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  • 1. Intensive Intervention & Instruction on the Move! Sydney Quon, Director LAUSD SELPA Jackie Mora, Specialist-behavior Intervention LAUSD Kim Dammann, Special Education Director KIPP Schools Amie Baral, Intensive Support Program Specialist Chime Charter
  • 2. Session Objectives 1) Gain knowledge of how to creatively structure tier 3 intervention and instructional programs 2) Gain knowledge on how to develop tier 3 programs that serve multiple grade levels at multiple school sites within a district/network 3) Gain knowledge on effective strategies and programming for working with students with disabilities
  • 3. Background  82 schools: elementary, middle school, high school running mainly inclusive programs  Vary in number of students: 250-3,500  Average students with disabilities: 9% -1.8% with moderate-severe disabilities  Geographic area covered: 770 square miles  Increase need for support for students with more significant needs (academic & behavior)
  • 4. Tiered Intervention Approach
  • 5. Discussion From a central office standpoint, how do you provided support to schools?  What does your needs assessment consist of?  What are some of the factors you consider in determining the level of support needed per school?  What about staffing considerations?
  • 6. Tiered System Approach to Support Intensivespecial education staff model lessons/strategies, IEP development & participation, direct student support services Strategic-special education teachers, support staff and intervention staff Universal-general and special education staff, administrators and support staff targeted small group trainings, consultation, case management support, coaching professional developments, conferences, trainer of trainers
  • 7. Panel Discussion  Please pass any index cards with questions you have to the front  We will infuse questions from the audience into the panel discussion  We will also take applicable questions from the audience as they arise
  • 8. Intensive Support Services Assessing the need:  Number of referrals for placement to a more restrictive environment  “Counseling Out”  Increase in the number of requests for support for modifying curriculum, alternate curriculum support, certificate of completion track  Increase in number of students with moderate/severe disabilities applying and being accepted to Charters
  • 9. Intensive Support Services Students Served include, but not limited too:  Students on the Autism Spectrum -Including Asperger's  Emotionally Disturbed (ED) -Depression, Psychosis, Anxiety, ObsessiveCompulsive, Conduct Disorders  Intellectually Disabled (ID)
  • 10. Intensive Support Services Services Provided:  Professional development, trainings  Consultation  Curriculum and lesson modification  Assistance with IEP development/writing  Attendance at IEP meetings  Limited direct services with students
  • 11. Intensive Support Services Outcomes of support provided:  0 students returned to an SDC placement since 20112012 school year  0 SLD and a decrease in AUT students sent to NPS since 2011-12 school year  Development of “hybrid” support models and shared programs within the network of schools  Capacity built within school staff to retain students in an inclusive models  Increase of number of students with moderate/severe disabilities attending Charters
  • 12. Intensive Diagnostic Education Center (IDEC)  Individual and small group instruction (2-3 students)  Intensive instruction on temporary basis (9-12 months)  Uses evidence-based practices  Staffed by teacher and paraprofessional  Consultation with Moderate/Severe teacher  Mild/Moderate & Moderate/Severe students  8 or fewer students (grades 4-12)  Transitional class for students coming from more restrictive placements (SDC)  GE setting for all classes, except ELA and Math  Multidisciplinary approach (include DIS), when possible
  • 13. IDEC Rotational Model: 1) Direct Instruction with teacher 2) Independent/Guided practice with paraprofessional 3) Blended Learning/Computer-based
  • 14. IDEC Minutes: ELA 720 per week (12 hours) 144 per day (2.4 hours) Math 300 per week (5 hours) 60 per day (1 hour) *Morning sessions and afternoon to reach maximum # students possible
  • 15. IDEC Referral/Diagnostics: Students receive battery of diagnostic tests determine: Qualification into program Curriculum/instructional programs to be used Student groupings Strengths and weaknesses of each student • • • •
  • 16. IDEC ELA Diagnostics Math Diagnostics  Measures of Academic  Measures of Academic         Progress (MAP) - RIT Lexile Basic Reading Inventory San Diego Quick Gray Oral Reading Test (GORT) Accelerated Reader Curriculum-Based Assessments Teacher Input Parent Input     Progress (MAP) - RIT Curriculum Based Assessments Teacher Input Parent Input WJ (if available)
  • 17. IDEC Curriculum & Programs  Lexia  Achieve3000  Linda Mood Bell - V/V  Unique Learning  Kurzweil/Firefly  Touch Math  ST Math  Vmath  Measures of Academic Progress (MAP)
  • 18. Baseline Data - Non-IDEC and IDEC  Insert Chart with current data prior to presentation
  • 19. IDEC Data & Instruction - Lexia
  • 20. IDEC Data & Instruction - Lexia
  • 21. IDEC Data & Instruction - ST Math
  • 22. IDEC Progress Monitoring: Use data to regroup students based on skill needs Regrouping occurs often based on student progress Tailor made tracking document that informs instruction Teacher inputs data into weekly progress monitoring tool Data transferred to tracking document ***Document is still a work in progress • • • •
  • 23. IDEC Preliminary Results Standards Assessments (Non-IDEC) Approx. gain of 30 points
  • 24. IDEC Preliminary Results Standards Assessments (IDEC) Approx. gain of 180 points!!!
