pcsd sped program evaluation 112916 · park elementary, trailside elementary, mcpolin elementary,...
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Program Evaluat ion Report: PCSD INTRODUCTION
ParkCitySchoolDistrict(PCSD)empowersstudentstodeveloptheirknowledge,skills,andpotentialascriticalthinkers.PCSDmaximizeresourcesforacademicrigorandexcellencethroughstaff,programs,andtechnologythatmakelearningrelevanttotheemergingworldinwhichPCSDpatronsandstudentslive.
PCSDexperiencedarecentchangeinleadershipofitsspecialeducationprogram.AsPCSDisfocusedonprovidinghighquality,effectiveservicestostudents,theSchoolBoardandSuperintendentjointlyrequestedaspecialeducationprogramevaluationtoidentifystrengthsandneedswithinaprocessofcontinualimprovement.ThisprogramevaluationwasfocusedontheprogramsforstudentswithdisabilitiesattendingoneofthesevenPCSDschoolsaswellasthepost-highschoolprogram:Parley’sParkElementary,TrailsideElementary,McPolinElementary,JeremyRanchElementary,EckerHillMiddle,TreasureMountainJuniorHigh,ParkCityHighandParkCityLearningCenter.
PROGRAMEVALUATIONPROCESS
DuringtheweekofOctober11-14,2016,twoteamsofprogramevaluatorsconductedavarietyofreviewactivitiesrelatedtoeachschool/programsite,includinginterviewswithleadershipandstaff,reviewofspecialeducationfiles,andcomparisonofIndividualizedEducationProgram(IEP)servicesandsupportsforstudentswithdisabilitieswithinstructionalpracticesthroughobservation.AparentmeetingwasalsoheldtoelicitparentperceptionsofPCSDspecialeducationservicesandsupports.
ThreestaffmembersfromtheUtahStateBoardofEducationSpecialEducation(USBE)Sectionfacilitatedtheprogramevaluationprocess:LeahVoorhies,Ph.D.,ProgramImprovementCoordinator;NatéDearden,Esq.,DisputeResolutionSpecialistandLindseyAdams,M.S.,MonitoringSpecialist.EightUSBEspecialeducationmonitoringcontractorsandoneParentAdvocatefromtheUtahParentCenter(UPC)alsoparticipatedintheprogramevaluationprocess.
OnOctober14,2016,theUSBEfacilitatorsmetwithDr.EmberConley,Superintendent;Dr.KathleenEinhorn,AssociateSuperintendent,Teaching,LearningandTechnology;andJenniferSlade,M.S.,Special
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EducationDirectortoreviewtheoverallstrengthsandneedsidentifiedduringtheinterview,filereview,observationandparentmeetingprocess.
COMMENDATIONS
Datafromtheweek-longevaluationprocesscoalescedintothefollowingfourdistrictwidecommendations:
DistrictwideCommendations:
1. AnunusuallyhighconcentrationofgoodCore(generaleducation)andspecialized(specialeducation)instructionwasobserved.(Itwasfunandexcitingfortheevaluationteamtositinclassroomsandobservesomuchevidence-basedinstructionhappening.)
2. Co-teachingwasbeingprovidedtoincreasetheaccessstudentswithdisabilitiesandstrugglingstudentshavetobothaCorecontentexpertteacherandtoateacherwhoisanexpertinspeciallydesignedinstructionandintervention.
3. Studentswereengagedandattentivetotheinstruction/activitieshappeningintheclassrooms.Teachersandadministratorsappeartoknoweachindividualstudentandoftentheirfamiliesaswell.Further,generaleducationandspecialeducationshareresponsibilityforstudentswithdisabilities.
4. Latinoparentsandfamilieswereengagedinschoolcommunitiesandactivities.
Individualschoolsshouldalsocommendedfortheireffortstoprovidehighqualityinstructionalprogramsandschoolclimatesofacceptanceandexcellence.
Parley’sParkElementaryCommendations:
1. Studentsineveryclassobservedwereactivelyengagedininstructionalactivities,respondingtoteacherquestionsandinteractingwithoneanotherregardinginstructionaltasks.
