Welcome Friends of Fairview South

Welcome Friends of Fairview South Stacy Gahan, Ph.D.

Learning Targets • Understand how we will continue to facilitate optimal student social/emotional, physical, & instructional outcomes at FVS • Learn FVS strategic school goals • Obtain overview of literacy & mathematics curriculum • Understand how FVS continues to promote the safety & well being of students • Obtain an overview of Wisconsin Act 125

Extraordinary Start to 2012-2013 • Wonderful student transition- excitement, comfort, & engagement • FVS parent/staff dedication & generosity • Cook Out & Homecoming Events • Use of evidence-based behavior & curriculum strategies/interventions • School District of Elmbrook administrative support/presence

What is evidence-based practice? CEC-Evidence based special education professional practice is: -Strategy or intervention designed for the use of special educators -Intended to support the education of individuals with exceptional learning needs

Evidence Based Practices NPDC-ASD-Efficacy established through peer-reviewed research in scientific journals -Randomized or quasi-exp. -Single subject designs -Combo of evidence

Facilitate optimal student social emotional, physical, & instructional outcomes through: • Staff commitment to FVS Vision & Elmbrook School District Mission • Ongoing Parent communication • Engage in continuous analysis/reflection of FVS Plan Do Study Act (PDSA) • Staff commitment to FVS committees such as extracurricular (e.g., Homecoming), Curriculum, PBIS/Culture/Climate, & Fundraising

FVS Vision FVS will implement evidence-based literacy and numeracy techniques /curriculum as well as behavioral practices/supports with fidelity and accountability. We will continuously monitor student progress and use data to make informed decisions. FVS will be a physically and emotionally safe and rewarding working environment that promotes positive student and staff culture. We will uphold and practice common social/culture norms. We will collaborate and achieve common goals through shared decision making, shared responsibility, and engagement in a continuous improvement cycle.

FVS Staff PDSA Continuous improvement is a journey not a destination. • Plan-goal aligned with FVS Strategic Plan • Do-be specific, list timeframe, list resources • Study-how will I know if my plan made a difference? • Act-progress, next steps

Instructional Practices • Reviews of literature-little research exists to guide instructional practices in reading, writing, math, & science for students with significant disabilities, especially students in secondary settings (Browder et al, 2006; Browder et al, 2008; Courtade, 2006; Spooner et al.,2007). • Instructional practices-grounded in special education research (e.g., systematic prompting, time delay, self-monitoring, adapted text) & general education research • Research with secondary students with significant cognitive disabilities has shown increased participation & achievement toward secondary general education curriculum standards (Browder, Jimenez, & Courtade, 2007; Browder, Trela & Jimenez, 2007; Courtade, 2007).

Strive for: • Consistency & fidelity in curriculum implementation • Ongoing progress monitoring & parent feedback

Literacy Curriculum • Early Literacy Skill Building (ELSB) is a research-based curriculum for students with significant developmental disabilities • 3 years of ongoing research on early literacy for students with severe developmental disabilities through the University of North Carolina-Charlotte has shown ELSB a highly effective literacy program • Research focused on students with moderate to severe developmental disabilities (intellectual, autism, physical, sensory disabilities)

Conceptual model of literacy for students with severe developmental disabilities • Primary focus of literacy instruction is for students to gain meaning from literature • Emphasizes literature versus functional sight words as the lifelong priority for literacy learning, however, with functional sight words becoming more important as students enter the transition years

Pathways to Literacy (Lee,Mims,Browder, 2011) • Some students do not have the responses needed to participate in story-based lessons or the skill building objectives of the ELSB. (Level A of the ELSB was developed to provide intensive training for students to respond to a read aloud using symbols to show meaning.) • Some students may be nonresponsive to a read aloud or not use the assistive technology provided-need curriculum for both visually impaired & intellectually disabled students. • Curriculum includes five levels of instruction that help students progress toward independent responding during read alouds • In the primary level students learn to show reactions to the read aloud and at the highest level students use symbols to answer comprehension questions.

FVS Literacy3 year objective: By the end of the 2014-2015 school year, FVS will implement evidence-based literacy curriculum and practices with fidelity and accountability. Additionally, FVS will consistently collect data and progress monitor to inform decision making. Execution of this objective will facilitate the success of all students at FVS and contribute to the School District of Elmbrook’s goal of being the highest achieving district in Waukesha County.

Literacy:1 Year Objective By the end of the 2012-2013 school year, all teaching staff will implement an evidence-based curriculum, use evidence-based practices monitored weekly, and collect three data points utilizing the Elmbrook School District Alternative Assessment. Additionally, student growth targets in literacy will be defined for grade band groups.

