the reform of special education instruction in the atlanta ... · pdf filethe reform of...

ATLANTA PUBLIC SCHOOLS is one of the top-performing urban school systems in America. Our innovative learning programs, nationally recognized best practices and excellent teachers are Making A Difference in the lives of our 50,000 K-12 students. We are committed to ensuring that all students graduate from our schools ready for success in college and life, and prepared to build a stronger Atlanta.

VisionOur diverse learners meet and exceed state and national standards and seize opportunities for continuing their educational, social, and career development in a global environment.

MissionThe mission of the Department of Special Education is to assure student achievement by providing a continuum of appropriate, specialized services and supports.

The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Department of Special Education

Inside Issue 17:Making Inclusion of Students with Disabilities Common Practice by Constance Goodson, Director, Department of Special Education A Special Interview with Deputy Superintendent Waldon Moving Forward with Vigilance and Commitment by Mr. Aaron Fernander, Executive Director of OSPS Superintendent Davis Addresses Parents, Answers Questions at Department of Special Education MeetingAPS Superintendent Speaks-out on Special EducationQuarterly Parents’ Meeting Highlights Student Success Story, Parent AdvocacySpecial Educator Elisha Gray Named APS Teacher of the Year Up Close and Personal with the Teacher of the Year Elisha GraySpecial Education Model Teacher Leaders Provide PL on Instructional Strategies by Cynthia Alexander, EdDBehind the Smiling Face of Mr. Michael WilburnSummer Principals’ Academy Features Sessions on FTEs and LREInclusion Week Taking Root in APS SchoolsEducating Students with Disabilities in Co-Taught Classrooms – Making it Happen in Pilot SchoolsExpanding Teaching and Learning through Educational and Assistive Technology SolutionsData on Student Performance Underscore Needed ChangesParents Organize for IEP Meetings and Home Support at Back to School BashAvoiding Common IEP Landmines: Tips for TeachersTransition Program Offers Occupation and Career OptionsSpecial Olympics Program: A Win-Win for AllSelf-Assessment Checklist on Effective Educational and Assistive Technology Use

continued on p. 15

Making Inclusion of Students with Disabilities Common Practice

Mrs. Constance Goodson, Director, Department of Special Education

It is an honor to begin this school year as Director of the Department of Special Education. After serving as interim director for eighteen months, I know and fully understand the issues and challenges that exist, and welcome the opportunity to provide leadership in resolving them. As most of you know, the Program for Exceptional Children has been renamed the Department of Special Education. Our new name signals the end of a chapter in which the generally accepted view was that special education is a place, rather than a service. Functioning more as a service to general education, the department will continue to provide support to students with disabilities who are educated in their local schools. As the district continues to make preparations for implementing the state’s more rigorous Common Core Georgia Performance Standards for all students, results on the 2010-2011 Adequate Yearly Progress indicators remind us of the daunting challenge that lies ahead for students with disabilities (see article on p. 16). In a nutshell, students with disabilities are only meeting the mark on the attendance indicator in the AYP grades (3-8), while inconsistently and narrowly missing the test participation rate for Reading/English Language Arts at the high school level (grade 11 only). Although there has

been measured progress in the performance of students with disabilities in Mathematics and Reading/English Language Arts, the progress made to date is not nearly close to the state’s established targets.

When compared to the performance of all students within APS, students with disabilities show gaps of 20 or more points in these subjects. There are those who would

argue that too much is made of the fact that students with disabilities are functioning below grade level, or behind typical age-peers in academics. A common question raised is, “What else should you expect from a student who has a disability?” This question speaks to a common misunderstanding that some have about what students with disabilities can and cannot do. In APS, more than 65% of all students identified for special education services have specific learning disabilities and/or speech-language impairments. The overwhelming majority have normal or above intelligence. They are more than their labels and are capable of performing at much higher levels through specialized instruction. Changes in federal and state special education laws in recent years have been made to underscore what many students with disabilities can do when considerations are given to educating them in the least restrictive settings (i.e., most often regarded as general education) with supplementary aids

Atlanta Public Schools 1 Project Align • December 2011

“Our new name signals the end of a chapter in

which the generally accepted view was that

special education is a place, rather than a service.”

Photo by Kimberly Green



With less than three months in her new position of Deputy Superintendent of Curriculum and Instruction, Mrs. Karen Waldon agreed to an interview with Advance ALIGN. During the interview, Mrs. Waldon acknowledged that she is assessing the status of curriculum, instruction, and programs in APS schools. However, she was willing to offer some preliminary thoughts about the provision of services to students with disabilities. Excerpts from the inter-view follow.

Advance ALIGN: What is your philosophy about educating students with disabilities?Mrs. Waldon: I believe that there are some students with disabilities who begin in special education but who, with the right supports, should be able to transition out. There are other students with disabilities who need on-going specialized supports throughout their school careers. I believe in the inclusion of students with disabilities in general education classrooms. These have been my long held beliefs ever since I was a high school teacher.

Advance ALIGN: What have you found in place in the district’s special education program that appears to be working to support positive student outcomes?Mrs. Waldon: First, let me say that I have found lots of good people in place throughout the district. They are committed to children and their learning. In special education, I am pleased to see an increase in the use of inclusive practices. It also appears that the parent liaison and mentor program is a strong component of the department’s work.

Advance ALIGN: What do you see as some of the important changes that need to be made in special education in the Atlanta Public Schools?Mrs. Waldon: One of my critical roles is to bring all stakeholders together to discuss where we are in terms of the needs of students with disabilities. I am listening a lot. It is quite refresh-ing to see such a high level of advocacy by parents of children with disabilities.

On the other hand, I am concerned about voiceless parents who may need us to advocate for them … to better understand the needs of their children, too. I know that we must give special education higher visibility among dis-trict priorities, especially as the state

department of education begins to implement its proposed College and Career Performance Readiness Index (CCPRI) as an alternative to making Adequate Yearly Progress. From all that I am hearing and observing, we will need to work more closely with principals to help them embrace more fully their role in implementing building level special education programs.

Advance ALIGN: During the recent Quarterly Parents’ Meeting, some parents of students with disabilities raised concern about communication between special education department staff and themselves, as well as between school staff and parents. What are your thoughts about how communication might be improved?Mrs. Waldon: Quite simply, we will improve communication at all levels. In fact, we are all working on this, including Mrs. Goodson [Director of Department of Special Education] and her staff. It will take time to rebuild some of the broken trust that is often

one of the key elements of effective communication.

Advance ALIGN: It seems that special education has become more litigious across the country and staff spend more and more time trying to address compliance issues. As one former

I N T E R V I E W W I T H M R S . K A R E N W A L D O N

A Special Interview with Deputy Superintendent WaldonNo Ceiling on Learning for Students with Disabilities

Meet Deputy Superintendent of Curriculum

and Instruction, Mrs. Karen Waldon

Key Educational Experiences: Mrs. Karen Waldon is a 31-year veteran educator with diverse experience, including:n Associate Superintendent for

Curriculum – Henry County School System

n Assistant Superintendent for Leadership Services – Henry County School System

n Principal – Henry County School System

n Assistant Principal – Rockdale County School System

n High School Teacher for 16 years – DeKalb County School System

Degrees: Master’s Degree, Georgia State University; Bachelor’s Degree, University of Georgia

Family: Husband is Mr. James Waldon; has two children

Comment about Her New Position: “I have tremendous energy for the work ahead.”

Little Known Facts:n Drives a large pick-up truck to

workn Loves to search for antiques

across the country; attends estate sales and has gone to the world’s largest yard sale

n Travels with Perimeter College Women’s Basketball Team, which is coached by her husband. She says, “I love to watch how teams form and perform. It reminds me of how educators must come together and work together.”


teacher mentioned at the recent parents’ meeting that you attended, instruction is important too. How do you propose that special education staff achieve a balance between compliance and instruction?Mrs. Waldon: It is the primary responsi-bility of every school district to ensure the success of all students. Compliance is foundational to solid special educa-tion programs. Compliance is something that we must do. Not only must we make sure that tools and processes are in place to support compliance, but also instruction. We must do both compli-ance and instruction well. In the area of instruction, we must examine more closely the needs of students with dis-abilities as the district moves from a minimal to rigorous focus under the Common Core Georgia Performance Standards. Students with disabilities will be expected to meet the same stan-dards as students in general education. Is it difficult to maintain equal focus on instruction and compliance? I think that it is. Again, however, it is my goal to see that the tools, processes, and professional development are in place to support both.

Advance ALIGN: As one of the state’s 27 Race to the Top districts, what is in the Atlanta Public Schools’ plan for special education?Mrs. Waldon: Our Race to the Top plan will allow us to recruit, retain, and support teachers and leaders of all types, including special educators. This will in turn affect student achievement in all student groups.