2. Theschooldemonstratedaverypositiveschoolclimateandintegratedstudentswithdisabilitiesintoallschoolactivities.
3. TheprincipalwasobviouslysupportiveoftheMTSSprocessandthespecialeducationprogram.
TrailsideElementaryCommendations:
1. TherewasevidencethatforLatinostudents,assessmentswerebeingprovidedinSpanish.2. Classroomshadlotsofequipmenttohelpstudentswithattentionchallengestofidgetandstand
whilestillparticipatinginregularinstructionandclassroomactivities.3. Thespecialeducationteacherhadvisitedthehomesofallthestudentsonhercaseload.
McPolinElementaryCommendations:
1. Thespecialeducationteacherwasverypositiveabouttheservicesandsupportsthestudentswithdisabilitieswerereceivingandattemptedtoworkaroundtheirschedulessothattheywouldn’tmissimportantCoreinstructionandclassactivities.
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2. ThePrincipalwasverypositivewhenspeakingaboutstudentswithdisabilitiesandwasobviouslysupportiveofthespecialeducationprogram.
JeremyRanchElementaryCommendations:
1. Evidenceofanamazingartprogramwasobviousaroundtheschool.2. ProfessionalLearningCommunities(PLCs)monitoredinterventionsforstrugglingstudentsand
individualstudentgrowthgoalsweremonitored.
TreasureMountainMiddleCommendations:
1. Therewasevidencethatthespecialeducationteacherandthegeneraleducationteacherscollaboratewelltothebenefitofstudentswithdisabilities.
2. Thespecialclassforstudentswithseveredisabilitieshadmanyevidence-basedpracticesembeddedintotheinstructionalactivities,includingclassjobsandtheuseofpeertutors.
3. Familyengagementactivitieswereinevidence.4. AnactiveLatinoinActioncommitteehadbeenestablished.
EckerHillMiddleCommendations:
1. Theteacherofthespecialclassforstudentswithseveredisabilitiesdemonstratedexcellentinstruction.
2. Paraprofessionalsworkingwiththegeneraleducationteacherswereobviouslywelltrainedandorganizedandknewthestudentsandsystemwell.
3. Astrongpeertutoringprogramwasinevidenceallowingstudentswithdisabilitiestobeinstructedininclusiveenvironments.
4. StudentstransitioningintoEckerHillMiddlewereinvitedtoameetinginthespringtoprepareforthetransition.
ParkCityHighCommendations:
1. Afluidtieredsystemofsupportswasinevidenceforliteracy.2. Counselingstaffworkedwithstudentswithdisabilities(especiallywithpost-hightransition
planning).3. Stafflistenedtoparentadvocateswhentheyattendedmeetingswithparentsandwereopento
suggestionsandinputatIEPmeetings.4. Generaleducationandspecialeducationteachersworkedtogethersothatstudentswith
disabilitiescouldaccessCoreinstruction.
ParkCityLearningCenterCommendations:
1. Therewasevidencethatmanycontactswithcommunitybusinesses/agencieswereoccurring.2. Studentswithdisabilitieshadchoicesofsitesatwhichtogetworkexperiences.3. Evidencedemonstratedthattransitionassessmentswerebeingadministered.
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RECOMMENDATIONS
TherecommendationsfollowingthisprogramevaluationaredesignedforPCSDleadershiptouseinguidingprogramdesign,staffing,andprofessionallearningopportunitiesfortheupcoming1-3yearperiod.Datafromtheinterviews,observations,documentreviewsandtheparentmeetingcoalescedintofourprimarydistrictwiderecommendations.
