SEAC Meeting, April 5 th , 2011

1. SEAC Meeting, April 5th, 2011

2. Tonight’s Topic Response to Instruction: Part III IntensiveProgramming Center Based Programs in Jeffco

3. Tonight’s Purpose Provide education on what intensive, center based programming implemented and what tools are used to support instruction so you can advise the Special Education Department.

4. Tonight’s Advisory Questions • How can we better define/describe the intensive programming available at the MS/HS level to support students transitioning from elementary center based classrooms? • How can we better articulate progress students are making in intensive programming?

5. INTENSITY

6. Programming Continuum Time and Intensity Least Restrictive Most Restrictive

7. Continuum of Services Placed Out of District (POOD) Home School General Ed Classroom Miller, Sobesky, Lighthouse Resource Room/Pull-Out Services Most Restrictive Least Restrictive Center-based Classrooms

9. What Intensive programming do we offer?

10. Literacy and Language Centers 16 Classrooms Instructional Resources Instructional program uses research-based literacy interventions to address all components of reading. Wilson Reading RAVE-O Retrieval, Automaticity, Vocabulary, Engagement-Orthography Visualizing and Verbalizing Quick Reads Transmath • Serves students in grades 2-6 who require intensive and explicit instructional interventions for reading disabilities and expressive/receptive language development. • Students receive support for all academic subjects through out the school day. • Classrooms are staffed with the following support: • 1 special education teacher • 1 para educator • 20 hrs/week of speech language support

11. Current Locations of LLC Classrooms

12. Deaf/Hard of Hearing • At the ECE/Elementary level- 2 strands of programming: • Oral and Total Communication (sign and oral combined) • At the secondary level- • Total Communication environment • Supports include: • Academic instruction, language/communication development, audiological support, and social-emotional services. • In the total communication programs, educational interpreters are also provided. • Students participate in general education classes to the extent appropriate. • DHH Center staff work closely with general ed staff to provide a well-coordinated plan for instruction. • The DHH Center program staff work as a team to provide a supportive educational program for each student.

13. Current Locations of D/HoH Programming

14. SIED 19 Classrooms Social/Emotional Resources Second Step Brain Wise PEACE 4 Kids Skills Streaming PREPARE Why Try The Passport Program Relationship Development Intervention • Serves students grades K-6 who require an intense level of academic and social-emotional support. • Behavior support and social skills are a primary focus for students. • Each SIED classroom is provided the following staff: • 1 teacher • 1 para-educator • 20 hrs/week mental health support

15. Current Locations of K-6 SIED Classrooms

16. Challenge and SLIC 30 Challenge Classrooms/14 SLIC Classrooms • Serves students grades K-12 who require an intense level of support (personal, health and academic) to meet their cognitive or intellectual disabilities. • Programming requires intensive collaboration with related service providers to ensure adaptive behavior and academic skill development. • Practices and opportunities ensure, as appropriate, an inclusive learning environment that is not limited to a place or a location, but consider a student’s quality of membership and the use of natural supports. • Each Challenge classroom is staffed on a 2:1 ratio (2 adults/1 student). • Challenge classrooms are ‘right-sized’ two times each year.

17. Challenge and SLIC Continued Curricular Supports/Instructional Resources: • Teaching to Standards: Math • Teaching to Standards: Science • ELSB- Early Literacy Skill Builder • Read to Learn

18. Current Locations of Challenge/SLIC Classrooms

19. ASD 3 ECE Classrooms/11 Elementary Classrooms • Serves students on the autism spectrum in grades PK-6. • Students are considered on a continuum of need in the areas of language, communication, behavior, social and emotional functioning as well as academic needs. • Applied Behavior Analysis is a core component of programming. • ASD classrooms provide two levels of programming and students are placed based on assessed needs and the ASD program rubric. • Each ASD classrooms is staffed on a 2:1 ratio (2 students/1 adult). • ASD classrooms are right-sized two times a year. • Each ASD classroom is provided a half-time Speech/Language Pathologist.

20. ASD Continued Curricular Supports/Instructional Resources: • VIZZLE Technology • ReThink Autism Technology • Boardmaker • iPods • SmartBoards/Smart Tables

21. Location of Current ASD Classrooms

22. How are students placed? • School based IEP teams make decisions about special education, related services and LRE. • School team contacts Area Coordinator to communicate their decision. • Coordinator takes the info to the area team mtg. • The group uses the info to determine the “best” school placement in the more restrictive setting. • Communication with the receiving school staff and the family follows to ensure smooth transition.

23. Collaborative Problem Solving Process Identify the Problem Devise and Implement a Plan Establish New Goals Analyze Success Evaluate the Response to Instruction