Advance ALIGN: If you could fast forward to about three years from now, what do you hope will be different about the special education program in the Atlanta Public Schools?Mrs. Waldon: Let me begin by sharing where we are heading as a district. District staff will be developing a five year strategic plan and asking each department to develop a strategic approach to its work. We will collectively establish a vision for the right work.

Advance ALIGN: What do you mean by “the right work”?Mrs. Waldon: For me, this means doing what is right for all of the district’s

children. It also means that everyone will be pulling together for the best interest of our children. We are having the right conversations and doing the things that contribute to student success.

Advance ALIGN: So when you fast forward, what do you see in the future for special education?Mrs. Waldon: When I was a middle school principal, I would ask some of my students with disabilities what they wanted out of school. Nearly always, without exception, they would say, “I’d like to be able to stay in my [general education] classroom.” I see the day coming in the Atlanta Public Schools when students with disabilities will have greater access to general education classroom instruction. Teachers will have genuinely high expectations for the performance of students with disabilities. Teachers will receive professional learning opportunities needed to build their capacity to appropriately educate students with disabilities. There is absolutely no ceiling on learning for students with disabilities in the Atlanta Public Schools.

Advance ALIGN: What kind of leadership can staff and parents’ expect from you?Mrs. Waldon: Leadership is about being a servant. As a leader, I see my role as putting people in the right jobs and supporting them. Staff need not fear that I am out to get rid of them. I want to help staff and students be successful.

Advance ALIGN: Has the Superintendent given you any specific tasks beyond your job in Curriculum and Instruction?Mrs. Waldon: Mr. Davis has really empowered me to address the complex layers that exist throughout the district. He wants me to help simplify job roles and identify and remove unnecessary processes that prevent staff from doing their work and communicating with each other.

Advance ALIGN: Is there an essential question that drives your work each day?Mrs. Waldon: Absolutely. That question is, “Are we doing what is best for children?” s

I N T E R V I E W W I T H M R S . K A R E N W A L D O N Moving Forward with Vigilance and

CommitmentMr. Aaron Fernander, Executive Director, Office

of Student Programs and Services (OSPS)Photo by Kimberly Green


The last two years have been filled with numerous special education and other OSPS departmental activities. The days have been long, but the work has been very rewarding. It has been thrilling to see the look on a student’s face who has been given communication access through a new assistive technology tool. It has been equally as exciting to greet special education and related services staff at annual district-wide Special Education Opening Day of School Workshops. While the daily phone calls from parents have sometimes soared beyond anyone’s physical capacity to respond, it has meant a lot to occasionally hear from parents that staff met their child’s needs. As I prepare to retire at the end of December, I have spent time reflecting on some of the many activities that I have promoted as executive director of OSPS. Here are a few that I would like to highlight:

n According to the Georgia Department of Education, as of the opening of this school year, the district’s citation for disproportionately suspending students with disabilities has been cleared. Through the collaborative efforts of school administrators, teachers, and central office staff, there is increased awareness of steps and guidelines to be followed in managing disruptive behaviors of students with disabilities as an alternative to using suspension as a first choice. Data review meetings were conducted monthly for leadership teams at target schools. Professional development was provided on best practices, including the implementation of positive behavior support strategies. Students with

continued on p. 4

disabilities from target schools participated in after school, Saturday academy, and summer sessions to expand and enhance their academic performance and learn positive social and behavioral response skills. These activities occurred under the umbrella of Project LEAFF and involved personnel from several departments within OSPS.

n As part of getting an effective special education teacher in every classroom, the Department of Special Education has sought to increase the number of highly qualified teachers through a GACE test preparation course taught by professors at Kennesaw State University this past August.

n Transition career and vocational program options are now being piloted in several of our high schools (see article on p. 18). These options were identified through the work of an interagency community task force that included representatives from the Office of High Schools, Vocational Rehabilitation, colleges, businesses, and other internal stakeholders. This initiative holds the promise of increasing the graduation rate of students with disabilities, while also assisting students in discovering meaningful employment opportunities.

n The district’s Response to Intervention (RTI) processes have been retooled and school personnel have received professional development on clearly defined pre-referral identification strategies. There is still much work to be done in this area.

n The self-assessment audit of the Department of Special Education (formerly called Program for Exceptional Children) has been instrumental in identifying and confirming areas needing improvement. Conducted by a team from the Urban Special Education Leadership Collaborative, the audit findings have become central to the work of the department over the last year and a half. Actions have


P U B L I C F O R U MMr. Aaron Fernander continued from p. 3


An audience of parents of students with disabilities, board members, central office staff, executive directors, special education teachers, and advocates listened intently as APS Superintendent Erroll B. Davis, Jr. addressed issues pertaining exclusively to special education. It was the first time in recent memory that the district’s superintendent had stood before such an audience providing remarks and fielding unscreened questions. Appearing at ease, Mr. Davis briefly described his own experience as a father of a teenager with a disability. “I have raised a child with a disability,” he revealed. “I know what it feels like to think that your child is being left behind. I know what it is like to come to terms with the gifts that your child brings,” he stated. Mr. Davis met with thunderous applause when he added, “I support the work of special education 100 percent.” During his remarks, he encouraged everyone to seek to resolve special education issues at the school level through the chain of command, beginning with the student’s special education case manager, rather than coming directly to his office. He expressed a desire to invest in stronger parent resources at every school and urged parents to participate in their local PTAs. Referencing the findings of the board-approved self-assessment audit of the Department of Special Education during the 2009-2010 school year, Mr. Davis acknowledged that the department “is not where it should be, nor where it is going to be”. Following his remarks and in segments throughout the program, Mr. Davis and Mrs. Constance Goodson, Director of the Department of Special Education, entertained questions and comments from the audience. Mrs. Goodson also presented a detailed update on the status of the thirteen immediate recommendations in the self-assessment audit. s

Superintendent Davis Addresses Parents, Answers Questions at Department of

Special Education Meeting

APS Superintendent Speaks-out on Special

Education

The following quotes on special education were selected from remarks made by Mr. Erroll B. Davis, Jr., APS Superintendent, on October 13, 2011.

n I support the work of special education 100 percent.

n It [special education] is not where it should be, nor is it where it is going to be.

n We’re going to be better in every area, including special education. This work is long overdue. We will have to work together.

n Excellence in special education is a standard, not a goal.

n We will have a commitment to a culture of high expectations.

n We will have better communication, customer service, and customer responsiveness.continued on p. 15


At the October 13, 2011 Quarterly Parents’ Meeting, Mr. Aaron Fernander, Director of the Office of Student Programs and Services (OSPS), introduced Mrs. Constance Goodson, Director of the Department of Special Education and Dr. Carolyn Hart, Parent Liaison. Mr. Fernander noted that Mrs. Goodson has moved from an interim position of director to a full appointment by the school board. In the role of parent liaison, Dr. Hart serves as parent ombudsman, a position

requested by parents of students with disabilities more than a year ago. The Quarterly Parents’ Meeting was coordinated and moderated by the district’s parent mentors (Mrs. Edith Abakare and Mrs. Rose Calloway) and parent liaison.

In addition to greetings and remarks by Superintendent Erroll Davis, Jr., the meeting highlighted one student’s success story and the importance of parent advocacy. Mrs. Shirley Joiner, Parent Advocate and Member of the Department of Special Education’s Stakeholders’ Group, described her grandson Eric Lloyd Joiner’s experiences in special education before introducing him so that he could tell his story. Mrs. Joiner thanked the school system for providing Eric with the services that he needed in order to progress from one grade level to the next. She reflected on the importance of being proactive, rather than reactive, in advocating for student services. Eric explained that he had graduated from Mays High School in May 2011 but still needed

assistance with his speech-language, academic, and vocational skills in order to transition to the next level. An avid runner, Eric has participated in eight Peachtree Road Race events. At the time of the meeting, Eric was enrolled in a vocational academic program at the Roosevelt Warm Springs Institute for Rehabilitation (RWSIR) in Warm Springs, Georgia. Eric wholeheartedly recommended the program to the audience, noting that he is gaining important skills that will boost his

chances of attending college. He stated, “I like to learn, but I learn differently.” He thanked his family for supporting him all along the way, and the faculty at Mays High School for the instruction that he received. The RWSIR program runs for 6-9 months.

Mrs. Leslie Wolf, a parent at Morningside Elementary School, explained the value of parent participation in PTA Special Education Committees. As chairperson of the Special Needs Committee at Morningside, Mrs. Wolf has found support and strength in associating with like-minded parents who seek to educate all parents and students about children with disabilities. Mrs. Wolf

offered to assist parents in organizing special needs committees where they do not exist. Ms. Jennifer Freeman, Title I Parent Liaison at Mays High School, described the role of Title I parent liaisons in APS. She emphasized the importance of accessing parent liaison services to assist with widespread dissemination of information to parents of children with disabilities. Ms. Freeman suggested that one of the most powerful ways that parents can advocate for their children is by showing-up for meetings and having their voices heard. s

P U B L I C F O R U M


Quarterly Parents’ Meeting Highlights Student Success Story, Parent Advocacy

Mrs. Constance Goodson is introduced as Director, Department of Special Education at parents’ meeting.

