multiple levels of support for students whose behavioral challenges are counterproductive to their academic progress  Provide support to teachers and students regarding difficult behaviors  Implementing and monitoring interventions  Customized program -Abrams Academy  Small group instruction, counseling, transitioning  Alternative to suspension  Continuity and support for out of county transitions

4. PROVIDING SUPPORT TO TEACHERS AND STUDENTS REGARDING DIFFICULT BEHAVIORS

5. In the Classrooms  Observations of individual students in their classrooms at teacher/principal request  Consultation with teacher/principal regarding individual behaviors  Recommendations for behavior management and monitoring in the regular classroom

6. IMPLEMENTING AND MONITORING INTERVENTIONS

7. Monitoring and Data Collection  Consult with teacher as plan is devised  Review plan with teacher  Collect data for 10 days  Review data to determine next step

8. Tracking Tantrum Intensity

9. CUSTOMIZED PROGRAM ABRAMS ACADEMY

10. Abrams staff will Teach students to appropriately advocate for themselves Work to improve reading and math skills Teach students to comply with academic demands and complete academic tasks Assist students in developing social skills that will improve their interactions with peers Significantly reduce intensity of maladaptive behaviors Teach students how and when to ask for help

11. SMALL GROUP INSTRUCTION, COUNSELING, TRANSITIONING

12. Day to Day in the Abrams Classrooms  Average ratio 4:1  1:1 support  Social skills instruction  Individual counseling  Relationships with adult staff  Monitor progress  Transition back to regular school

13. ALTERNATIVE TO SUSPENSION

14. Two Types of Students Attend Abrams Academy Short Term  May be with us for up to 10 days  Complete academics sent by teachers from FMS or FHS  Participate in all other aspects of the program including behavior monitoring  May participate in counseling on an as-needed basis  Process behavior, their role in consequences and responsibility Long Term  Are with us for 1 semester of 2  Complete academics via Apex with 1:1 assistance from staff  Interact constantly with adults in the program  Participate in counseling on as- needed basis and to develop skills for living  Process their behaviors, roles, and responsibility

15. ABRAMS ACADEMY TRANSITIONAL CLASSROOM (AATC) CONTINUITY AND SUPPORT FOR OUT-OF-COUNTY TRANSITIONS

16. AATC Program Overview The Abrams Academy Transitional Classroom (AATC) is a structured and nurturing classroom within the historic Abrams building centrally located between the five Fluvanna County Public Schools. The AATC is designed to provide experiences for students from that are transitioning from more restrictive settings back into FCPS. The philosophy of AATC is based on the concept that all children can make academic, behavioral, and social gains when appropriate and structured experiences are provided that systematically prepare both students and staff for future challenges. The AATC is specifically designed to address the needs of special education students that require a structured transition when returning from more restrictive settings. A range of experiences and services are available with the desired outcome being the continued development of the skills and reinforcement of the expectations required for a successful transition and participation into a more traditional school setting.

17. OUR PHILOSOPHY

18. Abrams Academy Transitional Classroom (AATC) Philosophy Statement KEY POINTS  Academic, social, and emotional growth for the individual student  Classroom experiences are structured to ensure success  Improve self-esteem and self- control  Emphasis on self-respect, respect for others, and the belongings of others The Abrams Academy Transitional Classroom (AATC) philosophy of education encompasses the academic, social, and emotional growth for each individual student within the overarching stated Mission and Vision prescribed by Fluvanna County Public Schools (FCPS). We recognize that each student has their own individual capabilities, and the classroom experiences are structured to utilize these capabilities in a manner that assures successful participation. This success will lead students to develop meaningful self- esteem and assist students in gaining control of their lives and achieving their potential growth leading to a successful transition back into a more traditional setting in FCPS. Emphasis is placed on self-respect, respect for others, and respect of belongings.

19. Abrams Academy Transitional Classroom (AATC) Philosophy Statement KEY POINTS  Positive attitudes toward learning are encouraged  Staff strive to work as a team (including support staff)  Family, school, and community involvement is encouraged  Commitment to a successful transition A positive attitude towards learning is encouraged, with academic, behavioral, and social skill training emphasized as part of the overall experience. The involvement of various disciplines are also encouraged including therapists, social workers, child care workers, and volunteers and we strive to work as a team in order to address the varied needs of our students. Family, school, and community involvement is encouraged so that the positive behaviors and skills that are evolving may carry over into all areas of the student’s life. We remain committed to providing each student with understanding, consistency, and personal respect and encourage the development of responsible, honorable behavior that will lead to the successful transition into a less restrictive setting within FCPS.