Mathematics “All students, regardless of their personal characteristics, backgrounds, or physical challenges must have opportunities and support to learn-mathematics. Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students.” (National Council of Teachers of Mathematics, 2002)

Teaching to Standards in Math Teaching to the Standards in Math: Provides a template to provide access & support progress in mathematics • Students engage in: • sorting information, identifying pictures with words, sight word vocabulary, story comprehension, sequencing events, solving one step problems, solving multi-step problems, group participation, & attending to the task • Lessons are structured into 3 tasks: vocabulary review or introduction, reading and following the story, & solving the problem. (Students access tactile mats/objects for each step, manipulatives are utilized to assist in story comprehension & number identification).

AbleNet Equals Math • Uses research-based methodologies shown to increase student achievement through the combo of standards-based coursework with functional skill work • 3 levels of instruction • Pre-readiness math skills (attending, cause & effect) • Fundamental math skills (numbers/operations, measurement) • Higher order skills (problem solving, spatial sense)

Numeracy: 3 Year Objective By the end of the 2014-2015 school year FVS will implement evidenced-based mathematics curriculum and practices with fidelity and accountability. Additionally, FVS will consistently collect data to progress monitor to facilitate data based decisions. Completion of the aforementioned objective will facilitate optimal academic outcomes for all FVS students and contribute to the School District of Elmbrook’s goal of being the highest achieving district in Waukesha County.

Numeracy: 1 Year Objective By the end of the 2012-2013 school year, 100% of teaching staff will implement an evidence-based mathematics curriculum, use evidence-based practices monitored weekly, and collect three data points utilizing the Elmbrook School District Alternative Assessment.

During the first quarter of the year… • The Curriculum Committee convened monthly • Classroom teachers, therapists, & elective teachers collaborated focusing on the use of evidence based literacy practices • Teaching staff completed a weekly evidence-based checklist during team meeting (literacy, numeracy, & behavior strategies) • Teaching staff report out quarterly on classroom based literacy & numeracy assessments • Work toward common vocabulary across the school environment • Ongoing parent communication

Culture and Climate Promoting safety and wellbeing for FVS students

Every Day Leadership • Every individual can positively contribute to or take away from the success of our students “I know you're smart. But everyone here is smart. Smart isn't enough. The kind of people I want on my research team are those who will help everyone feel happy to be here. ” Randy Pausch Continuous improvement is a journey not a destination.

FVS Staff Social Contract We believe in: • Honest, ethical, and thoughtful communication • Respecting ourselves and others • Engaging in safe and supportive practices • Positive energy and humor • Equityandcollaboration

During the first quarter of the year… • PBIS Team convened monthly to plan, implement, & monitor PBIS process • Reviewed behavioral data monthly (focus on proactive strategies to promote student safety/wellbeing) • Development of school/classroom wide expectations for all students, staff, & settings • Creation of personal PDSAs aligned with school goals • Professional development to facilitate fidelity & sustainability of implementation

WHY PBIS? The ultimate goal of positive behavior supports is to create a school environment that is safe, predictable, and socially stable for students (Horner, Crone, & Stiller, 2001).

Culture/Climate:3 Year Objective By the end of the 2014-2015 school year FVS will implement a continuum of evidence-based behavioral practices/supports with fidelity and accountability, progress monitor continuously, and use data based decision making to facilitate positive behavior outcomes. Fairview South will be a safe working environment that facilitates a positive student culture/climate that subsequently benefiting student achievement.

Culture/Climate1 Year Objective Bythe end of the 2012-2013 school year staff will establish and practice common social/culture norms and implement consistent evidence based interventions for responding to social/emotional and behavioral issues.

Fidelity of Strategic Goal Implementation- • Use of internal & external consultants • Use of evidence-based checklist • Ongoing professional development

Wisconsin Act 125 • Generally prohibits the use of physical restraint & seclusion in schools. The limited exception is when a student’s behavior presents a clear, present and imminent risk to the physical safety of the student or others, and it is theleast restrictive intervention feasible. These techniques should be considered crisis interventions. They are not disciplinary measures. • Physical restraint: a restriction that immobilizes or reduces the ability of a student to freely move his or her torso, arms, legs or head. • Seclusion: the involuntary confinement of a student, apart from other students, in a room or area from which the student is physically prevented from leaving.

Wisconsin Act 125 • If seclusion and/or physical restraint is used on a student at school, the principal or designee must: • As soon as possible, but no later than one business day after the incident, notify the student’s parent of the incident and of the availability of the written report.

Reporting Requirements • Within 2 business days after the incident, after consulting with school staff present, prepare a written report containing all of the following information: • The student’s name, • The date, time, and duration of the incident, • A description of the incident including a description of the student’s behavior before and after the incident, and • The names and titles of school staff present during the incident.

Reporting Requirements • The written report must be kept at the school and made available for review by the student’s parents within three business days of the incident.

Thank You Friends of FVS

Welcome Friends of Fairview South