Parents and advocates speak-out at meeting.

Former student Eric L. Joiner (in blue shirt) is applauded at parents’ meeting.



Note: Advance ALIGN spent one morning observing in the classroom of Mrs. Elisha R. Gray at Maynard H. Jackson High School. Relatively new to the field of special education, Mrs. Gray was recently named Atlanta Public Schools’ Teacher of the Year. Following the observation, Mrs. Gray provided an in-depth interview on a range of educational topics. This article is based on information gathered during the classroom observation and interview of Mrs. Gray.

Students in wheel chairs glance at visitors as they enter Mrs. Elisha Gray’s classroom. Posted on her classroom welcome sign are the words, “Every Student, Every Day. Some Success, Some Way.” This is one of Mrs. Gray’s mantras. “Every day counts. It is a reminder that sometimes students may not reach the bar, but set it high anyway,” she would later explain. The science lesson underway is based on Georgia Performance Standards (GPS) for high school. Although students in this classroom are high school-age, they have a range of severe and profound intellectual disabilities that are accompanied by multiple physical disabilities. All are non-verbal and use a variety of assistive technology devices to communicate. The GPS standards are written on the board and referenced during instruction. Mrs. Gray has identified and is using key vocabulary relating to the standards to teach core concepts. Upon initial observation, the instruction appears to be at much too high a level for the students. However, as the lesson progresses

and Mrs. Gray seeks responses from individual students using assistive technology devices, it is clear that they understand. The students in Mrs. Gray’s class are tested using the Georgia Alternate Assessment (GAA). The assessment is based on GPS-related instruction. Students’ Individualized Education Programs (IEPs) include goals that are linked to standards. GAA results for students in Mrs. Gray’s class have been impressive each year that she has had eleventh graders taking this test. She has had a 100% pass rate.

APS’ Teacher of the Year has had a storied career that began as a public relations assistant and English as a Second Language teacher. Her first teaching experience was in Jiaxing, China, where she taught English as a Second Language to 60 Chinese middle school students. She completed a White House Internship during President Clinton’s administration, and later served as a public relations and marketing representative for CNN/Turner Broadcasting. According to Mrs. Gray, who has been employed at Maynard H. Jackson High School for six years, she became the special education teacher for her current class by default. Reportedly, the teacher who had been assigned the job refused to do it. “In that moment,” Mrs. Gray recalled, “I raised my hand and said, ‘I will do it.’” Since making that decision, Mrs. Gray has graduated with a Master’s of Education Degree in Special Education from Grand Canyon University

(2008). She was also selected the Top Graduate Student and Commencement Speaker of her graduating class. In 2006, Mrs. Gray was named Maynard Jackson High School’s Rookie Teacher of the Year, perhaps foreshadowing her eventual selection as APS’ Teacher of the Year.

She discovered teaching at age three. “I lined-up my dolls for instruction every day and I have been serious about teaching ever since,” Mrs. Gray reflected. When asked if she had not become a teacher, which other profession she would have pursued,

A P S T E A C H E R O F T H E Y E A R — E L I S H A G R A Y

Special Educator Elisha Gray Named APS Teacher of the Year


Mrs. Gray responded: “I was born to be a teacher. It is my gift. It comes naturally to me. There is no other profession that I would have chosen. Teaching is the single-most influential profession around.” Mrs. Gray stated that the most exciting part of her work with students with disabilities is also the most challenging. “There are lots of components that need to be brought together each day in order to educate

my students well,” Mrs. Gray explained. “My classroom is a revolving door of related service providers who collaborate with me in delivering the specific services that my students need…not to mention

involving and communicating with parents…or planning inclusion opportunities with general education teachers…,” she continued. Mrs. Gray tries to support students in her class by attending some of their out of school activities such as a fashion show, special church event, or community center program. According to Mrs. Gray, “This is how you build community among parents and create a welcoming classroom.”

Mrs. Gray beamed when asked about her selection as Teacher of the Year. “This was so unexpected. To do the work you love, and love the work you do, and then to be recognized for it is so amazing,” she exclaimed. Mrs. Gray is equally as effusive about her teacher colleagues’ work. She added, “There are so many other APS educators who deserve this honor. I see how hard they work. I get my inspiration from them.” Believed by some to be the first-ever APS high school special education teacher to be named district-wide Teacher of the Year, Mrs. Gray hopes to shine the spotlight on students with severe and profound disabilities, while raising issues of concern for all students and teachers. One issue that concerns the Teacher of the Year is whether APS teachers will be able to regain the trust and respect of the community in light of the national attention that was brought by the testing scandal. “I want people to know that as teachers we are all about children. As a group, we are better than what has been shown about us in the news,” Mrs. Gray maintains. s


A P S T E A C H E R O F T H E Y E A R — E L I S H A G R A Y

Personaln Family – Married to James Gray

for six years (“He is my anchor.”); one daughter, Chloe (“She’s just a delight. I take her education seriously. I am a volunteer and parent level leader at her school.”)

n Parents – Walter and Lillian Browder of Baton Rouge, Louisiana (“They are very influential in my life.”)

Educationn Stanford University, Exchange

Student, August 1998-May 1999n Bachelor’s of Art Degree, Public

Relations, Howard University, May 2001

n Master’s of Education Degree, Special Education, Grand Canyon University, May 2008

Awards & Honorsn APS District Teacher of the Year,

2011-2012n Maynard H. Jackson High School

Teacher of the Year, 2011-2012

n E.E. Ford Fellow, 2011-2012 (Neuroscience of Learning Cohort)

n Awesome Teacher of the Year, Each One Teach One, Inc., 2008

n Rookie Teacher of the Year Award, Maynard H. Jackson High School, 2006

Little Known Factsn 2nd Runner-up Miss District of

Columbia, Miss America Organizationn First Teaching Experience – Jiaxing

Foreign Language School, ESOL Teacher, Jiaxing, China (60 Chinese Middle School Students)

Favoritesn Teacher – Mrs. Eunice Copeland, my

kindergarten teacher. “She believed in me. I knew it and could feel it.”

n Music – Classical, Jazz, Gospel and Seascapes

n Leisure Activity – Hosting and planning parties (Elmore came to the last party) and attending family gatherings

n TV Programs – 48 Hours Mystery, Dateline, Joel Osteen, Oprah’s Life Class, Criminal Mind

n Meal – Hawaiian steak at Houston’s Restaurant; desserts, especially turtle pie

n Atlanta Landmarks – CNN Center (“I used to work there.”) and Stone Mountain Park

n Best Books Ever – “I am writing a motivational book for teachers. That will be the best book ever.” Until then, The Secret (Rhonda Byrne), The Bible, Rabbi Lapin’s book, Thou Shalt Prosper, and Harry and Rosemary Wong’s, The First Days of School

n Dream Vacation – A transcontinental cruise around the world with visits to all 7 continents

n Fun Day Off – A day at the spa. “I hope to use a gift certificate that my husband gave me for Spa Sydell real soon.”

n Fitness Regimen – “Keeping up with my daughter Chloe and students in my class.” s

Up Close and Personal with Teacher of the Year Elisha Gray


Special Education Model Teacher Leaders are providing monthly district-wide professional development sessions for Atlanta Public School personnel entitled, “Instructional Support for Teachers of Students with Disabilities”. Each monthly session topic was selected based on the results of a needs assessment completed by new teachers, as well as veteran teachers’ feedback. The monthly sessions are held in professional learning communities (PLCs) at the Dean Rusk Instructional Services Center. Research-based topics are described in a year-long course outline that delineates the professional learning activities that have been created and are being implemented by Special Education Model Teacher Leaders, Dr. Cynthia Alexander, SRT 1; Ms. Crystal Callaway, SRT 2; Ms. Krista Reilly, SRT 3; and Ms. Ettienne Godfrey, SRT 4.

Special Education Model Teacher Leaders also collaborate with school site teachers and Department of Special Education personnel to

implement additional professional learning sessions, as needed. Individuals interested in learning more about the monthly sessions can register with the district’s My PLC site and survey monkey: http://www.surveymonkey.com/s/99LP5N7. Participants in the monthly sessions are given access to an instructional portal that allows them to retrieve related materials/resources. The site, which was developed by the Special Education Model Teacher Leaders, is located at https://portal.apsk12.org/sites/ci/instructionallearning/SitePages/Home.aspx.

