WE CAN NOW MOVE INTO THE WORK SESSION.
[00:00:02]
[1. SEAC Presentation to School Board: SPED 101]
SO I'LL CALL US BACK TO ORDER.WE HAVE TWO DISCUSSION TOPICS THIS EVENING.
THE FIRST WILL BE AN EXCITING PRESENTATION FROM OUR SPECIAL EDUCATION ADVISORY COMMITTEE.
THIS IS A SPECIAL ED 101 FOR SCHOOL BOARD.
AND I CAN PASS IT ALONG TO -- I HAVE TERRY WERNER AND JANET EISSENSTAT WHO ARE HERE TO LEAD US.
YOU JUST HAVE TO USE THE MICROPHONE.
[PAUSE] >> GOOD EVENING, MADAM CHAIR, MEMBERS OF THE BOARD.
I'M TERRY, THE WERNER, THE EXECUTIVE DIRECTOR OF SPECIALIZED INSTRUCTION, VERY NICE TO MEET YOU ALL SOME OF YOU FACE-TO-FACE I'VE NOT MET BEFORE.
I HAVE WITH ME A PAST CHAIR OF SEAC, JANET EISSENSTAT.
OUR CURRENT CHAIR IS OUT OF THE COUNTRY THIS EVENING AND UNABLE TO JOIN US BUT MISS JANET EISSENSTAT HAS BEEN A MEMBER OF SEAC FOR AT LEAST THE LAST 10 YEARS AND WAS A CLAIR FOR 3 OF THOSE YEARS.
SHEAS GOING TO SHARE THE EVENT WITH ME THIS EVENING.
WHAT WE WANTED TO DO WAS TAKE THE OPPORTUNITY TO PROVIDE YOU ALL WITH A GROUNDING AND UNDERSTANDING OF WHAT SPECIAL EDUCATION IN ALEXANDRIA, WHERE SPECIAL EDUCATION COMES FROM, WHY WHAT HE DO WHAT WE DO THEN WHAT THE IMPACT OF THAT IS AND HOW FAMILIES WORK WITH US IN THAT REGARD.
SO I'M GOING TO GET STARTED AND AGAIN, WE'RE BOTH HERE TOGETHER.
LET'S TALK ABOUT OUR ESSENTIAL QUESTIONS.
THE THINGS THAT I WANTED TO COVER TONIGHT ARE WHAT ARE THE MAJOR COMPONENTS OF THE INDIVIDUALS WITH DISABILITY EDUCATION ACT OR THE I.D.
THIS IS THE FEDERAL LAW THAT GOVERNS SPECIAL EDUCATION.
SECOND THING IS WHAT SPECIAL EDUCATION SUPPORTS AND SERVICES ARE AVAILABLE TO STUDENTS IN ACPS? WHAT IS THE FAMILY'S PERSPECTIVE IN THE SPECIAL EDUCATION PROCESS? FIRST OF ALL THE INDIVIDUALS WITH DISABILITY EDUCATION ACT WAS THE REAUTHORIZED PUBLIC LAW 94142 PASSED IN THE LATE 1970S.
IT WAS RE-AUTHORIZED IN THE 1990S AND THERE HAVE BEEN SUBSEQUENT REVISIONS OF THIS ACT.
WHAT IT DOES IS PROVIDE FOR THE SERVICES OF, IN EDUCATION FOR STUDENTS WITH DISABILITIES.
IT INSURANCE THAT SCHOOL DIVISIONS AND DISTRICTS MEET THE CRITERIA AND RESPONSIBILITIES FOR THE IDENTIFICATION AND SERVICE DELIVERY FOR THOSE STUDENTS.
WE ALSO ARE CHARGED WITH MAKING SURE THEY'RE READY TO ENTER INTO A POST-SECONDARY WORLD AND THOSE ARE THE TRANSITION SERVICES WE MUST PROVIDE.
THERE ARE 13 DISTINCT CATEGORIES UNDER WHICH A STUDENT MAYBE FOUND ELIGIBLE FOR SPECIAL EDUCATION SERVICES.
THAT'S ONE PLACE WE MADE A MISTAKE.
DECEMBER 1 COUNT FOR 2021 WAS 1732 STUDENTS.
I APOLOGIZE BUT OUR CURRENT COUNT WAS 1732 STUDENTS, THESE ARE THE 13 DISABILITY CATEGORIES UNDER WHICH WE PROVIDE SERVICES.
THAT IS THE FUNDAMENTAL EVALUATION COMPONENT OF I.D.
WE ARE CHARGED WITH IDENTIFYING STUDENTS AGE 2-22 FOR SERVICES.
WE START OUR CHILD FIND PROGRAM IS OUR PRE-SCHOOL PROGRAM.
OUR EARLY CHILDHOOD PROGRAM AND WE WORK WITH STUDENTS UP UNTIL THEY ARE 5 AND ENTERING KINDERGARTEN.
ONCE THEY ENTER KINDERGARTEN THEY GO INTO OUR SCHOOL BASED EVALUATION PROGRAM.
THE SCHOOL DISTRICT MUST COMPLETE A FULL AND INDIVIDUALIZED EVALUATION ASSESSING ANY AREA OF SUSPECTED DISABILITY.
BEFORE WE CAN EVALUATE WE MUST THE CONSENT OF THE PARENT TO THE EVALUATIONINGS THAT WE WILL UNDER TAKE.
THAT INITIAL EVALUATION USES A VARIETY OF TOOLS.
WE MUST BE A MULTIDISCIPLINARY TEAM WHICH MEANS NO ONE COMPONENT CAN IDENTIFY OR BE RESPONSIBLE FOR THE DECISION OF ELIGIBILITY.