20. PHYSICAL SETTING

21. Physical Setting The Abrams Academy Transitional Classroom (AATC) is strategically placed in the centrally located Abrams Building. The Abrams building is within walking distance of three of the five FCPS’s schools and within a 5 minute drive of Carysbrook Elementary and 10 minutes to FCHS. The strategic location allows for the use of the schools gymnasiums, cafeterias, libraries, and athletic fields. Also located within the Abrams Building is the Abrams Academy Alternative Education Program which provides access to administrative, clerical, school psychologist, social worker, and behavioral support. KEY POINTS  Transitional Program  Centrally located, within close proximity to main schools  Location allows for use of facilities  Alternative Education Program provides access to administrator and support staff

22. STAFFING

23. Staffing Students participating in the Abrams Academy Transitional Classroom (AATC) will come in contact with different staff. The classroom is led by Ms. Lori Scalzo, a fully endorsed Commonwealth of Virginia veteran teacher who over the course of 20 years is well versed in the challenges facing Fluvanna students and staff when students transition back into our schools. The staffing pattern is determined by a comprehensive review of student records, discussion with guardians, previous placement staff and receiving FCPS staff. The focus remains on continuing academic, social and emotional growth but with a specific focus on the needs of the student for successfully transitioning back into a more traditional school setting. Support staff including those associated with related service needs (speech, occupational therapy) can be met within the AATC setting and is part of the initial review for appropriateness of placement. The classroom ratio is purposefully kept low and will fluctuate as student experiences are provided and student needs become more evident. KEY POINTS  Main special education teacher and support staff  Comprehensive review of student records to determine services  Focus-Successful transition back to a more traditional educational setting  Related services needs easily met

24. DISCIPLINE PHILOSOPHY

25. Discipline Philosophy Discipline is an educational process by which staff assist the student to learn to live in reasonable conformity within accepted standards of behavior. The goal of discipline is to teach the student to apply their own inner self-controls rather than those imposed by external pressures. It is the responsibility of staff to help the student learn how to accept responsibility for their behavior and to develop social skills which will allow them to live with other people in a way that is satisfying to them. In FCPS, the emphasis is on the positive. Praise, encouragement, and special privileges are given whenever a student behaves in an acceptable manner. Rules and consequences for unacceptable behavior are carried out within a framework of caring and concern for each individual. Natural and logical consequences for unacceptable behavior are used whenever possible. When there are no natural or logical consequences for the unacceptable behavior (for example, swearing), then short time-outs are given. KEY POINTS  Main special education teacher and support staff  Comprehensive review of student records to determine services  Focus-Successful transition back to a more traditional educational setting  Related services needs easily met

26. THE AATC EXPERIENCE

27. The AATC Experience The experiences for each student will vary depending on the needs of the student for planning for a successful transition back into the traditional FCPS setting. These experiences will be initially developed as part of the student’ s transition plan that will include guardians, school based administrator, case manager and teachers as appropriate and will be documented as part of the students IEP. In all cases the placement will continue to foster the desired academic, social and emotional growth but include specific requirements for the planned, successful transition back into the traditional FCPS setting. This will include participation in the AATC in Abrams, planned visits and experiences within the schools, and even participation in FCPS traditional classrooms. The emphasis is on developing the necessary skills and relationships leading to success for both the student and school staff. KEY POINTS  Main special education teacher and support staff  Comprehensive review of student records to determine services  Focus-Successful transition back to a more traditional educational setting  Related services needs easily arranged

28. IEP REQUIREMENTS

29. IEP Requirements All students who participate in the services provided in the Transition Classroom require an Individualized Educational Plan (IEP). The Director of Special Education and the Special Education Teacher work closely with all out-of-county placements that students are enrolled in or transitioning from to ensure meaningful planning and facilitate appropriate supports for each child. The IEP team does not initiate a change in placement, but a change in services. Additionally, each school utilizes a flow chart to assist in making determination of services.