Attendance at each session generates one (1) professional learning unit (PLU) for participants. Following each profes-sional learning session, participants

complete an evaluation form and are requested to redeliver the information at school sites. Special Education Model Teacher Leaders conduct classroom visi-tations to view implementation of strat-egies shared during the sessions. Based on a preliminary review of all session evaluations and classroom visitations completed to date, there is evidence that the course has been successful in providing district-wide instructional sup-port to teachers and staff who are work-ing with students with disabilities. s


I N S T R U C T I O N A L S T R A T E G I E S


Special Education Model Teacher Leaders Provide PL on Instructional Strategies for Teachers of Students with Disabilities

by Cynthia Alexander, Ed.D

Enter the office at Frederick Douglass High School any school day shortly after seven o’clock in the morning and you are likely to be greeted with a broad smile by Mr. Michael Wilburn. A recent graduate of Douglass High, Mr. Wilburn is trying to find balance in being a loyal former student and executing his responsibilities as a professional employee. As office assistant, Mr. Wilburn greets visitors, handles attendance, and literally runs the front office. Right after graduation in May 2011, Mr. Wilburn began doing volunteer work in the office. Dr. Thomas Glanton, principal, found him to be congenial, efficient and dependable. During the summer, Mr. Wilburn worked as a food expeditor at Turner Field. When preplanning activities started at Douglass

High, he returned to volunteer in the office. The position of office assistant became vacant while Mr. Wilburn was still volunteering, paving the way for him to apply for the job opening. After being selected to fill the position, Mr. Wilburn immediately turned his attention to finding ways to make the office run smoothly. Dr. Glanton says, “He makes me so proud of him every day I see him in action. He has a great gift for planning events and working with others.”

While a student at Douglass High, Mr. Wilburn received special education for a specific learning disability. “When I was a student here,” Mr. Wilburn explained,

Behind the Smiling Face of Mr. Michael WilburnM A K I N G A D I F F E R E N C E I N T H E F R O N T O F F I C E

continued on p. 9

Teachers participate in monthly professorial learning community.


The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Department of Special EducationThe Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Department of Special Education

M A K I N G A D I F F E R E N C E I N T H E F R O N T O F F I C E

A P S S U M M E R P R I N C I P A L S ’ A C A D E M Y

“focusing was my challenge. I got off track real easily.” After his family moved from Chicago to Atlanta, he enrolled in school at Douglass. Mr. Wilburn credits a number of teachers, like Mr. Dwayne Carter, Mrs. Donna Scott and Mrs. Keisha Morgan, for helping him succeed in school. “If I had not taken math in a co-taught class I am not sure whether I would have passed it,” he remembered. The thing that he liked most about being a student at Douglass High was that, “Teachers really pushed me. They didn’t just let me get by.” When asked what advice he would give a student who might have learning difficulties, Mr. Wilburn offered this response, “First, even if they have a learning disability, that shouldn’t keep them from doing what they want to do. There is nothing wrong with being in special education. At the end of the day, I say, ‘If it is to be, then it is up to me’”. Mr. Wilburn

states that he is inspired daily by both of his parents, but especially his mother who has always encouraged him to do his best in school. “She likes to tell me that there isn’t anything wrong with me. I just learn differently,” he said. He plans to start Atlanta Technical College in the near future. With the graduation of his sister Kimberly Wilburn from Hampton University, Mr. Wilburn is even more motivated to attend college. His dream is to one day be a high school principal, just like Dr. Glanton, and to eventually become a superintendent of schools. Meanwhile, Mr. Wilburn is cheerfully helping to keep the front office straight at Douglass High School. s

The last day of the APS Summer Principals’ Academy was devoted to two interrelated topics: earning full time equivalents (FTEs) for special educa-tion services and providing services to students with disabilities in the least restrictive environment (LRE). The objec-tives of the sessions included to: provide an overview of factors considered in earning FTEs under Georgia Department of Education regulations; provide an overview of the concept of LRE as described in federal and state special education laws; and review and discuss

APS’ inclusive practices framework and handbook.

During the morning’s three-hour gen-eral session, Dr. Melissa Leontovich, Consultant, presented background infor-mation designed to demystify the FTE earning process. Principals engaged in large and small group hands-on exercises using FTE worksheets to reinforce their understanding of the fundamentals of FTEs. Department of Special Education Coordinators facilitated school level dis-cussions and activities pertaining to the

inclusion of students with disabilities in standards-based classrooms during the afternoon session. Major emphases included: the regulatory definition of least restrictive environment (LRE), dis-trict and school performance data on federal and state LRE indicators, over-view of the district’s inclusive practices framework, and review of sections of the inclusive practices resource handbook. Principals were requested to redeliver information on these topics to their fac-ulty and staff and make the handbook available as a resource. s

Summer Principals’ Academy Features Sessions on FTEs and LRE

Michael Wilburn continued from p. 10

From left, Dr. Glanton. Douglass High Principal, and Mr. Michael Wilburn.


The Atlanta Board of Education issued a resolution observing December 5-9, 2011 as Atlanta Independent Schools Inclusive Schools Week in conjunction with the celebration of National Inclusive Schools Week. Now in its 10th year, the National Inclusive Schools Week initiative promotes reflection, planning and action by schools to move forward in providing high performing, inclusive classrooms that support a quality education for all students. This year’s Inclusive Schools Week theme was “Awareness to Action: Moving Forward”.

Increasingly, Inclusive Schools Week is taking root in APS schools as reflected by the myriad of activities that occurred this year. A sampler of activities follows.

OP-ED Column Written by Superintendent

Superintendent Erroll B. Davis, Jr. wrote an op ed column inviting readers to celebrate teachers who are working to include students.

Documentary and Dialogue Screenings of Including

SamuelThe APS Department of Special Education sponsored three documentary and dialogue screenings of Including Samuel in recognition of Inclusive Schools Week, December 5-9, 2011. Shot and produced over four years, photojournalist Dan Habib’s award-winning documentary film, Including Samuel, chronicles the Habib family’s efforts to include his son Samuel, who was diagnosed with cerebral palsy, in every facet of their lives. The film portrays his family’s hopes and struggles as well as the experiences of four other

individuals with disabilities and their families. One screening was held for nearly 200 APS central office staff in the Center for Leadership and Learning (CLL) on December 5th. Additional screenings and dialogues were hosted by the department’s special education liaison and parent mentors at the Auburn Avenue Research Library on December 6th for APS parents, staff and the community, and December 8th at Frederick Douglass High School. Student artwork was on display at Frederick Douglass High School. At the screenings, parents and staff engaged in dialogue about student performance and noted progress in educating students with disabilities in inclusive classrooms.

West Manor ElementaryOn December 7th, West Manor Elementary third through fifth-grade students celebrated Inclusive Schools Week by hosting a puppet show called “Kids on The Block.” The Kids on the Block, Inc. originated in 1977 in direct response to U.S. Public Law 94-142, which required that children with disabilities be educated in the least restrictive environment. The group is locally sponsored by The Mental Health Association of Atlanta.

The Kids on the Block program provided an unforgettable

educational experience for students. The “puppet kids” vividly and effectively modeled relationships between people, both with and without disabilities, by using frank and often humorous communication of facts and feelings between the puppet characters and the audience.

The puppet troupe was brought to the school by West Manor Special Education Teacher David Marcello. Thanks to the special assembly at West Manor, 180 students have a better idea of what diversity and inclusion bring to their school.

Burgess Peterson AcademySpeech Language Pathologist Wendy Stewart read the book Someone Special Just Like You to Ms. Latitia Wood’s and Ms. Carolyn Reese’s second grade classes to teach students about inclusion and disabilities at Burgess Peterson Academy.

Additional information on these and other reported Inclusive Schools Week activities may be found on the district’s website at http://inclusiveschools.org/atlanta-public/ s


Inclusive Schools Week Takes Root in APSA P S C E L E B R A T E S I N C L U S I V E S C H O O L S W E E K

West Manor students enjoy Kids on the Block program.

Ms. Wendy Stewart (in purple top), SLP, reads to second graders at Burgess Peterson.



Since students with disabilities are expected to meet the same rigorous performance standards as students without disabilities, schools across the district have escalated their efforts to provide co-taught instruction in general education classrooms. Co-teaching is not new in Atlanta Public Schools. Many schools have initiated but later discontinued their co-teaching model after encountering obstacles pertaining to resources and relationships. What is new is a growing awareness that the majority of students with disabilities can learn grade level content with appropriate supports in the general education classroom. There are numerous inclusive practices and structures that should be in place in all schools in order to provide diverse learners standards-based instruction. For example, it is important to have universally designed technology applications and classroom and behavioral management systems. Among the top, most difficult inclusive

practices to implement is co-teaching. When a school’s co-teaching model works, nearly everyone experiences its magic. When it does not work, madness often ensues.