A TEAM MUST COME TOGETHER TO REVIEW THE DATA, AND PROVIDE THAT DATA TO THE PARENTS AND THEN MAKE A DECISION BASED ON ALL THE AVAILABLE DATA.
WE ARE REQUIRED TO REEVALUATE EVERY STUDENT EVERY 3 YEARS OR EARLIER UPON PARENTAL REQUEST.
THAT CAN CONSTITUTE A FULL EVALUATION LIKE WE DID AT THE INITIAL ELIGIBILITY OR IT COULD BE COMPRISED OF A REVIEW OF EXISTING DATA AND PARTIAL NEW EVALUATIONS.
AT NO TIME CAN ANY SINGLE OR INDIVIDUAL ASSESSMENT OR MEASURE BE USED AS THE DECISION MAKING PROCESS FOR ELIGIBILITY.
ONCE WE ARE READY TO DETERMINE ELIGIBILITY WE HAVE CRITERIA WORKSHEETS.
FOR EACH OF THE 13 DISABILITY CATEGORIES, WE HAVE [INAUDIBLE] CRITERIA AND WE IDENTIFY THOSE CRITERIA THAT WE SUSPECT A STUDENT MAY MEET AND WE THEN GO THROUGH THE CRITERIA EVALUATING [INAUDIBLE] FACTORS.
WE HAVE TO INSURE THAT THEY HAVE HAD FULL ACCESS TO EDUCATION, THAT WE HAVE NOT -- THERE'S NOT BEEN A LACK OF ACCESS TO EDUCATION AND IT'S NOT A RESULT OF LIMITED ENGLISH PROEFFICIENCY.
[00:05:01]
ONCE A CHILD IS DEEMED ELIGIBLE FOR SPECIAL EDUCATION, THEY RECEIVE WHAT WE CALL F.THE RIGHT TO A FREE APPROPRIATE PUBLIC EDUCATION.
THAT MEANS PUBLIC EDUCATION IS PROVIDED AT NO EXPENSE TO THE PARENT UNDER SPECIAL SUPERVISION OF THE SCHOOL DISTRICTS AND THE STATE.
IT MEETS THE STANDARDS OF THE VIRGINIA BOARD OF EDUCATION AND IT'S APPROPRIATE TO THE STUDENT'S AGE AND INSTRUCTIONAL LEVEL.
WE ALSO MUST CONFORM WITH THE EXPECTED STANDARD FOR VIRGINIA.
IT'S THE STANDARDS OF LEARNING.
OTHER STATES USE COMMON CORE BUT WE MUST MEET THE CRITERIA THAT OUR BOARD OF EDUCATION ESTABLISHES.
SPECIAL EDUCATION IS IDENTIFIED AS SPECIALLY DESIGNED INSTRUCTION.
IN ORDER FOR A STUDENT TO BE ELIGIBLE THEY MUST MEET A 2 PRONGED CRITERIA WHICH MEANS THEY MEET THE DISABILITY CATEGORIES AND THEY REQUIRE SPECIALLY DESIGNED CURRICULUM AND INSTRUCTION TO MEET THEIR EDUCATIONAL NEEDS.
SO SPECIAL EDUCATION MEANS THAT WE USE SPECIALLY DESIGNED TECHNIQUES.
STUDENTS MAY ALSO QUALIFY FOR RELATED SERVICES, THOSE ARE SERVICE THAT IS WOULD SUPPORT THEIR ACCESS TO THAT EDUCATIONAL PROGRAM.
WE LOOK AT SPEECH AND LANGUAGE, OCCUPATIONAL THERAPY, TRANSPORTATION IS A RELATED SERVICE, THESE ARE EXAMPLES BUT THERE ARE OTHER THINGS AS WELL THAT WE CAN DO.
ONCE WE HAVE IDENTIFIED A STUDENT AS EL VINYL WE'VE 30 CALENDAR DAYS TO DEVELOP AN INDIVIDUALIZED EDUCATION PROGRAM.
THESE ARE THE THINGS YOU'LL SEE ON YOUR CONVENIENT THAT MUST BE INCLUDED IN THE I.
WE LOOK AT PRESENT LEVEL OF PERFORM ARRANGES GOALS AND OBJECTIVES, STUDENTS' NEEDS FOR RELATED SERVICES, HOW WE'LL MEASURE THEIR PROGRESS, WE ALSO LOOK AT THEIR PARTICIPATION IN THE STATE ASSESSMENT PROGRAMS AND ANY ACCOMMODATIONS, MODIFICATION THAT IS MAY BE NEEDED TO ADDRESS THEIR EDUCATIONAL NEEDS.
TEAM MUST BE CONSTITUTED AT A MINIMUM OF A PARENT, ADMINISTRATOR, SPECIAL EDUCATION AND A GENERAL EDUCATION TEACHER AND ANY OTHER RELEVANT PERSONNEL ESPECIALLY IF WE'RE GOING TO PROVIDE RELATED SERVICES WE LOOK TO HAVE THAT RELATED SERVICE PROVIDER THERE AS WELL.
BUT WE PARTICULAR MUST INDIVIDUALS WHO WHO ARE KNOWLEDGEABLE ABOUT THE CHILD AND THE CURRICULUM AND -- [INAUDIBLE] WE PROVIDE SERVICES IN WHAT IS CALLED A CONTINUUM.
THAT MEANS WE MUST LOOK AT THE LEAST RESTRICTIVE ENVIRONMENT.
