pcsd sped program evaluation 112916 · park elementary, trailside elementary, mcpolin elementary,...

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Program Evaluat ion Report: PCSD INTRODUCTION

ParkCitySchoolDistrict(PCSD)empowersstudentstodeveloptheirknowledge,skills,andpotentialascriticalthinkers.PCSDmaximizeresourcesforacademicrigorandexcellencethroughstaff,programs,andtechnologythatmakelearningrelevanttotheemergingworldinwhichPCSDpatronsandstudentslive.

PCSDexperiencedarecentchangeinleadershipofitsspecialeducationprogram.AsPCSDisfocusedonprovidinghighquality,effectiveservicestostudents,theSchoolBoardandSuperintendentjointlyrequestedaspecialeducationprogramevaluationtoidentifystrengthsandneedswithinaprocessofcontinualimprovement.ThisprogramevaluationwasfocusedontheprogramsforstudentswithdisabilitiesattendingoneofthesevenPCSDschoolsaswellasthepost-highschoolprogram:Parley’sParkElementary,TrailsideElementary,McPolinElementary,JeremyRanchElementary,EckerHillMiddle,TreasureMountainJuniorHigh,ParkCityHighandParkCityLearningCenter.

PROGRAMEVALUATIONPROCESS

DuringtheweekofOctober11-14,2016,twoteamsofprogramevaluatorsconductedavarietyofreviewactivitiesrelatedtoeachschool/programsite,includinginterviewswithleadershipandstaff,reviewofspecialeducationfiles,andcomparisonofIndividualizedEducationProgram(IEP)servicesandsupportsforstudentswithdisabilitieswithinstructionalpracticesthroughobservation.AparentmeetingwasalsoheldtoelicitparentperceptionsofPCSDspecialeducationservicesandsupports.

ThreestaffmembersfromtheUtahStateBoardofEducationSpecialEducation(USBE)Sectionfacilitatedtheprogramevaluationprocess:LeahVoorhies,Ph.D.,ProgramImprovementCoordinator;NatéDearden,Esq.,DisputeResolutionSpecialistandLindseyAdams,M.S.,MonitoringSpecialist.EightUSBEspecialeducationmonitoringcontractorsandoneParentAdvocatefromtheUtahParentCenter(UPC)alsoparticipatedintheprogramevaluationprocess.

OnOctober14,2016,theUSBEfacilitatorsmetwithDr.EmberConley,Superintendent;Dr.KathleenEinhorn,AssociateSuperintendent,Teaching,LearningandTechnology;andJenniferSlade,M.S.,Special

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EducationDirectortoreviewtheoverallstrengthsandneedsidentifiedduringtheinterview,filereview,observationandparentmeetingprocess.

COMMENDATIONS

Datafromtheweek-longevaluationprocesscoalescedintothefollowingfourdistrictwidecommendations:

DistrictwideCommendations:

1. AnunusuallyhighconcentrationofgoodCore(generaleducation)andspecialized(specialeducation)instructionwasobserved.(Itwasfunandexcitingfortheevaluationteamtositinclassroomsandobservesomuchevidence-basedinstructionhappening.)

2. Co-teachingwasbeingprovidedtoincreasetheaccessstudentswithdisabilitiesandstrugglingstudentshavetobothaCorecontentexpertteacherandtoateacherwhoisanexpertinspeciallydesignedinstructionandintervention.

3. Studentswereengagedandattentivetotheinstruction/activitieshappeningintheclassrooms.Teachersandadministratorsappeartoknoweachindividualstudentandoftentheirfamiliesaswell.Further,generaleducationandspecialeducationshareresponsibilityforstudentswithdisabilities.

4. Latinoparentsandfamilieswereengagedinschoolcommunitiesandactivities.

Individualschoolsshouldalsocommendedfortheireffortstoprovidehighqualityinstructionalprogramsandschoolclimatesofacceptanceandexcellence.

Parley’sParkElementaryCommendations:

1. Studentsineveryclassobservedwereactivelyengagedininstructionalactivities,respondingtoteacherquestionsandinteractingwithoneanotherregardinginstructionaltasks.