Five elementary schools have committed to travelling the road to more inclusive classrooms by implementing co-teaching. In several instances, schools were requested to participate in this year’s pilot due to the relatively low numbers of students with disabilities being educated in general education classrooms. Others simply wanted to take a deeper plunge into co-teaching and do it with fidelity. Elementary Schools involved in the pilot include: Adamsville, E. Rivers, Mary Lin, Woodson, and Slater. During recent visits to four of the sites, an early picture of successes and struggles has emerged.

Overall Experience in Including Students with Disabilities

In nearly every case, administrators are touting a positive beginning. At Mary Lin Elementary, Dr. Brian Mitchell, principal, has glowing commendations for the co-teaching that is underway. “I am so proud of my teachers for what they are doing. They are intentional in their planning, they know the students’ weaknesses, and they are committed to making co-teaching work.” Dr. Mitchell and two of his special education teachers, Ms. Carey Moudy and Ms Carol Patterson, attended a five-day professional learning session this summer to jumpstart the school’s co-teaching

efforts. Ms. Moudy, who is the school’s lead special education teacher, and Ms. Patterson are co-teachers on a fourth and fifth grade team, respectively. Their general education co-teacher partners are Mrs. Jennifer Barry (4th grade) and Mrs. LaSauna Appling (5th grade).

Mrs. Nicole Cheroff, assistant principal at E. Rivers Elementary, notes that “Parents of students with disabilities are excited about their child being in a general education environment all day.” Woodson Elementary’s new principal, Dr. Crim-McClendon, found that plans had already been set for a team to participate in the co-teaching pilot before she arrived. Yet, Dr. Crim-McClendon is generally pleased with what she has observed. “Having a veteran special education teacher like Ms. Austin paired with Ms. Skogen, who is a new teacher, has provided for the modeling of best instructional practices during co-teaching. This is value-added.” Ms. Austin and Ms. Skogen are co-teaching third grade mathematics. Ms. Austin is also lead special education teacher at Woodson.

Challenges

One challenge faced by several of the co-teaching teams is getting everyone up to speed on the fundamentals of co-teaching. Some co-teaching teams were not selected until after the school year began. Others knew that they would be co-teaching but had prior

C O - T E A C H I N G I N E L E M E N T A R Y S C H O O L P I L O T

Educating Students with Disabilities in Co-Taught Classrooms—Making it Happen in Pilot Schools

Top Photo: From right: Dr. Susan Crim-McClendon, principal, meets with co-teachers Ms. Sarah Skogen and Ms. Lauren Austin at Woodson Elementary.

Bottom Photo: Mary Lin Elementary co-teachers meet. From left: Mrs. Jennifer Barry, General Education Teacher; Ms. Carey Moudy, Special Education Lead Teacher; Dr. Brian Mitchell, Principal; Ms. Carol Patterson, Special Education Teacher; and Mrs. LaSauna Appling, General Education Teacher.

continued on p. 12

Right: New Leadership Team at E. Rivers,(left), Mrs. Sabrina Hayes, Interim Principal, and Mrs. Nicole Cheroff. Interim Assistant Principal, support co-teaching project underway.



commitments that prevented their attendance at professional learning and planning sessions during the summer. Several schools sent representatives to participate in the five-day professional learning session that was conducted by department staff. However, in some instances, the redelivery of important information has not occurred yet due to competing priorities. Most schools are using their special education model teacher leaders and department of special education critical connectors, when appropriate, to help co-teachers, administrators, and other staff fill in the knowledge gap, develop schedules, and facilitate planning sessions. Mrs. Sabrina Hayes, principal, and Mrs. Nicole Cheroff, assistant principal, are both interim administrators at E. Rivers Elementary. Although both held positions within the school before they were named interim administrators, trying to on-board co-teaching while also shifting into new leadership roles proved to be a challenge. In response to the challenge, Mrs. Hayes and Mrs. Cheroff say that they have found Ms. Ettienne Godfrey, special education model teacher leader, to be an important “life-line”.

“Ms. Godfrey has been right here with us from the beginning,” stated Mrs. Hayes. “And she has been extremely helpful in supporting our efforts to design structures to underpin the co-teaching,” added Mrs. Cheroff. Ms. Godfrey is credited with drafting an extensive timeline of activities that is providing guidance as everyone works to bring the pieces together. Nearly all pilot school administrators acknowledge the extra work that their special education lead teachers are doing to contribute to the success of co-teaching. With rare exception, special education lead teachers are also filling the role of co-teacher at the pilot schools. In addition to some co-teachers not beginning with adequate background knowledge and gear-up time, other commonly cited challenges are a lack of joint planning time between general and special education teachers, and scheduling. A couple of co-teachers have encountered interpersonal challenges as

they are getting to know each other and learning to share responsibility for instruction and classroom management. Wherever challenges have been identified, schools are in process of addressing them. At Adamsville Elementary, for example, the issue of joint planning time has been settled. According to Ms. Andrea Dockery, lead special education teacher, “The year began with none of the three co-teaching teams having joint planning time. After discussing this with our principal, Ms. Isis Manboard, she immediately went to bat and worked it out. Now all three teams have twice a week co-planning time that is sacred and uninterrupted.”

What’s Working

Co-teachers report that a number of things are working, including: administrative support, communica-tion, teamwork, and making student needs a top priority. Co-teachers are raving about the multitude of instructional strategies that their colleagues are bringing to the co-teaching experience. Plus, they are acknowledging how they are learning from each other. Ms Sarah Skogen, a first year teacher at Woodson Elementary, finds co-teaching with Ms. Austin, a 17-year veteran special educator, helpful on several fronts. “It is nice to have two teachers who can demonstrate two ways of working math problems. This gives every stu-dent two ways of getting it. As a new teacher, I worry about whether I am teaching the standards in ways that my students are getting it. Having Ms. Austin in the classroom helps me with the differentiation since she knows a lot of strategies that I have never used.” Mrs. Jennifer Berry, fourth grade teacher who co-teaches with Ms. Carey Moudy at Mary Lin Elementary provided a similar observa-tion: “Carey takes the load off me. She does a great job of helping me differ-entiate instruction.” Ms. Moudy added, “We are doing deep differentiation that neither one of us could do alone.” Special education teacher, Ms. Carol Patterson, who is also at Mary Lin, co-teaches with fifth grade teacher, Mrs.

LaSauna Appling, who makes extensive use of a Promethean Board during instruction. Mrs. Appling is teaching Ms. Patterson how to integrate technology into instruction, while Ms. Patterson is bringing a toolkit of strategies that can be used with diverse learners during co-teaching.


Bottom Photo: Co-Teachers Ms. Carey Moudy (on floor with students) and Mrs. Jennifer Barry (at table in magenta top) conduct small group instruction with fourth graders at Mary Lin.

Middle Photo: Special Education Lead Teacher Andrea Dockery (in white top) and Adamsville co-teachers plan and review data. From left: Ms. Monique Bruce, Ms. Dockery, Ms. Cristina Ciprian (seated), and Ms. Deborah Oliver.

Top Photo: Woodson co-teachers Ms. Cristina Ciprian (left) and Ms. Andrea Dockery monitor student work.

continued on p. 13

Co-teaching continued from p. 11



Perceived Benefits to Students

By all reports, students with and without disabilities are benefitting from co-teaching in the following ways:n All students are getting good

instruction while also getting the help they need.

n Students are learning and demon-strating empathy for each other.

n When co-planning occurs, all students’ needs are being discussed and targeted.

n Students who are struggling are getting identified earlier.

n There is increased opportunity for student learning through the use of many instructional strategies.

n Students receive one-on-one and small group instruction from two different teachers.

n Students with disabilities are developing more positive self-esteem as they become co-learners with their same age peers.

n All students get to be peer tutors and demonstrate their expertise in some area.

n All students are receiving standards-based instruction in the core subjects on which they are being tested.