THE LEAST RESTRICTIVE ENVIRONMENT MOVES FROM CONSULT TATIVE SERVICES ALL THE WAY TO HOSPITAL SERVICES.
TYPICALLY MOST OF OUR STUDENTS RECEIVE CONSULTATIVE SERVICES CLASS-BASED SERVICES PULLOUT SERVICES SPECIAL CLASS SERVICES, FULL DAY CLASS SERVICES OR PRIVATE DAY SERVICES.
WE'VE SOME STUDENTS WHO ATTEND PROGRAMMING IN RESIDENTIAL SETTINGS, BUT
THAT USUALLY MEANS THERE IS ANOTHER FACTOR -- >> IT'S NOT YOU.
SO WE ARE REQUIRED TO PROVIDE SERVICES IN THE LEAST RESTRICTIVE ENVIRONMENT.
AGAIN I TALKED ABOUT THE CONTINUUM OF SERVICES.
SERVICES WE PROVIDE IN ACPS, WE HAVE A VERY SPECIFIC APPROACH TO PROVIDING SERVICES TO STUDENTS WITH DISABILITIES.
WE HAVE A FOCUS AREA FOR THOSE STUDENTS WHO ACCESS THEIR SERVICES IN GENERAL EDUCATION SETTING.
WE LOOK AT CO-TEACHING, A VERY STRONG HIGH YIELD CO-TEACHING MODELS USING SPECIAL TECHNIQUES WITH INTENSIVE INTERVENTION IN THE AREAS OF READING AND MATH WITH STRONG DATA COLLECTION AND ANALYSIS THEN LOOKING AT BEST INSTRUCTIONAL PRACTICES AND SPECIAL EDUCATION SETTINGS BEINGS, WE ALSO HAVE SUPPORT SPECIALISTS THAT WORK WITH TEACHERS AND STUDENTS IN OUR CLASSROOMS IN TERMS OF INSTRUCTIONAL AREAS, AUTISM AND BEHAVIOR SUPPORT PROCEDURE COMPLIANCE AND TRANSITION SERVICES.
CO-TEACHING IT USES HIGH-FIELD MODELS OF SERVICE DELIVERIES.
WE SPECIFICALLY LOOK AT, THERE ARE 6 BEST PRACTICES FOR US, THE HIGHOLD CO-TEACHING MODELS, WE USE THE 3 HIGH YIELD CO-TEACHING MODELS INCLUDING STATION TEACHING, PARALLEL AND TEAM TEACHING, TEACHERS SHARE RESPONSIBILITIES AND CO-TEACHING MEANS TWO TEACHERS.
IT'S NOT CO-TEACHING WITH PARAPROFESSIONAL SUPPORTS, IT'S CO-TEACHING WHEN YOU HAVE TWO LICENSED TEACHERS WHO SHARE INSTRUCTIONAL RESPONSIBILITY IN A SHARED CLASSROOM AND DIVIDE THOSE INSTRUCTIONAL RESPONSIBILITIES AS APPROPRIATE FOR DESIGNATED LESSONS.
ESPECIALLY DESIGNED INSTRUCTION IS UNIVERSEICALLY REQUIRED FOR ALL STUDENTS IN SPECIAL EDUCATION.
IT'S WHAT MAKES SPECIAL ED SPECIAL, THEY'RE STRATEGIES, PROCEDURES AND OUR ACTIONS THAT WILL PROMOTE LEARNING THAT WILL REMEDIATE DEFICITS AND IT WILL CLOSE THE ACHIEVEMENT GAP.
IT'S NOT AN ACTION OR ACTIVITY TO BE COMPLETED BY THE STUDENT.
[00:10:03]
IT'S DIRECT ACTIONS BY A TEACHER WE TYPICALLY LOOK AT CONTENT CHANGES, METHODLY OR THE TYPE OF DELIVERY.IT'S CLOSE LIR MONITORED [INAUDIBLE] THAT'S WHY WE TAKE TAKE A STRONG STAND.
WE ALSO HAVE INTENSIVE AND TARGETED INTERVENTIONS FOR THOSE STUDENTS WHO NEED ADDITIONAL SUPPORT OUTSIDE THE GENERAL EDUCATION CURRICULUM.
WE TIER THOSE STUDENTS' STUDENTS.
WE'VE TIER 1, 2, 3 LIKE WE DO IN OUR N.
SYSTEM AND INTENSIVE READING AND MATH SUPPORTS THAT WE PULL STUDENTS INTO SPECIAL GROUPS AND PROVIDE THOSE ADDITIONAL SERVICES.
WE HAVE AREAS OF SERVICE WHERE WE PULL STUDENTS IN DURING THEIR TARGETED INTERVENTION CLASSES.
WE ALSO HAVE OUR CITYWIDE FULL DAY SPECIAL EDUCATION PROGRAMS. WHEN WE LOOK AT THOSE PROGRAMS WE'RE TALKING ABOUT FIDELITY AND IMPLEMENTATION OF THE TARTED INTERVENTIONS.
FOCUSING ON DATA COLLECTION AND PROGRESS MONITORING, SYSTEMIC DIRECT INSTRUCTION AND REINFORCEMENTS OF STUDENT NEEDS.
TO GIVE YOU A BREAKDOWN TO UNDERSTAND HOW THE PREDOMINANCE OF OUR DELIVERY LOOKS HERE IN ALEXANDRIA, 72% OF OUR STUDENTS SPEND 80% OR MORE OF THEIR DAY IN THE GENERAL ED SETTING.