DistrictwideRecommendations:
1. PCSDshouldfacilitatemoremeaningfulcollaborationbetweenparentsandfamiliesofstudentswithdisabilitiesandthePCSDspecialeducationprogramstaff.PCSDhashadseveralOCRandIDEAformalstatecomplaints.WhilesomeparentsrecognizetheeffortsofPCSDstafftomeettheneedsoftheirstudentswithdisabilities,manyreportfrustrationanddisappointmentwiththestaffandservicesofPCSD.
a. Parentsreportedtheydon’tfeelliketheyaremeaningfullyparticipatinginthespecialeducationprocessfromreferraltoservicedelivery,whileteachersreportedfeelingbulliedbyparents.ParentsreportednotknowinganythingabouttheUPCwhichisanon-profitorganizationwhosesolepurposeistohelpfamiliesofstudentswithdisabilitiestoimprovetheeducationaloutcomesoftheirchildren.
b. Parentsfeelliketheyhavetoexplaintheirstudents’IEPstoteachersandthenkeeptracktomakesureteachersfollowtheIEPsastheyfeeltheschoolstaffsaren’ttakingonthatresponsibility.Similarly,parentsreportedthatinformationabouttheirstudentsisnotpassedonfromyear-to-yearasthereappearstobenoverticalcollaborationacrossPCSDschools.
c. ParentswouldliketheopportunitytomeetwithschoolstaffotherthanduringtheannualIEP,todiscussoptionsstudentshaveforfuturecourse-taking,includingelectives,andtoensurethatparentsandschoolstaffareonthesamepageaboutthegoalsandneedsofstudents.
2. PCSDshouldsystematize,documentandadvertisethemulti-tieredsystemofsupports(MTSS)processateachschool,orbetteryet,adistrictwideMTSS.PCSDisuniqueacrossUtahinthatithasattemptedtoimplementanMTSSacrossthedistrict.However,theMTSSisconsiderablymoresuccessfulinsomeschoolsthanothersandstaffandparentsareconfusedaboutthereasoningforandtheimplementationofanMTSS.
a. Schoolstaffatdifferentsitesaswellasparentsneedtobetterunderstandthedistrict’sgoalsrelatedtoanMTSS.Inordertofacilitatethatunderstanding,theMTSSneedstobemoresystematicandwrittendownforallstafftoreferenceandfollow.Asschoolstaffunderstandandimplementtheprocesseswithfidelity,parentswillalsobegintounderstandhowthesystemcanaidtheirstudents.
b. ThecurrentMTSSonlyincludesreadinginterventionsandinsomeschoolssomeminimalwritinginterventions.Writinginterventionsneedtobeaddedacrossthedistrictandasmathematicsinterventionswerenotinevidenceinanyschool,mathematicsneedstobeaddedtothesystem.
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c. Aslittledocumentationwasfoundofanychangebeingmadeifastudentdidnotrespondtoanoriginalintervention,partofthesystemizationoftheMTSSneedstobeascheduleforchanginginterventionswhenstudentsdonotrespond.
d. Similarly,evidencesuggeststhatinterventionsarebeingimplementedformuchlongerthantheyshouldbeforeareferralforspecialeducationevaluationismade.
3. PCSDshouldimprovetheEnglishLanguageDevelopment(ELD)assessmentandinterventionprocessacrossthedistrictforgeneraleducationandspecialeducationstudents.ThecurrentELDprocessisnotadequatelymeetingtheneedsofthelargenumberofEnglishLanguagelearners(ELs)inPCSD.
a. StudentswhoareELs,needtobeevaluatedaccordingtheUSBEguidelinesincludingtheWIDAandWIDAAccessforstudentswithsignificantcognitivedisabilities.StudentswhoareELsandaresuspectedhavehavingadisabilityneedtobeadministeredacomprehensiveevaluationaccordingtheUSBESpecialeducationRulesandguidelines.
b. StudentswithdisabilitieswhoareeligibleforELDservicesshouldreceivetheminadditiontothespecializedinstructionontheirIEPs.