Early Lessons Learned

As might be expected, administrators and co-teachers at pilot schools have identified a host of early lessons learned. The list that follows should be viewed as factors to consider when initiating, enhancing, or expanding co-teaching initiatives.n Develop an implementation plan.n Begin small.n Begin with teachers who show “good

fit” qualities such as: willingness to co-teach for the best interest of students; flexible in the face of a demonstrated need for change; openness to feedback; approach the resolution of issues through problem-solving; team players; communicate effectively with colleagues; willingness to share best instructional practices, etc.

n Provide professional development before getting started and all along the way.

n Ensure that co-teachers attend professional development sessions together, where possible.

n Conduct team-building exercises to promote camaraderie and develop relationships.

n Arrange for co-teachers to visit class-rooms where the model is working.

n Ensure that general education teachers know the characteristics of students with disabilities, including their abilities.

n Ensure that special education teach-ers review accommodations and mod-ifications found in students’ IEPs.

n Schedule services for students with disabilities before other groups.

n Explain to the entire class why there will be two teachers and their roles in instruction and classroom management.

n Provide adequate joint planning time for co-teachers during the school day.

n Ensure that both teachers are competent and have content knowledge.

n Provide professional development on co-teaching for the entire faculty so that there are multiple options for creating teams.

n Allow co-teachers to remain together for multiple years in order to lever-age relationships formed, skills devel-oped and knowledge gained together.

n Minimize the number of subjects that special education teachers must prep for and co-teach in one year. s


The use of educational and assistive technologies is viewed as one of the most powerful approaches to closing academic gaps demonstrated by students with disabilities. Today, computers are among the major educational technologies used to support the learning of most students. Schools are also required by the federal Individuals with Disabilities Education Implementation Act (IDEA), 2004 to routinely consider students’ need for assistive technology as a part of their Individualized Education Program (IEP). Assistive technology is defined as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with

a disability” (Authority:20 U.S.C..1401 (1)). The Department of Special Education has developed a plan that will strategically place educational and assistive technology tools in every special education classroom in the district over the next two years. An Assistive Technology Roll-out Project has been initiated for school year 2011-2012 to deploy an inventory of iPad2s, synchronization carts, laptops, HP “All in One” computers, mobile Promethean Boards, Intel-Readers, response systems (switches and active slates) and a variety of specialized software applications. These technologies are a part of two “bundles” that will be deployed during two phases. Already underway, the roll-out is being coordinated by Mr. Dominique David, project

manager, in collaboration with a team of instructional and assistive technology specialists. Deployment of technologies is a slow, methodical process that is carefully planned to account for inventories that will be available to all schools in the district. The goal is to provide a variety of appropriate assistive technologies to students with disabilities who are receiving services in special and general education settings. Initial and on-going professional development for teachers is being delivered through a train-the-trainers’ model in conjunction with the technology deployment. Follow-up technical support is also being provided to teachers and students, as needed. Mr. David describes the department’s

Expanding Teaching and Learning through Educational and Assistive Technology Solutions

E D U C A T I O N A L A N D A S S I S T I V E T E C H N O L O G I E S

continued on p. 14

Co-teaching continued from p. 12




project as a herculean effort that will yield huge outcomes in the future. “In the past, he said, “we have put tools in teachers’ and students’ hands and left them to figure-out how to use them. This time, we are trying to be sure that there is maximum value derived for both students and teachers. Training will be the key, and will set the tempo for successful continuous use of assistive technologies to boost student achievement.” Mr. David recommends that school personnel review the Self-assessment Checklist of Effective Educational and Assistive Technology Use (see p. 20) to reinforce and promote widespread understanding of best practices on this topic.

Many of the district’s special education classrooms are already equipped with educational and assistive technology devcices that range from low to high technology. Following are examples of two such classrooms.

Dr. Stephanie Govan, a special education teacher at Sutton Middle School, uses educational and assistive technologies such as the iPad, Thin clients and calculators to teach math, and laptops and writers for English Language Arts instruction. She involves students’ parents in monitoring the use of their assistive technology devices at home and solicits parents’ ideas about new software applications that

Jackson Elementary Special Educator, Ms. Lindsay Hamilton, teaches students with autism using assistive technology.

Below and above: Mr. Dwight Hardy, Special Education Teacher at Toomer Elementary, uses a variety of assistive technolgies and adapted general technology to provide instruction to students.

Griffin Brown, who has an orthopedic impairment, uses an iPad with Dragon software application to write while in his general education classes. He is supported by Special Educator, Dr. Stephanie Govan at Sutton Middle.

Assistive Technology continued from p. 13



and supports. Today, we are at a proverbial crossroads that compels all administrators, educators, students, parents, and community partners to help reimagine what special education can do and what it should look like in the 21st century. I am personally imagining what it could look like in APS across all schools if we made the inclusion of students with disabilities common practice. Many school personnel across the U.S. report higher academic performance and positive self-regulation of behaviors for students with disabilities who are included in general education classrooms with appropriate supports. Over the last eighteen months, there has been increased emphasis on the implementation of inclusive practices that support the education of diverse learners. More than 1,800 administrators, teachers, and other school personnel have responded to the department’s on-line self-assessment on Effective Use of Inclusive Practices as of the end of October 2011. The results indicate that many of our schools are attempting to implement practices that support the education of students with disabilities in general education classrooms, such as co-teaching. However, based on countless comments provided, there is further indication that obstacles are preventing full and appropriate implementation. The federal and state indicator for services in the least restrictive environment (LRE) states that at least 90% of students with disabilities spend at

least 80% of the school day in general education settings. Less than 50% of APS’ students with disabilities spend their day in general education classrooms. With all these factors in mind, the department is implementing inclusive practices pilots at five elementary schools and providing professional development on the ABC’s of LRE: Educating Students with Disabilities in Standards-Based Classrooms to local school leadership teams throughout this school year. Articles found on pages 11-13 in this newsletter describe more fully these initiatives. In addition, the department has made an unprecedented resource commitment to place supplementary aids such as general computer technology and a range of assistive technologies in classrooms for students with disabilities throughout the district (see articles on pages 13-14). These actions are just the beginning of the department’s efforts to better serve students with disabilities. Gratefully, we are joined in this challenging work by Superintendent Erroll Davis, who has made special education one of his top agenda items (see article on p. 4) and by Deputy Superintendent of Curriculum and Instruction, Mrs. Karen Waldon (read interview of Mrs. Waldon on p. 2-3). Further, I believe that APS Teacher of the Year, Special Educator Elisha Gray, will assist in bringing positive visibility to the unsung work of special and general educators who tirelessly seek to educate students with disabilities to rigorous standards. Be sure to learn more about Mrs. Gray’s career journey as a teacher in the

article found on p. 6. Finally, I would like to acknowledge the contributions of Mr. Aaron Fernander, Executive Director, Office of Student Programs and Services (OSPS), as he retires at the end of December 2011. Mr. Fernander has used his experience as a former principal to establish practical guidelines for involving school personnel in partnerships of shared ownership for outcomes of students with disabilities. He has unearthed the pathway to shared ownership, now the department’s staff will navigate it to success. His farewell article appears on p. 3-4. Thank you, Mr. Fernander! s

Constance Goodson continued from p. 1

been initiated to correct issues relating to the thirteen, year one, immediate recommendations, and nearly all year two, intermediate recommendations are on course to be addressed.

Under the leadership of Mrs. Constance Goodson, the Department of Special Education has the wind of positive change at its back and is poised to become better than it has been in the past. I have much admiration and appreciation for all of you who have contributed to the many improvements that are underway in special education and other OSPS programs and services. I trust that you will remain vigilant and committed as you continue to move forward on behalf of children and their families. s

Aaron Fernander continued from p. 4


may be helpful. Dr. Govan says, “The use of appropriate assistive technology in the education process increases the potential for students with disabilities to succeed in independent living, engage in productive employment, and enjoy an improved quality of life.”

One of the goals posted in Mr. Dwight Hardy’s special education classroom at Toomer Elementary reads: “Students will be able to utilize computers with

the aid of assistive technology devices and equipment.” In order to meet this goal, Mr. Hardy uses a wide range of assistive technologies geared to the individual needs of his students. According to Mr. Hardy, “Since most of my students have severe cognitive and physical disabilities and are non-verbal, having access to a variety of assistive technology devices and equipment is essential to educating them.” The computers in his classroom have touch screens, adapted keyboards, and switches that function

as a mouse. Specialized math software programs have been installed, allowing students to practice math skills often using interactive games. Mr. Hardy uses a device called “TechTalk” for daily instruction and to conduct the Georgia Alternate Assessment (GAA) with several of his students. He makes customized overlays for TechTalk using a product called Boardmaker. During morning circle activities, Mr. Hardy’s students use numerous personal assistive technology devices to participate. s

Assistive Technology continued from p. 14


A two-year comparison of Adequate Yearly Progress (AYP) data for students with disabilities in the Atlanta Public Schools clearly underscores the need to close persistent gaps in performance on selected indicators. Careful review of the AYP data table shown reveals the following:

Test Participation Rate

n Students with disabilities are consistently meeting and exceeding the test participation rate indicator of 95% in mathematics, reading, and English Language Arts in grades 3-8.

n Test participation rate for students with disabilities in high school mathematics (grade 11) fell below the 95% rate in each of the last two years: 2011 (89%) and 2010 (94%).

n Test participation rate for students with disabilities in high school English Language Arts (grade 11) fell below the 95% rate in 2010 to 92%, but rose to 98.8% in 2011.

Second Indicator – Attendance

n Attendance of students with disabilities in grades 3-8 was well within the 15 days maximum rate of absences in 2011 and 2010. However, there was a noticeable increase in the percentage of absences over 15 days among students with disabilities from 7.3% in 2010 to 9.4% in 2011. The district as a whole saw an increase in absences from 2010 to 2011.

Second Indicator – Graduation with Regular Diplomas

n Both students with disabilities and the all students subgroup failed to meet graduation rate targets of 85% in 2011 and 80% in 2010.

n Students with disabilities showed a slight increase in the percentage graduating with a regular diploma from 2010 (18.1%) to 2011 (21.5%).