THAT MEANS THAT THE PREPONDERANCE OF THEIR INSTRUCTION COMES IN CORE TIER 1 INSTRUCTION WHICH IS WHY WE FEEL SO STRONGLY WE REALLY NEED TO LOOK AT A STRONG TIER 1 INSTRUCTIONAL MODEL.
23% OF THE STUDENTS, FURTHER 23% OF THEIR STUDENTS ARE IN GENERAL ED BETWEEN 40-80% OF TAKE.
THAT MEANS THEY ARE PULLED OUT OF THE GENERAL EDUCATION SETTING AND RECEIVE SMALL GROUP DIRECT SPECIAL EDUCATION INSTRUCTION AND 5% OF OUR STUDENTS SPEND LESS THAN 40% OF THEIR DAY IN THE GENERAL EDUCATION SETTING AND THOSE ARE TYPICALLY WHAT WE REFER TO AS OUR CITYWIDE STUDENTS.
THOSE ARE LOW INCIDENCE, HIGH NEED AND THOSE CLASSROOMS ARE CONSTITUTED OF STUDENTS AUTISM, MULTIPLE DISABILITIES AND EMOTIONAL DISABILITIES.
WE THEN ARE ALSO RESPONSIBLE FOR CAREER AND TRANSITION PLANNING.
THIS IS AN AREA THAT HAS BEEN A PARTICULAR FOCUS OF OURS.
WE'RE VERY MUCH LOOKING AT WHAT IS GOING TO HAPPEN TO THE STUDENTS ONCE THEY LEAVE SCHOOL AND WE'RE NOW STARTING TO WORK WITH STUDENTS AS EARLY AS THE 6TH GRADE TO PROVIDE THOSE TRANSITION SERVICES SO WE CAN INSURE THERE ARE POSITIVE POST-SECONDARY OUTCOMES FOR ALL OF OUR STUDENTS.
THIS IS THE NEW PROGRESS MONITORING TOOL THAT WE HAVE PILOTED THIS YEAR AND GOING TO IMPLEMENT FULLY NEXT YEAR WITHIN OUR SCHOOL SETTINGS.
EACH CASE MANAGER WILL USE THIS PROGRESS MONITORING TOOL TO DOCUMENT I.
GOAL DATA AND MONITOR PROGRESS.
IT GIVES US ACCURATE REALTIME DATA SO WE CAN PLAN AND DELIVER APPROPRIATE INSTRUCTION, AND IT WILL BE FULLY IMPLEMENTED THIS AUGUST.
WHAT I'M SO HAPPY ABOUT IS IT GIVES US THE OPPORTUNITY AT THE CENTRAL OFFICE LEVEL AND IN THE INDIVIDUAL SCHOOLS TO MONITOR DATA IN REAL TIME.
WE'VE HAD SEVERAL TRIALS TRYING TO DO THIS AND WE FOUND A VERY EFFECTIVE WAY TO DO THIS.
AT THIS TIME WHAT I WOULD LIKE TO DO IS TALK TO YOU ABOUT THE SPECIAL ED ADVISORY COMMITTEE AND TURN THINGS OVER TO MISS JANET EISSENSTAT.
THE SPECIAL EDUCATION ADVISORY COMMITTEE OR SEAC IS A MANDATE OF THE VIRGINIA DEPARTMENT OF EDUCATION REGULATIONS.
THE MANDATE FOR SEAC IS TO ADVICE THE SCHOOL BOARD ON THE UNMET NEEDS OF SPECIAL EDUCATION.
SO WE WORK VERY CLOSELY OUT OF THE OFFICE OF SPECIALIZED INSTRUCTION WITH OUR SEAC TEAM, AND TRULY TRY TO WORK AS A TEAM TO IDENTIFY JUST WHAT WE NEED TO DO TO IMPROVE OUR PRACTICES AND WORK TOGETHER TO SERVICE STUDENTS IN THE CITY.
SO WHAT I WOULD LIKE TO DO IS TURN THINGS OVER TO JANET EISSENSTAT TO TALK ABOUT THE PARENT PERSPECTIVE.
I APPRECIATE VERY MUCH EVERYTHING THAT TERRY WARNER HAS DONE TO SUPPORT SEAC AND FAMILIES, CHILDREN WITH SPECIAL NEEDS.
ALSO THANK YOU DOCTOR MOZINGO FOR YOUR SUPPORT, DOCTOR HUTCHINGS, THANK YOU FOR MAKING TIME TODAY TO FOCUS ON SPECIAL ED.
AND I'M HERE WITH A HEAVY HEART.
IT SOUNDS LIKE IT'S ECHOS, IS THE VOLUME OKAY FOR YOU GUYS? OKAY.
I'M HERE WITH A HEAVY HEART LIKE EVERYONE ELSE IN ALEXANDRIA.
I FEEL PRESUME BECAUSE TO SPEAK ON SPECIAL ED ON BEHALF OF SEAC AND LAUREN, THE CHAIR.
THE MEMBERS OF SEAC AND ALL THE 1700 FAMILIES WHO HAVE KIDS WITH SPECIAL NEEDS BUT ALSO WE HAVE A LOT OF EXPERTISE ON THIS SCHOOL BOARD AND WE FEEL VERY
[00:15:04]
FORTUNATE THAT WE HAVE A LOT OF SPECIAL EDUCATION EXPERTISE ON THIS BURDEN.WHAT I WOULD LIKE TO DO IS GO THROUGH WHAT I.D.
I HAVE A 17-YEAR-OLD -- SOON TO BE 17-YEAR-OLD CHILD WHO IS IS IN 10TH GRADE.
HE IS IN ONE OF THE CITYWIDE CLASS ROOMS, HE HAS MULTIPLE DISABILITIES.