4. PCSDshouldprovidegeneraleducationadministratorsandspecialeducationstaffwithprofessionaldevelopmentandcoachingrelatedtobasicspecialeducationcomplianceandservicesandsupportsimplementationaswellasdistrict-specificpoliciesandprocedures.AuniversalthemeintheinterviewswithPCSDstaffwashowhardalltherecentchangesinthespecialeducationprogramhavebeenonstaffmorale.Administrators,specialeducationandgeneraleducationstaffreported:1)alackofunderstandingofthereasoningformanyproceduresinthedistrict;2)feelingthatsomeoftheproceduresarenotinthebestinterestofstudents;and,3)worriesthatsomeproceduresmightnotevenbecompliancewithFederalandstatelaws.
a. Staffreportedneedingprofessionaldevelopmentrelatedtothefollowingcomplianceareasandimplementationprocedures:
i. Howaccommodationsdifferfromspecializedinstructionandrelatedservices.ii. Howtorespondtoaspecialeducationreferral.
1. Howtodeterminewhenastudentshouldbereferredforaspecialeducationevaluation.
2. HowtoprovidealegallydefensibleWrittenPriorNoticeofRefusal.iii. Howtoinputinformationregardingstudentswithdisabilitiesincludingtheir
SCRAMinformationintotheStudentInformationSystem.iv. HowtowritealegaldefensibleandusefulPresentLevel(PLAAFP)statement.v. HowtorecordconsultationservicesonanIEP.vi. Howtodeterminehowmanyminutesofspecializedandrelatedservices
studentsshouldreceive.1. Understandingthatminutesarebasedonneedinsteadofthelengthof
theclassinwhichtheserviceisprovided.2. Howtodetermineifstudentsshouldreceivetheirspecialized
instructionandrelatedservicesinaregularclassoraspecialclass.vii. HowtodetermineifstudentsrequiredExtendedSchoolYear(ESY)services.
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viii. Howstudentseligibleforspecialeducationcanreceiveanyservicestheyneed,notjustservicesrelatedtotheirclassification.
ix. HowtousethenewonlineIEPsystem.x. Whattypesofgoalsrequirespecializedinstructionandrelatedservices.
b. Staffreportedneedingtimeandsupporttotrainparaprofessionals.c. Staffreportedneedingthehelpandsupportofanon-staff,atleastfull-timeschool
psychologist.StaffreportedtheyrequiremoreconsultationabouteligibilityevaluationsandpositivebehaviorsupportsthantheyarecurrentlyreceivingandstudentsrequirementalhealthservicesinordertoreceiveaFAPE,butnoproviderisavailableforeither.
d. Staffreportedthatstudentswithmild/moderatedisabilitiescouldbenefitfromtheservicesandsupportsprovidedattheParkCityLearningCenterbutaren’tcurrentlyallowedtoaccesstheCenter.
Recommendationsforindividualschoolsarealsoincludedtoassistintheircontinuousimprovementefforts.
Parley’sParkElementaryRecommendations:
1. EnsurethatPLAAFPstatementsadequatelyandaccuratelyidentifystudentneedssothatgoalsandservicescanaddressstudentneeds.
2. EnsurethatserviceslistedontheIEPare,infact,specializedinstruction.(Consultationisnotspecializedinstruction.)
3. Ensurethatspeech/language/articulationPLAAFPstatementsandgoalsarewritteninunderstandablelanguagewithoutusingjargon,andthattheyalignwithCorecontentstandards.
TrailsideElementaryRecommendations:
1. Ensurethattieredinterventioncontinuesevenwhenastudentisidentifiedashavingadisability,unlesstheIEPteamdeterminesotherwise.
2. EnsurethatserviceslistedontheIEPare,infact,specializedinstruction.(Consultationisnotspecializedinstruction.)
3. EnsurethattheservicesontheIEPareprovidedinsettinglistedontheIEP.
McPolinElementaryRecommendations:
1. ConsiderstaffingMcPolinwithateacherofstudentswithseveredisabilitiesinaspecialclass,inadditiontoateacherofmild/moderatedisabilitiesinaresource-typeclass.(TherearehalfadozenstudentswithseveredisabilitiesattendingMcPolinElementarysoitseemstheyneedmorehelpthanParley’sParkorTrailsidebutseemtohavesamestaffing.)