However, the gap in the graduation rates between students with disabilities and the APS all students subgroup was nearly 47 percentage points in 2011.

Academics – Grades 3-8

n Mathematics – Students with disabilities demonstrated a 27 percentage point performance gap in mathematics on the Georgia Criterion-Referenced Competency Test (CRCT) in 2011, and a 33 percentage point gap in 2010 compared to the APS all students subgroup.

n Reading/English Language Arts – Students with disabilities demonstrated a 24 percentage point performance gap in Reading/English Language Arts on the CRCT in 2011, and a 30 percentage point gap in 2010 compared to the APS all students subgroup.

Academics – Grade 11

n Mathematics – Neither students with disabilities nor the APS all students subgroup met the mathematics targets on the Georgia High School Graduation Test (GHSGT) in 2011 and 2010. In the case of students with disabilities, the mathematics performance gap was 39 percentage points in 2011 and 29 percentage points in 2010 compared to the APS all students subgroup.

n English Language Arts – Neither students with disabilities nor the APS all students subgroup met the English Language Arts target on the GHSGT in 2011. In the case of students with disabilities, the performance gap on this subject was 44 percentage points in 2011 and 40 percentage points in 2010 compared to the APS all students subgroup. s

Data on Student Performance Underscore Needed ChangesS T U D E N T P E R F O R M A N C E

You are Invited to Submits Book and product reviews (limit to 200 words)s Web resources s Suggested topics for articless Inquiries about best practicess Questions about federal or state special education laws and

regulations

E-mail copy for the Spring/Summer 2012 issue by April 6, 2012 to [email protected]. Submissions may be edited and printed in selected issues as space permits. Maintain a copy of all submissions.

Dates to Remembers Professional learning sessions on Inclusive Practices are being

conducted for local school leadership teams, beginning the week of December 12, 2011 and continuing for the remainder of the school year. School leadership teams should check with building level administrators for all scheduled dates and locations of sessions.

s Registration begins on December 16, 2011 for Sign Language Classes scheduled for Wednesdays: February 8, 15, 22, and 29; March 7, 14, 21, 28; and March 11, 2012. Classes are limited to the first 20 persons to register. For registration information, call Shelly Glenn at (404) 296-7101.

About the Advance Project ALIGN NewsletterAdvance ALIGN is compiled and published for the Atlanta Public Schools, Department of Special Education, under contract with Reeves & Associates Consulting and Training, Inc. Reeves & Associates is the designer and facilitator of Project ALIGN (Assessment of Learning and Instructional Goals Network), a capacity-building professional development reform mechanism used to accelerate and sustain the performance of special education teachers to implement evidence-based practices in their work with students with disabilities. Graphics design is by Kellie Frissell. Any questions or comments about the contents of the newsletter should be directed to Rebecca Reeves at [email protected].


Adequate Yearly Progress Indicators2011 Target

Rates 2010-20112010 Target

Rates 2009-2010

SWD ALL SWD ALL

Test Participation Rate – Math (3rd-8th Grade) 95% 99.6% 99.9% 95% 99.5% 99.9%

Test Participation Rate – Math (11th Grade) 95% 89% 98.1% 95% 94% 98%

Test Participation Rate - Reading/ELA (3rd-8th Grade)

95% 99.9% 99.8% 95% 99.6% 99.8%

Test Participation Rate - Reading/ELA (11th Grade)

95% or Higher

98.8% 99.6% 95% 92% 97.6%

Second Indicator – Attendance (3rd-8th Grade) Absent Over 15 Days Rate

9.4% 7.4% Absent Over 15 Days Rate

7.3% 4.4%

Second Indicator - Graduation Rate 85% 21.5% 68.2% 80% 18.1% 66.3%

Academics – Math (3rd-8th Grade) 75.7% 48.9% 75.8% 67.6% 39.7% 73%

Academics – Math (11th Grade) 76% 28.3% 67.1% 74.9% 33.1% 61.9%

Academics – Reading/ELA (3rd-8th Grade) 80% 63.7% 88% 73.3% 57.3% 87.7%

Academics –ELA (11th Grade) 90.8% 42.7% 86.4% 87.7% 47.1% 86.9%



Avoiding Common IEP Landmines: Tips for Teachersby Ms. Lee Rideout, JD, Special Education Attorney

The department’s first Parents’ Back to School Bash was held on August 20th at Frederick Douglass High School. More than 50 parents attended sessions designed to help them get organized for IEP meetings and support their child’s learning at home. Concurrent break-out sessions included:n Ready, Set, Go! Tips for IEP

Organizationn What You Need to Know About

Evaluationn Inclusion for Students with Mild

Disabilities

n Pre-K: Where It All Beginsn Pilot Program – High School Program

for Occupations and Careersn Ready to Learn at Homen New Technologyn Rap Session with Dr. Carolyn Hart,

Parent Liaison

During the Ready, Set, Go! Tips for IEP Organization session, parents received a real tool kit, section dividers, and important resources to use in preparing for IEP meetings. A resource fair and

information desk were available to parents before the event concluded. s

Parents Organize for IEP Meetings and Home Support at Back to School Bash

P A R E N T S ’ B E S T P R A C T I C E S

I E P L A N D M I N E T I P S

At the Department of Special Education’s Annual Opening of Schools Workshop on August 3-4, 2011, Ms. Lee Rideout, Special Education Attorney, provided the following list of common IEP landmines to be avoided.

n Attendance at IEP Meetings – All decisions about a student’s educational needs should be made in the context of an IEP meeting. At least one of the student’s general education teachers must be in attendance at the IEP meeting. The provision for excusal of members from attendance at IEP meetings should be followed.

n Development of Transition Plans – A transition plan must be reviewed and updated at least annually and include measurable goals.

n Lack of Adequate Assessment – Assessments must be conducted in the suspected areas of disability. Dots should be connected around all data, including present levels of performance, classroom grades,

academic achievement, etc.n Measurable Goals – Goals should

be viewed as the “heart” of the IEP and should be expressed in measurable terms. As a child’s performance changes, his goals should be modified accordingly. As a rule of thumb, goals should not be exactly the same from year to year.

n Extended School Year –A variety of criteria, including the status of a student’s critical skills, should be considered in determining when extended school year services are needed in order to provide a free appropriate public education (FAPE). Extended school year must be discussed at a student’s IEP meeting and the decision of the team to offer or not offer extended services must be recorded. Extended school year is not limited to summer school, but may be an hour a day after school, for example.

n Parent Participation in IEP Process – All attempts to get a parent to

attend a child’s IEP meeting should be documented. Multiple means should be used for contacting parents.

n Placement Options – Discussions of placement options must occur, and meeting notes should be thorough enough to be useful. Service options that cannot be delivered should not be offered.

n IEP Meeting Breaks – When IEP meetings go on for long periods of time, it is okay to take breaks during the meeting. Use an agenda to keep the meeting focused and to avoid wasted time. s


In an effort to sustain student learning, promote student understanding, and decrease student drop-out rates, the Department of Special Education is offering a new transition initiative for the 2011-2012 school year. The initiative will provide occupation and career options at four of the district’s high schools in culinary arts (Washington High School), custom awards and engraving (North Atlanta High School), flooring technology (Frederick Douglass High School), and horticulture and plant science programs (Benjamin E. Mays High School). Students entering these programs will receive educational experiences that will increase their employability and readiness for postsecondary settings.

Each program area is aligned with the Georgia Performance Standards (GPS) and will allow students to develop business and entrepreneurial skills as they apply their learning to real life situations. Courses for each program will yield only elective credits.

Developed after convening a transition task force during school year 2010-2011, the vision and mission of the overall program are as follow:

VisionPrepare learners to become exceedingly knowledgeable and highly competitive workers in an evolving global environment

MissionStrengthen student achievement through

a comprehensive educational program that incorporates career opportunities which prepare learners to become successful in the 21st century workforce

In order to be considered for the occupational and career options program, students must meet the following general requirements. It should be noted, however, that programs may add specialized requirements in order to meet minimal industry standards.

n Completion of 9th grade creditsn At least 16 years of agen Desire to learn the traden No major discipline issuesn Good attendance and punctualityn Can function independently or with

minimal supervisionn Exhibit positive work ethicn Satisfactory rating on each Teacher

Recommendation Formn Student and Parent Agreements

completed.

According to Mrs. Bettye French, APS Coordinator of Transition Programs, “Parents are excited for their children to have this opportunity to explore occupational and career options before

leaving high school. Plus, students with disabilities now see a path that can lead them to reach their personal goals”. Mrs. French adds, “The creation of these occupational career centers will eventually help us to connect more of the dots around transition services for our students with disabilities.”