JUST AS AN ADDITIONAL I'VE ALSO HAD A CHILD GO THROUGH A 504 ACCOMMODATIONS WHICH DOESN'T FALL UNDER THIS PURRVIEW EXACTLY.
BUT YOU DO SEE THE SPECIALIZED INSTRUCTION AND DISABILITIES FROM DIFFERENT LENSES WHEN YOU LOOK AT THE 504 PLAN AND I.D.
SO WHAT I WOULD LIKE TO START WITH IS THAT THE I.D.
A., THE ACT IN 1990 CHANGED EVERYTHING FOR PARENTS TRULY BECAUSE FOR THE FIRST TIME IT REALLY GAVE US, GAVE PARENTS THE TOOLS NECESSARY TO IMPACT WHAT MIGHT HAPPEN FOR THEIR CHILDREN IN THEIR EDUCATION.
SO I JUST WANT TO POINT OUT THAT THE MOST IMPORTANT LETTER IN THAT IS INDIVIDUAL.
AND EACH OF THE 1700 KIDS, THEY ARE INDIVIDUAL.
EVERYTHING ABOUT THE LAW SUPPORTS CUSTOMIZING THAT EDUCATIONAL PROGRAM.
AND I ALWAYS FIND IT FASCINATING WHEN WE THINK ABOUT EDUCATION RIGHT NOW BECAUSE WE ALL GO TO STARBUCKS OR WHEREVER AND WE CAN ORDER OUR CUSTOM COFFEE BUT YET FOR SOME REASON WE'RE RELUCTANT TO CUSTOMIZE EDUCATION.
SO THERE IS A GREAT DEAL TO BE LEARNED IN SPECIAL EDUCATION AND IT'S REALLY ABOUT SPECIALIZED INSTRUCTION.
THERE'S A GREAT DEAL TO BE LEARNED ABOUT SPECIALIZED INSTRUCTION THAT CAN HELP SOLVE PROBLEMS AND SUPPORT ALL OF OUR KIDS.
NOT JUST KIDS WITH SPECIAL NEEDS.
SO WHEN I SAY THAT IT'S ABOUT THE STUDENT, IT'S NOT THE STUDENT THAT IS SPECIAL.
IT'S INSTRUCTION THAT IS SPECIAL.
WITH THAT AS WE THINK ABOUT I.D.
FOR MOST FAMILIES IS ABOUT DIVERSITY.
YOUR CHILD IS NOT LIKE MY CHILD, AND THAT DIVERSITY IN CLASSROOM IS A GOOD THING.
SO WE WANT OUR KIDS PRESENT IN THE CLASSROOM.
WE WANT THEM INCLUDED IN THE GENERAL EDUCATION SETTING BECAUSE A HOMO GENIUS CLASSROOM IS NOT NECESSARILY A GOOD CLASSROOM.
IT MIGHT BE VERY EFFICIENT THAT HOMO GENIUS CLASSROOM BUT IT'S NOT THE BEST CLASSROOM BECAUSE I CAN ASSURE THAT YOU MOST PARENTS -- THANK YOU -- THAT WOULD PROBABLY BE BETTER.
I THINK MOST PARENTS WOULD SAY THAT THEIR KIDS, OUR KIDS HAVE A LOT TO TEACH TYPICAL KIDS.
AND TYPICAL KIDS, THEY LEARN A LOT FROM, AND OUR KIDS LEARN A LOT WHEN THEY'RE IN A CLASSROOM WITH TYPICAL KIDS.
SO VERY IMPORTANT TO ENCOURAGE AN ENVIRONMENT THAT BRING, MAKES SURE WE ARE INCLUDED AND THAT WE HAVE THAT DIVERSITY.
A., I WANT YOU TO ALSO THINK ABOUT DIVERSITY.
PROBABLY ALSO I WANT YOU TO THINK ABOUT DIGNITY BECAUSE REALLY WHAT ULTIMATELY WE WANT IS DIGNITY IN THIS PROCESS AND RESPECT.
ALSO MEANS DIGNITY AND WHEN YOU WENT THROUGH THE GREAT 6 PILLARS OF I.D.
ONE OF THE FIRST PILLARS IS THE I.
I WANT TO TELL WHAT YOU THAT LOOKS LIKE FOR A PARENT.
AND YOU CAN GO IN THAT AS A PARENT AND YOU MIGHT BE SITTING ACROSS THE TABLE WITH 7 OR 8 PEOPLE FROM THE SCHOOL.
AND THE SCHOOL DISTRICT IS HOLDING ALL THE CARDS.
I CAN TELL YOU THAT AS A PARENT, I, ONE OF THE FIRST THINGS MY CHILD WAS DIAGNOSED AT BIRTH WITH HIS DISABILITY.
SO ONE OF FIRST THINGS I WAS GETTING EDUCATED EARLY ON, AND I HAVE A MASTERS DEGREE AND MY HUSBAND HAS TWO, 3 MASTERS DEGREES I THINK BUT EVEN WITH OUR EDUCATION, YOU KNOW GOING INTO THAT I.
YOU LOOK AT IT AND YOU RESEARCH AND YOU THINK ABOUT WHAT YOU ARE GOING TO DO AND YOU REALIZE THEY'RE TALKING CIRCLES AROUND YOU.
THE SCHOOL DISTRICT HOLDS ALL THE CARDS.
IF YOU DON'T KNOW WHAT TO ASK FOR YOU ARE NOT GOING TO GET WHAT IS GOING TO BE
[00:20:02]
NECESSARILY BEST FOR YOUR KID.EVEN WITH THE SCHOOL DISTRICT WITH THE BEST OF INTENTIONS IT'S OVERWHELMED.