2. Theschooldemonstratedaverypositiveschoolclimateandintegratedstudentswithdisabilitiesintoallschoolactivities.

3. TheprincipalwasobviouslysupportiveoftheMTSSprocessandthespecialeducationprogram.

TrailsideElementaryCommendations:

1. TherewasevidencethatforLatinostudents,assessmentswerebeingprovidedinSpanish.2. Classroomshadlotsofequipmenttohelpstudentswithattentionchallengestofidgetandstand

whilestillparticipatinginregularinstructionandclassroomactivities.3. Thespecialeducationteacherhadvisitedthehomesofallthestudentsonhercaseload.

McPolinElementaryCommendations:

1. Thespecialeducationteacherwasverypositiveabouttheservicesandsupportsthestudentswithdisabilitieswerereceivingandattemptedtoworkaroundtheirschedulessothattheywouldn’tmissimportantCoreinstructionandclassactivities.

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2. ThePrincipalwasverypositivewhenspeakingaboutstudentswithdisabilitiesandwasobviouslysupportiveofthespecialeducationprogram.

JeremyRanchElementaryCommendations:

1. Evidenceofanamazingartprogramwasobviousaroundtheschool.2. ProfessionalLearningCommunities(PLCs)monitoredinterventionsforstrugglingstudentsand

individualstudentgrowthgoalsweremonitored.

TreasureMountainMiddleCommendations:

1. Therewasevidencethatthespecialeducationteacherandthegeneraleducationteacherscollaboratewelltothebenefitofstudentswithdisabilities.

2. Thespecialclassforstudentswithseveredisabilitieshadmanyevidence-basedpracticesembeddedintotheinstructionalactivities,includingclassjobsandtheuseofpeertutors.

3. Familyengagementactivitieswereinevidence.4. AnactiveLatinoinActioncommitteehadbeenestablished.

EckerHillMiddleCommendations:

1. Theteacherofthespecialclassforstudentswithseveredisabilitiesdemonstratedexcellentinstruction.

2. Paraprofessionalsworkingwiththegeneraleducationteacherswereobviouslywelltrainedandorganizedandknewthestudentsandsystemwell.

3. Astrongpeertutoringprogramwasinevidenceallowingstudentswithdisabilitiestobeinstructedininclusiveenvironments.

4. StudentstransitioningintoEckerHillMiddlewereinvitedtoameetinginthespringtoprepareforthetransition.

ParkCityHighCommendations:

1. Afluidtieredsystemofsupportswasinevidenceforliteracy.2. Counselingstaffworkedwithstudentswithdisabilities(especiallywithpost-hightransition

planning).3. Stafflistenedtoparentadvocateswhentheyattendedmeetingswithparentsandwereopento

suggestionsandinputatIEPmeetings.4. Generaleducationandspecialeducationteachersworkedtogethersothatstudentswith

disabilitiescouldaccessCoreinstruction.

ParkCityLearningCenterCommendations:

1. Therewasevidencethatmanycontactswithcommunitybusinesses/agencieswereoccurring.2. Studentswithdisabilitieshadchoicesofsitesatwhichtogetworkexperiences.3. Evidencedemonstratedthattransitionassessmentswerebeingadministered.

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RECOMMENDATIONS

TherecommendationsfollowingthisprogramevaluationaredesignedforPCSDleadershiptouseinguidingprogramdesign,staffing,andprofessionallearningopportunitiesfortheupcoming1-3yearperiod.Datafromtheinterviews,observations,documentreviewsandtheparentmeetingcoalescedintofourprimarydistrictwiderecommendations.