The initial cohort of students selected for the four high school sites include students with a variety of disabilities: Mild Intellectual Disabilities (MID), Specific Learning Disabilities (SLD), Other Health Impairments (OHI), and Emotional/Behavioral Disorders (EBD). Each occupational and career program area has enrolled approximately 14 students who are being co-taught by an Industry Certified Instructor and Transition Caseload Manager. Ms. Marchantnita Huff of Booker T. Washington’s culinary arts program emphasizes the importance of involving parents: “Parents as stakeholders are key to the success of this program; that is why it is so important to have them on board with the entire process… Because many of the parents have worked in the food service industry, they have agreed to participate in our guest chef component.” Once renovations have been completed at Mays High School and faculty, staff, and students are relocated, Ms. Grace Dollar and Ms. Sonja Lewis state that they will involve parents as volunteers in the greenhouse/garden site. s


P A T H T O A C A R E E R

Transition Program Offers Occupation and Career Options

Just after Atlanta hosted the 1996 Summer Olympic Games in Atlanta, Regina Gennaro, who previously taught adapted physical education and worked with the New York City Public Schools Special Olympics, was hired by Atlanta Public Schools as a physical education teacher. A year later, APS posted a job

for an adapted P.E. teacher and Special Olympics Liaison and she knew she was perfect for this position.

“My background is Special Olympics and adapted P.E.,” said Gennaro, who began volunteering with Special Olympics back in 1982 as a student at Adelphi

University in New York and teaching since 1987. “I thought that this job was just right for me.”

Today, Gennaro teaches adapted P.E. at Boyd and Jackson elementary schools, Bolton Academy and North Atlanta High

Special Olympics Program A Win-Win for AllBy Kimberly Willis Green, APS Department of Communication

W I N N I N G W I T H S P E C I A L O L Y M P I C S

continued on p. 19

School and is the liaison for the APS Department of Special Education (PEC) Special Olympics program.

PEC students not only compete in Special Olympics activities, they also compete in basketball, bocce, softball, tennis, soccer and track and field across the state of Georgia. “We prepare for the APS Special Olympics all year long,” said Gennaro, whose colleagues train their students at local meets throughout the school year, in preparation to compete in state games and the APS Special Olympics – the culminating event held each spring. “Coaches submit which students want to go to state games in the fall, winter and summer, and they make the commitment to be with them on the weekends,” said Gennaro.

Two Competitions, One Competitive Spirit

The APS Special Olympics has something for everyone. The district holds two special Olympic Games for students ages six through 22; the Developmental Track and Field Meet for severe, profound and autistic population, and the Traditional Track and Field Meet for students who are orthopedically impaired, who have a moderate intellectual disability, moderate intellectual disability, or high functioning autism.

On April 13, 67 students competed in the Developmental Track and Field Meet that included track races, softball throws, bean bag tosses, standing long jump and 10, 25 and 50 meter races. “Most of these student athletes are in wheelchairs, so the activities are geared for their success,” said Gennaro. “For a student who is just learning how to walk or is transferring from a wheelchair to a walker, the 10 meter race is one of the most exciting races. You can see the determination in their faces just to get to the finish line.”

Gennaro also experienced one of her proudest and sentimental moments as a teacher. Her former P.E. student Renard Clanton from Cleveland Avenue Elementary and now a graduating

senior at Maynard Holbrook Jackson High School was the torchbearer for the Developmental Meet. “He’s been with me since elementary school and has competed in Special Olympics and state games over the years,” said Gennaro. “And now he’s graduating – he’s such a great kid.”

During the traditional meet held on May 11, 282 student athletes competed in the event. “At this event, we replicate all of the activities that are done at the state level competitions, and we also include the shot put, running long jump and the 100 and 200 meter races,” said Gennaro. “We have some of the most talented students in the system. These students can throw that shot put, and some of them are the fastest runners.”

Gennaro bragged about her students who have won state championships in softball in 2010 and silver medals in basketball at state wide competition in January 2011. She also talked about stand-out athletes in the system. “We have some real talented students in the system,” said Gennaro. “North Atlanta’s Travis Green, who is a junior, is a phenomenal runner. And Kirby Broughton, a sophomore, is really great at the running long jump—he can jump 10 feet, if not more.”

Gennaro also mentioned Brandon Black, a senior at the D.M. Therrell Educational Complex, who has been a participant in the Special Olympics program and competed in state games for many years. “Brandon was one of the torchbearers for the last leg of the opening ceremonies that crossed the finish line. Gennaro shares that only seniors can be torch bearers and those students are voted on by the adapted P.E. staff. “They are really great kids - we are really going to miss them,” said Gennaro.

In addition, students from Adamsville Elementary led the Pledge of Allegiance and students from Jean Childs Young Middle School led the International Special Olympics oath during the opening ceremonies that reads: “Let me win. But if I cannot win, let me be brave in the attempt.”

District, Parent and Community Support

Gennaro proudly acknowledges the fact that APS district staff members have been very supportive of the Special Olympics over the years and participate as volunteers for both events. “Once they come out and see the students and get immersed in the electric environment, it’s like they are hooked for life,” said Gennaro. “It’s a happy place to be—the kids are electric. I can’t think of a better word.” She adds that whether an APS employee is in payroll, purchasing or communications, everyone in some capacity is working for the students.

“It’s a great way to see the other part of this job, why you have this job,” said Gennaro. “You are working for these kids, so you do have a connection with them. You are reaping the benefits because as a volunteer, you can see and experience what they can do.”

Gennaro says the support she receives from Aaron Fernander, executive director, Office of Student Support & Services, Constance Goodson, director, Department of Special Education, Jeff Beggs, director of Athletics, coaches and principals throughout the system have been overwhelming. s




W I N N I N G W I T H S P E C I A L O L Y M P I C S

Special Olympics continued from p. 18

“My background is Special Olympics and adapted P.E. I thought that this job was

just right for me.”— Ms. Regina Gennaro



Principals ensure that the school-wide technology plan addresses assistive technology.

Principals and teachers have clearly defined, shared expectations on the importance of implementing technology, including assistive technology, in teaching and learning.

Administrators’ expectations for technology use are communicated across the school year in a variety of ways.

Administrators periodically assess the technology professional development needs of staff.

Administrators advocate for technology that supports accessibility for diverse learners.

Administrator(s) serving as Local Education Agency (LEA) representative monitors assistive technology considerations at IEP meetings to ensure that assistive technology is considered for every student receiving special education.

Administrators ensure that teachers have equitable access to current technologies, software, appropriate technical support, and the internet.

Reward structures (e.g., recognition, opportunities to share, etc.) are in place to support technology in teaching and learning.

Administrators ensure that teachers know how to access resources to support students who need additional technology assistance.

Administrators create and maintain a database of all assistive and educational technology used in the building.

Prior to classroom observations, administrators check the master list to determine which students should have technology available and operational in individual teacher classrooms.

Teachers are skilled in the use of technology for preparing and delivering instruction.

Teachers access professional development opportunities to support technology use in teaching and learning.

Teachers ensure that technology is available and operational and seek technical assistance in a timely manner.

Teachers utilize innovative ideas for using technology resources to support standards-based instruction.

Teachers facilitate appropriate student use of technology-based resources using a variety of applications.

Teachers regularly measure the effectiveness of technology for learning.

Teachers proactively incorporate technology into teaching and learning activities to support diverse learners.

Teachers ensure that students have the opportunity to use technology, including assistive technology, written in their IEPs.

Teachers create and maintain a master list of students in their classrooms who have assistive technology in their IEPs.

Teachers routinely include specific evidence about technology use when reporting student progress to parents.

Students regularly use technology, including assistive technology, as required to participate in learning activities, complete assignments and interact with peers.

Students who experience difficulty with reading utilize technology to access and utilize information resources.

Students who experience difficulty with writing utilize technology to demonstrate knowledge and skills.

Students who experience difficulty with physical or sensory access to classroom materials utilize technology as needed to access the curriculum.

Students who experience difficulty with math utilize technology to acquire and demonstrate knowledge and skills.

Students who experience difficulty with oral communication utilize technology, including assisitvce technology, to support communication efforts.

Parents know that the school has a technology plan which outlines how teachers use technology for classroom instruction and how individual learners’ needs are addressed.

Parents are invited to participate at IEP meetings where their child’s assistive technology needs are discussed.

Parents are aware of the type and purpose of the assistive technology that is being used by their child at school.

Parents are provided training on how to operate any assistive technology used by their child inside and outside of school.

Parents provide feedback on how their child is progressing in using selected assistive technology.

Parents know who to contact when their child’s assistive technology device is not working properly.

Source: Adapted from the Quality Indicators for Assistive Technology Consortium (www.qiat.org), September 24, 2006.

Self-Assessment Checklist on Effective Educational & Assistive Technology Use

School __________________________________________________ Date _______________________________________________________

Best Practices Yes No

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