THE SYSTEM IS OVERWHELMED SO I THINK FOR, WHEN I TALKED ABOUT DIGNITY, IT'S VERY HARD TO INSURE THAT THAT PROCESS HAS ALL THE ELEMENTS OF DIGNITY IN IT THAT IS NECESSARY BECAUSE THE PARENTS ARE AT SUCH A DISADVANTAGE.
I WANT TO MOVE ON AND TALK ABOUT THE E.
A LITTLE BIT BECAUSE EVERY PARENT HAS A, APPROACHES THIS FROM A DIFFERENT STANT POINTE.
IN MY CASE I WANT MY CHILD EDUCATED IN SUCH A WAY THAT HE HAS A FIGHTING CHANCE OF LIVING IN AN ENVIRONMENT THAT IS NOT LOCKED DOWN.
THAT HE MIGHT HAVE SOME DEGREE OF INDEPENDENCE.
I NEED HIM TO LIFE LEARN SKILLS.
I HAVE A CHILD WHO IS NEVER GOING TO WRITE HIS NAME.
HE HAS LEARNED THROUGH THE SPEECH PROGRAMS AND SPECIALIZED INSTRUCTION, HE HAS LEARNED TO USE A VOICE OUTPUT SYSTEM AND HE CAN MAKE REQUESTS AND IDENTIFY THINGS AND HE CAN MAKE SOME OF HIS THINGS KNOWN.
IT HAS BEEN A REMARKABLE TRANSFORMATION BECAUSE HE GOT SERVICES THAT WERE RELATED SERVICES THAT INCLUDED HAVING AN AUGMENTIVE -- I'M -- AUGMENTIVE COMMUNICATION DEVICE.
HE'LL MAKE REQUESTS FOR PARTICULARLY WHAT HE WANTS TO EAT -- I WANT PIZZA BUT EACH DEVISE IS PROBABLY 5 OR $6,000 AND THEY'RE TRICKY DEVICES AND IT'S COMPLICATED.
YOU HAVE TO HAVE FOLKS THAT KNOW HOW TO DO IT AND THE SPEECH THERAPIST AND THE SPECIALISTS THAT WORK WITH THE DEVICE VERSUS TO WORK TO TEACH STAFF HOW TO USE THEM APPROPRIATE IN THE CLASSROOM TO INTEGRATE IT.
IT'S A VERY COMPLICATED PROCESS.
BUT I LIKE AT THAT AND I -- LOOK AT THAT AND I SAY, WOW, I HAVE A COMMUNICATE THAT CAN COMMUNICATE -- CHILD THAT CAN COMMUNICATE SOME OF THEIR NEEDS.
THAT IS A TRANSFORMATIVE THING.
I MENTION THAT BECAUSE IN THE FIRST 5 YEARS IN I.
HE STARTED WHEN HE WAS 2 WITH ACPS, I THINK WE TRIED 7 OR 8 DIFFERENT SPEECH APPROACHES.
WE'RE CONSTANTLY BOUNCING AROUND TO DIFFERENT SPEECHES APPROACHES UNTIL WE GOT INTO AN I.
PROGRAM WHERE IT WAS LIKE WE'RE GOING TO STICK WITH ONE SYSTEM.
BUT IT REQUIRES A PARENT TO HAVE A INCREDIBLE VISION FOR THEIR OWN CHILD'S EDUCATION AND TO KNOW WHAT QUESTIONS TO ASK AND TO FIGHT AND TO -- I DON'T WANT TO TELL HORROR STORIES AND I KNOW I'M BOUNCING AROUND.
I APOLOGIZE FOR THAT BUT EARLY ON, JAKE DID SIGN LANGUAGE.
I WAS IN A MEETING IN A SCHOOL WHERE I HAD PEOPLE TELL ME SIGN LANGUAGE IS NOT A LANGUAGE.
AS A PARENT YOU ARE LIKE WHAT, HOW DO YOU EVEN REACT TO THAT BECAUSE YOU'VE BEEN SHUT DOWN IN AN I.
MEETING? AGAIN I'VE GONE TO LOTS OF SEMINARS AND DONE LOTS OF THINGS BUT I THINK PARENTS WHO ARE IN MY SITUATION ARE IN THE MINORITY.
IN ALL SCHOOL DISTRICTS NOT JUST IN YOURS AND I DID BRING MY SHOW AND TELL BUT YOU GO TO THE RIGHTS LAW SEMINARS AND THEY GIVE YOU BOOKS.
YOU GO THROUGH DAY-LONG SEMINARS AND THEY BASICALLY TELL YOU THAT YOU NEED TO EXPECT TO -- YOU NEED TO DOCUMENT EVERYTHING AND YOU NEED TO EXPECT TO SUE THE SCHOOL DISTRICT.
YOU HEAR THAT FROM THE TIME YOUR CHILD IS 2 YEARS OLD.
I WANT TO YOU UNDERSTAND PARENTS ARE GOING INTO, THEY'RE OFTEN HEARING THIS IS AN ADVERSARIAL SITUATION, THAT IS DESPITE THE FACT THAT UNDER THE I.D.
WIN OF THE SIX PILLARS IS THAT IT'S A PARENT TEACHER PARTNERSHIP.
AND THAT PARENTS ARE EQUAL PARTNERS IN THIS BUT WE'RE PROPOSED THAT IT'S GOING -- PROGRAMMED THAT IT'S GOING TO BE ADVERSARIAL.
EDUCATION MEANS DIFFERENT THINGS TO DIFFERENT PEOPLE.