DistrictwideRecommendations:

1. PCSDshouldfacilitatemoremeaningfulcollaborationbetweenparentsandfamiliesofstudentswithdisabilitiesandthePCSDspecialeducationprogramstaff.PCSDhashadseveralOCRandIDEAformalstatecomplaints.WhilesomeparentsrecognizetheeffortsofPCSDstafftomeettheneedsoftheirstudentswithdisabilities,manyreportfrustrationanddisappointmentwiththestaffandservicesofPCSD.

a. Parentsreportedtheydon’tfeelliketheyaremeaningfullyparticipatinginthespecialeducationprocessfromreferraltoservicedelivery,whileteachersreportedfeelingbulliedbyparents.ParentsreportednotknowinganythingabouttheUPCwhichisanon-profitorganizationwhosesolepurposeistohelpfamiliesofstudentswithdisabilitiestoimprovetheeducationaloutcomesoftheirchildren.

b. Parentsfeelliketheyhavetoexplaintheirstudents’IEPstoteachersandthenkeeptracktomakesureteachersfollowtheIEPsastheyfeeltheschoolstaffsaren’ttakingonthatresponsibility.Similarly,parentsreportedthatinformationabouttheirstudentsisnotpassedonfromyear-to-yearasthereappearstobenoverticalcollaborationacrossPCSDschools.

c. ParentswouldliketheopportunitytomeetwithschoolstaffotherthanduringtheannualIEP,todiscussoptionsstudentshaveforfuturecourse-taking,includingelectives,andtoensurethatparentsandschoolstaffareonthesamepageaboutthegoalsandneedsofstudents.

2. PCSDshouldsystematize,documentandadvertisethemulti-tieredsystemofsupports(MTSS)processateachschool,orbetteryet,adistrictwideMTSS.PCSDisuniqueacrossUtahinthatithasattemptedtoimplementanMTSSacrossthedistrict.However,theMTSSisconsiderablymoresuccessfulinsomeschoolsthanothersandstaffandparentsareconfusedaboutthereasoningforandtheimplementationofanMTSS.

a. Schoolstaffatdifferentsitesaswellasparentsneedtobetterunderstandthedistrict’sgoalsrelatedtoanMTSS.Inordertofacilitatethatunderstanding,theMTSSneedstobemoresystematicandwrittendownforallstafftoreferenceandfollow.Asschoolstaffunderstandandimplementtheprocesseswithfidelity,parentswillalsobegintounderstandhowthesystemcanaidtheirstudents.

b. ThecurrentMTSSonlyincludesreadinginterventionsandinsomeschoolssomeminimalwritinginterventions.Writinginterventionsneedtobeaddedacrossthedistrictandasmathematicsinterventionswerenotinevidenceinanyschool,mathematicsneedstobeaddedtothesystem.

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c. Aslittledocumentationwasfoundofanychangebeingmadeifastudentdidnotrespondtoanoriginalintervention,partofthesystemizationoftheMTSSneedstobeascheduleforchanginginterventionswhenstudentsdonotrespond.

d. Similarly,evidencesuggeststhatinterventionsarebeingimplementedformuchlongerthantheyshouldbeforeareferralforspecialeducationevaluationismade.

3. PCSDshouldimprovetheEnglishLanguageDevelopment(ELD)assessmentandinterventionprocessacrossthedistrictforgeneraleducationandspecialeducationstudents.ThecurrentELDprocessisnotadequatelymeetingtheneedsofthelargenumberofEnglishLanguagelearners(ELs)inPCSD.

a. StudentswhoareELs,needtobeevaluatedaccordingtheUSBEguidelinesincludingtheWIDAandWIDAAccessforstudentswithsignificantcognitivedisabilities.StudentswhoareELsandaresuspectedhavehavingadisabilityneedtobeadministeredacomprehensiveevaluationaccordingtheUSBESpecialeducationRulesandguidelines.

b. StudentswithdisabilitieswhoareeligibleforELDservicesshouldreceivetheminadditiontothespecializedinstructionontheirIEPs.