  • 25. Behavior Support Needs Assessment Data :  Consultation for individual “HOT” cases  Behavior (Individual Student, Classroom and School-Wide)  IEP Writing  FBA/FAA Data Tools and Development  BII and BID duties/qualifications/training  Behavioral Training  #1 support most asked for: Change of placement observation requests  We as a team knew they also needed Behavioral Support because we looked at the DATA:
  • 26. Behavior Support 2012-2013 LAUSD Suspension Data: • 1% suspension rate district-wide • Huge improvement • 23% of LAUSD suspensions are special education students
  • 27. Behavior Support 2012-2013 Charter Data: Total number of students enrolled: 88,567 # of Suspension Incidents  5,722 total  1,291 of the total incidents were Special Ed students  2,373 of the total incidents were African American students # of Students Suspended  4,058 total  790 of the total students suspended were Special Ed students  1,505 of the total students suspended were African American students Disproportionality?
  • 28. Behavior Support Offenses by Category for 2012-13 Category 1: 1% Category 2: 9% Category 3: 90%
  • 29. Adapted from: Sprague & Walker, 2004 Targeted Support based on DATA & Needs: Targeted/ Intensive (High-Risk schools) Individual Interventions School visits for face to face consultation and support. Trainings: All listed in Universal section for entire school, select group or individual staff (as needed). Attend IEP meeting for individual cases that are ”High Risk”. Set-up “home” school visits to see if LRE is appropriate. Consultation: Selected (At-Risk Schools) Small Group Strategies Universal (All Schools) School-wide, Culturally Relevant Systems of Support Suspension - Expulsion Threat Assessment - Crisis Situations IEP Writing – BSP/BIP and FBA Development SWPBIS Classroom Management: observations/strategies Individual Students Paraeducator strategies and support Training and Support: School Wide Positive Behavior Intervention Support (SWPBIS) and Positive Behavior Support (PBS) Classroom Management Strategies Implementation of Accommodation/Modification in GE IEP writing – BSP and FBA development & implementation Strategic Alternatives to out-of-school suspensions Responding to Behavior 101 Defusing Disruptive Behavior Non-Violent Crisis Intervention (NCI) Suspension Data is shared on a monthly basis
  • 30. Online Behavioral Trainings Ethics of Discipline: Suspension Alternatives Boosting Classroom Management: Fundamentals of CHAMPs and Discipline in the Secondary Classroom (DSC) 4 Modules offered & a Free Book Positive Behavior Support
  • 31. Behavior Support How do we know the support is working/helping?  Survey data from training evaluations are analyzed which guides our next steps as well as future training development.  A confidential rating sheet has also been used, if charter staff are not satisfied with training and direct supports given, we make changes to our supports.  # of requests for 2012-2013 = 42 total  # of requests for 2013-2014 = 46 as of Dec. 2013  AND…
  • 32. Behavior Support Change of Placement due to Behavior for Fully Autonomous Charter Schools Placements back into the District: 2011-2012 = 0 2012-2013 = 0 2013-2014 = 0 (as of Dec. 2013) NPS Placements: July- Dec. + Jan.-June = Total  2011-2012: 3 + 4 = 7  2012-2013: 5 + 4 = 9  2013-2014: 1 + ? = ?
  • 33. Charter School Suspension Data Comparison  Sept. 30, 2012  956 events  1,831 days  Nov. 4, 2012  1,840 events  3,497 days  Sept. 30, 2013  505 events  864 days  Nov. 4, 2013  1,170 events  2,050 days
  • 34. Additional Questions/Comments ADDITIONAL QUESTIONS OR COMMENTS
  • 35. Contact Information SYDNEY QUON: sydney.quon@lausd.net JACKIE MORA: jacueline.mora@lausd.net KIM DAMMANN: kdammann@kippla.org AMIE BARAL: amie.baral@gmail.com