FOR SOME PEOPLE, IT IS LIKE ME, YOU KNOW, I'M TALKING ABOUT LIFE SKILLS, I WANT MY KID TO BE ABLE TO RIDE THE BUS.
FOR OTHER PEOPLE, THEY WANT THEIR KIDS TO HAVE A CHANCE TO GO TO COLLEGE.
[00:25:01]
I CAN TELL YOU THERE ARE MANY MANY PARENTS THAT SIT IN AN I.MEETING WHEN THEIR KIDS ARE 5, 6, 7 AND THEY'RE SIGNING DOCUMENTS THEY DON'T UNDERSTAND THE SIGNIFICANT OF THAT ARE GOING TO IMPACT THEIR CHILDREN DOWNFIELD SO WHERE DOES THE BURDEN LIE? I DOESN'T THINK IT LIES WITH THE PARENTS BECAUSE THEY ARE AT A DISADVANTAGE SO THERE IS A BURDEN ON THE SCHOOL DISTRICT TO EDUCATE AVERAGE AND BE ADVOCATE FOR THE PARENT.
I URGE YOU TO KEEP PARENT RESOURCE CENTER FUNDED AND UNROLLING BECAUSE THAT IS AN IMPORTANT RESOURCE FOR IT.
THE NEXT THING IN THE E'S IS EQUITY.
I'VE ALLUDED TO IT A LITTLE BIT BUT IT'S NOT AN EK QUITABLE SITUATION.
ONE OF THE FIRST THINGS YOU GET HANDED IS YOUR BOOK OF PARENTAM RIGHTS.
THAT FALLS UNDER SAFE GUARDS AND THINGS IN THE I.D.
WE START EVERY MEETING DO YOU HAVE YOUR PARENTAL RIGHTS.
IT'S A PURPLE BOOK ABOUT THIS THICK, YOU HAVE YOUR BOOK? YOU NOD YOUR HEAD, YES, THAT YOU'VE HAD YOUR BOOK AND THAT YOU KNOW WHAT'S IN THE BOOK.
BUT EQUITY, THAT LOOKS REALLY, THAT IS REALLY AN INTIMIDATING SITUATION.
DO YOU REALLY KNOW WHAT YOUR RIGHTS ARE? YOU KNOW, MOST PARENTS DON'T.
OKAY PARTICULARLY IF YOU ARE COMING FROM A DIFFERENT EDUCATIONAL SYSTEM, DIFFERENT EDUCATIONAL BACKGROUND, YOU HAVE BIG CHALLENGES.
A CULTURE OF INCLUSION MATTERS.
AND EACH PRINCIPAL CAN SET A TONE FOR WHAT THEIR SCHOOL LOOKS LIKE AND WHETHER OR NOT THEIR SCHOOL IS AN INCLUSIVE ENVIRONMENT.
I CAN TELL YOU THAT AS A PARENT IN ALEXANDRIA, THERE WERE ELEMENTARY SCHOOLS THAT HAD REPUTATIONS FOR NOT BEING THE BEST PLACE FOR YOUR CHILD IF THEY HAD SPECIAL NEEDS.
I'M HAPPY TO SAY THAT'S IMPROVED DRAMATICALLY OVER THE LAST FEW YEARS.
SO, BUT THE ENVIRONMENT MATTERS, LEADERSHIP MATTERS.
AND CREATING INCLUSIVE ENVIRONMENT AND WELCOMING ENVIRONMENT REALLY MATTERS.
PRINCIPALS SET THE TONE FOR THAT.
YOU OFTEN HAVE A FEELING THEY'RE DELEGATING THAT BUT IT'S IMPORTANT TO SEAC THAT THE PRINCIPALS WORK IN PARTNERSHIP WITH THE OFFICE OF SPECIALIZED INSTRUCTION AND THAT SPECIALIZED INSTRUCTION HAS SOME SAY AND, IN EVALUATING PRINCIPALS AND HOW THEY SET THE ATTORNEY AND -- TONE AND HOW THEY FOLLOW THROUGH ON ESTABLISHING AN ENVIRONMENT OF INCLUSION.
I'M TALKING SO MUCH AND I'M BOUNCING AROUND A BIT.
BUT I WANTED ALSO TO TALK ABOUT THE A.
AND WHAT IT MEANS FOR PARENTS.
BECAUSE WE TALK A LOT ABOUT INCLUSION AND INCLUSION IS SORT OF AS THE INGAME.
IT'S NOT AUTOMAKERS THE END GAME FOR A -- ALWAYS THE END GAME FOR PARENTS WITH SPECIAL NEEDS STUDENTS.
WE START REALLY WITH ACKNOWLEDGEMENT AND THE ACKNOWLEDGEMENT OF A CHILD HAVING A CHALLENGE AND ONE OF THE THINGS THAT IS ALSO IN I.D.
AND WE HEARD EARLY IN THE PRESENTATION ABOUT EVALUATIONS AND WHAT NEEDED TO HAPPEN IN EVALUATIONS, IT CAN BE DIFFICULT TO GET AN EVALUATION.
IT CAN BE DIFFICULT TO ASK FOR AN EVALUATION.
IT CAN ALSO BE VERY DIFFICULT TO AS A PARENT, TO ACKNOWLEDGE THAT YOUR CHILD MIGHT BE STRUGGLING.
SO I THINK ONE EVER THE THINGS YOU CAN DO AS A SCHOOL DISTRICT IS INSURE THAT EVALUATIONS ARE THE PROCESS BY WHICH A CHILD GETS EVALUATED IS EASY TO UNDERSTAND AND EASY TO ACCESS.