4. PCSDshouldprovidegeneraleducationadministratorsandspecialeducationstaffwithprofessionaldevelopmentandcoachingrelatedtobasicspecialeducationcomplianceandservicesandsupportsimplementationaswellasdistrict-specificpoliciesandprocedures.AuniversalthemeintheinterviewswithPCSDstaffwashowhardalltherecentchangesinthespecialeducationprogramhavebeenonstaffmorale.Administrators,specialeducationandgeneraleducationstaffreported:1)alackofunderstandingofthereasoningformanyproceduresinthedistrict;2)feelingthatsomeoftheproceduresarenotinthebestinterestofstudents;and,3)worriesthatsomeproceduresmightnotevenbecompliancewithFederalandstatelaws.

a. Staffreportedneedingprofessionaldevelopmentrelatedtothefollowingcomplianceareasandimplementationprocedures:

i. Howaccommodationsdifferfromspecializedinstructionandrelatedservices.ii. Howtorespondtoaspecialeducationreferral.

1. Howtodeterminewhenastudentshouldbereferredforaspecialeducationevaluation.

2. HowtoprovidealegallydefensibleWrittenPriorNoticeofRefusal.iii. Howtoinputinformationregardingstudentswithdisabilitiesincludingtheir

SCRAMinformationintotheStudentInformationSystem.iv. HowtowritealegaldefensibleandusefulPresentLevel(PLAAFP)statement.v. HowtorecordconsultationservicesonanIEP.vi. Howtodeterminehowmanyminutesofspecializedandrelatedservices

studentsshouldreceive.1. Understandingthatminutesarebasedonneedinsteadofthelengthof

theclassinwhichtheserviceisprovided.2. Howtodetermineifstudentsshouldreceivetheirspecialized

instructionandrelatedservicesinaregularclassoraspecialclass.vii. HowtodetermineifstudentsrequiredExtendedSchoolYear(ESY)services.

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viii. Howstudentseligibleforspecialeducationcanreceiveanyservicestheyneed,notjustservicesrelatedtotheirclassification.

ix. HowtousethenewonlineIEPsystem.x. Whattypesofgoalsrequirespecializedinstructionandrelatedservices.

b. Staffreportedneedingtimeandsupporttotrainparaprofessionals.c. Staffreportedneedingthehelpandsupportofanon-staff,atleastfull-timeschool

psychologist.StaffreportedtheyrequiremoreconsultationabouteligibilityevaluationsandpositivebehaviorsupportsthantheyarecurrentlyreceivingandstudentsrequirementalhealthservicesinordertoreceiveaFAPE,butnoproviderisavailableforeither.

d. Staffreportedthatstudentswithmild/moderatedisabilitiescouldbenefitfromtheservicesandsupportsprovidedattheParkCityLearningCenterbutaren’tcurrentlyallowedtoaccesstheCenter.

Recommendationsforindividualschoolsarealsoincludedtoassistintheircontinuousimprovementefforts.

Parley’sParkElementaryRecommendations:

1. EnsurethatPLAAFPstatementsadequatelyandaccuratelyidentifystudentneedssothatgoalsandservicescanaddressstudentneeds.

2. EnsurethatserviceslistedontheIEPare,infact,specializedinstruction.(Consultationisnotspecializedinstruction.)

3. Ensurethatspeech/language/articulationPLAAFPstatementsandgoalsarewritteninunderstandablelanguagewithoutusingjargon,andthattheyalignwithCorecontentstandards.

TrailsideElementaryRecommendations:

1. Ensurethattieredinterventioncontinuesevenwhenastudentisidentifiedashavingadisability,unlesstheIEPteamdeterminesotherwise.

2. EnsurethatserviceslistedontheIEPare,infact,specializedinstruction.(Consultationisnotspecializedinstruction.)

3. EnsurethattheservicesontheIEPareprovidedinsettinglistedontheIEP.

McPolinElementaryRecommendations:

1. ConsiderstaffingMcPolinwithateacherofstudentswithseveredisabilitiesinaspecialclass,inadditiontoateacherofmild/moderatedisabilitiesinaresource-typeclass.(TherearehalfadozenstudentswithseveredisabilitiesattendingMcPolinElementarysoitseemstheyneedmorehelpthanParley’sParkorTrailsidebutseemtohavesamestaffing.)