2. EnsurestudentswithsignificantcognitivedisabilitiesaredeterminedbyIEPteamstoneedinstructionintheEssentialElements(EEs)beforedecidingthattheyshouldtaketheAlternateAssessment(UAA/DLM).(AstudentcannotreceiveonecontentareaofinstructionintheEEsandanotherintheCore.)
3. EnsureallfileshaveRecordofAccessformsavailableforreviewerstosign.
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4. Ensureallevaluationsarefinishedwithinthe45-school-daytimeline.
JeremyRanchElementaryRecommendations:
1. Ensuregeneraleducationteachersallknowaboutstudents’IEPsandtheteachers’responsibilitiesforeachIEP.
2. Ensuregeneraleducationteachersunderstandhowandwhentoreferstudentsforaspecialeducationevaluation.
3. EnsurestudentswhoareELsareprovidedtheservicesandsupportstheyneedinordertobesuccessfulintheDualImmersionprogram.
TreasureMountainMiddleRecommendations:
1. EnsureallneededservicesontheIEParedelineatedindividuallysothatstaffcanimplementthemwithfidelityandparentsknowwhattypeofservicestheirstudentsarereceiving.
2. EnsurePLAAFPstatementsadequatelyandaccuratelydescribetheneedsofstudentsandaretiedtoCorestandardssothegoalsandservicescanprovidestudentswithaFAPE.
3. EnsurespecializedinstructionishappeningandhappeninginthesettingdesignatedontheIEP.4. EnsureprogressreportsidentifytheprogressstudentsaremakingontheirIEPgoalsandnotjust
theirclassgrades.5. Ensurethatspecialeducationteachersinco-taughtclassesareprovidingspecializedinstruction
andnotjustactingasparaprofessionals.
EckerHillJuniorHighRecommendations:
1. EnsurethatspecialeducationroomsarenotlabeledassuchinviolationoftheFamilyEducationRightsandPrivacyAct(FERPA).
2. EnsurethatIEPmeetingsincludeallrequiredmembersandcoverallrequiredprocesses.(Pre-meeting“negotiations”shouldnotbeheldinanefforttoreducethelengthofIEPmeetings.)
ParkCityHighRecommendations:
1. EnsurethatstaffunderstandFERPAandfilereviewprocessandallowrequiredreviewersaccesstothefilesinatimelymanner.
2. Ensurestaffunderstandtheout-of-statetransferprocessandthatallstudentsmustbemadeeligibleaccordingtoUSBESpecialEducationRules.StudentgoalswerethesameasintheprioryearIEP.
3. Ensurethatspecialeducationeligibilityisbasedon:1)disability;2)lackofacademicandfunctionalprogress;and,3)needforspecializedinstructionandrelatedservices,notonastudent’sinabilitytofinishhomeworkorreceivepassinggrades.
4. Ensurethatgoalsaddresshowtobridgethegapbetweenstudents’presentlevelsandtheCorestandardsfortheirage-appropriategradelevels.
5. EnsurethatIEPsareupdatedannuallyandthatPLAAFPsandgoalsarenotsimplyrepeatedfromyear-to-year.
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ParkCityLearningCenterRecommendations:
1. EnsuretransitionassessmentresultsareincludedthePLAAFPs.2. EnsurethatIEPsareupdatedannuallyandthatPLAAFPsandgoalsarenotsimplyrepeatedfrom
year-to-year.3. EnsureChangeofPlacementformsaresignedandfiledwhenstudentsreceivetheirspecialized
instructionandrelatedservicesattheCenter.
CONCLUSION
TheUSBEstaffmembersenjoyedthePCSDprogramevaluationprocessandarehappytoprovidesupporttothePCSDstaffastheyimplementnecessaryanddesiredprogramimprovements.TheUSBEhasfoundthataprocessofprioritizingneededanddesiredimprovements,beginningwiththemitigationofnoncompliance,andthendeterminingtheprofessionaldevelopmentrequiredforstafftoimplementimprovementsisthemostefficientandcost-effectivewaytobegintheprogramimprovementprocess.
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