2. EnsurestudentswithsignificantcognitivedisabilitiesaredeterminedbyIEPteamstoneedinstructionintheEssentialElements(EEs)beforedecidingthattheyshouldtaketheAlternateAssessment(UAA/DLM).(AstudentcannotreceiveonecontentareaofinstructionintheEEsandanotherintheCore.)

3. EnsureallfileshaveRecordofAccessformsavailableforreviewerstosign.

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4. Ensureallevaluationsarefinishedwithinthe45-school-daytimeline.

JeremyRanchElementaryRecommendations:

1. Ensuregeneraleducationteachersallknowaboutstudents’IEPsandtheteachers’responsibilitiesforeachIEP.

2. Ensuregeneraleducationteachersunderstandhowandwhentoreferstudentsforaspecialeducationevaluation.

3. EnsurestudentswhoareELsareprovidedtheservicesandsupportstheyneedinordertobesuccessfulintheDualImmersionprogram.

TreasureMountainMiddleRecommendations:

1. EnsureallneededservicesontheIEParedelineatedindividuallysothatstaffcanimplementthemwithfidelityandparentsknowwhattypeofservicestheirstudentsarereceiving.

2. EnsurePLAAFPstatementsadequatelyandaccuratelydescribetheneedsofstudentsandaretiedtoCorestandardssothegoalsandservicescanprovidestudentswithaFAPE.

3. EnsurespecializedinstructionishappeningandhappeninginthesettingdesignatedontheIEP.4. EnsureprogressreportsidentifytheprogressstudentsaremakingontheirIEPgoalsandnotjust

theirclassgrades.5. Ensurethatspecialeducationteachersinco-taughtclassesareprovidingspecializedinstruction

andnotjustactingasparaprofessionals.

EckerHillJuniorHighRecommendations:

1. EnsurethatspecialeducationroomsarenotlabeledassuchinviolationoftheFamilyEducationRightsandPrivacyAct(FERPA).

2. EnsurethatIEPmeetingsincludeallrequiredmembersandcoverallrequiredprocesses.(Pre-meeting“negotiations”shouldnotbeheldinanefforttoreducethelengthofIEPmeetings.)

ParkCityHighRecommendations:

1. EnsurethatstaffunderstandFERPAandfilereviewprocessandallowrequiredreviewersaccesstothefilesinatimelymanner.

2. Ensurestaffunderstandtheout-of-statetransferprocessandthatallstudentsmustbemadeeligibleaccordingtoUSBESpecialEducationRules.StudentgoalswerethesameasintheprioryearIEP.

3. Ensurethatspecialeducationeligibilityisbasedon:1)disability;2)lackofacademicandfunctionalprogress;and,3)needforspecializedinstructionandrelatedservices,notonastudent’sinabilitytofinishhomeworkorreceivepassinggrades.

4. Ensurethatgoalsaddresshowtobridgethegapbetweenstudents’presentlevelsandtheCorestandardsfortheirage-appropriategradelevels.

5. EnsurethatIEPsareupdatedannuallyandthatPLAAFPsandgoalsarenotsimplyrepeatedfromyear-to-year.

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ParkCityLearningCenterRecommendations:

1. EnsuretransitionassessmentresultsareincludedthePLAAFPs.2. EnsurethatIEPsareupdatedannuallyandthatPLAAFPsandgoalsarenotsimplyrepeatedfrom

year-to-year.3. EnsureChangeofPlacementformsaresignedandfiledwhenstudentsreceivetheirspecialized

instructionandrelatedservicesattheCenter.

CONCLUSION

TheUSBEstaffmembersenjoyedthePCSDprogramevaluationprocessandarehappytoprovidesupporttothePCSDstaffastheyimplementnecessaryanddesiredprogramimprovements.TheUSBEhasfoundthataprocessofprioritizingneededanddesiredimprovements,beginningwiththemitigationofnoncompliance,andthendeterminingtheprofessionaldevelopmentrequiredforstafftoimplementimprovementsisthemostefficientandcost-effectivewaytobegintheprogramimprovementprocess.