SO THAT MULTITIERED SUPPORT SYSTEM THAT YOU TALK ABOUT, VERY, VERY IMPORTANT WHEN A PARENT HAS A CHALLENGE.
AND IT DOES SPEAK TO EQUITY BECAUSE YOU CAN GO TO AN OUTSIDE SOURCE UNDER THE LAW AND HAVE YOUR CHILD EVALUATED INDEPENDENTLY BUT NOT EVERY PARENT CAN HAVE THAT ACCESS TO SPEND THOUSANDS OF DOLLARS FOR THEIR CHILD TO HAVE AN INDEPENDENT EVALUATION.
SOMETIMES PARENTS REALLY STRUGGLE TO GET THEIR CHILD PROPERLY EVALUATED AND PROPERLY PLACED.
THAT'S SOMETHING WE NEED TO BE DOING VERY, VERY EARLY.
THE EARLIEST WE CAN IDENTIFY A CHILD, THE BETTER OFF WE'RE GOING TO BE.
PARENTS WORRY ABOUT GETTING THEIR CHILD APPROPRIATELY EVALUATED SO THAT THEY CAN HAVE APPROPRIATE SERVICES.
AWARENESS, WE DO A PRETTY GOOD JOB OF AWARENESS OF DISABILITIES.
WE'RE DOING A PRETTY GOOD JOB WITH THAT.
THAT'S WHERE THE SPECIALIZED INSTRUCTION MATTERS.
[00:30:03]
BECAUSE IF YOU CAN HELP MY CHILD ACCESS A BOOK, ACCESS MATH, ACCESS SCIENCE, YOU KNOW, YOU'VE OPENED UP THE WORLD.WHAT ARE WE DOING TO ACCESS THAT? SO YOU MOVE INTO ACCOMMODATIONS AND ACCOMMODATIONS WE DO AGAIN.
YOU KNOW PARENTS HAVE TO FIGHT TO GET THE ACCOMMODATIONS.
AND THAT'S NOT UNIQUE TO THE CITY OF ALEXANDRIA.
PARENTS NEED TO FIGHT FOR THEIR ACCOMMODATIONS.
BUT MOSTLY I THINK WE WANT OUR KIDS TO BE APPRECIATED AND WE WANT THEM TO BE APPRECIATED FOR THEIR UNIQUE SKILLS.
WE WANT YOU TO HELP THEM UNLOCK THEIR SKILLS AND I THINK THAT UNDER THE I.D.
WE'RE LOOKING FOR ACCOUNTABILITY.
THAT'S AT THE END OF THE DAY WE FIGHT THROUGH THE I.
WE GET THE GOALS SET IN THE I.
AND THE GOALS ARE, CAN SEEM SMALL IN COMPARISON TO WHERE YOU WANT TO GO.
THIS THICK OR ONE THIS THICK BUT YOU LOOK THROUGH THE GOALS AND THEY, THEY SEEM SMALL FOR THE DREAMS THAT YOU MIGHT HAVE FOR YOUR CHILD.
GOING TO BE IMPLEMENTED WITH FIDELITY? IS IT GOING TO BE FOLLOWED THROUGH? IS IT, WERE THE GOMES SELECTED WITH THE TRUE INDIVIDUAL IN MIND -- GOALS SELECTED WITH THE TRUE INDIVIDUAL IN MIND? AS WE LOOK AT THE GOAL, WHO IS GOING TO BE ULTIMATELY RESPONSIBLE FOR SEEING THEY'RE ACCOUNTABLE? THAT'S WHERE WE WALK A TIGHT LINE BECAUSE IT'S NOT ABOUT -- PARENTS WORE ABOUT COMCOMPLAINS BECAUSE IT IS OUR BASELINE.
THAT'S WHY WE CARE WITH THE I.
IF YOU ARE NOT DOING THE MANIPULATE COMPLIANCE HOW DO I HAVE ANY FAITH THAT YOU ARE FOLLOWING THROUGH WITH THE I.
WITH FIDELITY? WE CARE A LOT WHEN YOU DON'T GET THE, IF YOU DON'T GET A NOTICE FOR A MEETING IN THE RIGHT TIME FRAME OR THINGS LIKE THAT.
THE DISTRICT HAS WORKED HARD AND DOES A GOOD JOB WITH TRYING TO GET TO COMPLIANCE BUT THAT ACCOUNTABILITY PIECE, EVERY SINGLE PARENT IS WORRIED ABOUT IS MY KID GETTING THE ATTENTION IN A THEY SHOULD BE GETTING? I REALIZE I'M SORT OF JUMPING AROUND A LITTLE BIT ON THIS, BUT WHAT I THINK MATTERS FOR US AND FOR THE DISTRICT IS I THINK ABOUT THAT SLIDE THAT WE SAW WHERE IT WAS SAID HOW MANY OF OUR STUDENTS ARE IN 80% OF THE TIME ARE IN AGEN ED SETTING AND WHAT PERCENT ARE IN A CITYWIDE SETTING SO I WORRY A LOT ABOUT KIDS THAT ARE OPERATING AT GRADE LEVEL, BUT ARE, AND ARE GETTING SERVICES.
BUT ARE THEY GETTING ENOUGH SERVICES? I WORRY A LOT ABOUT OUR ABILITY TO FULLY SERVE THE KIDS WHERE THEY NEED TO COME AND THERE IS A SAYING HERE THAT IT GOES TO THE LEAST RESTRICTIVE ENVIRONMENT.
AND SPECIAL ED IS, IT'S A SERVICE.
YEAH, SPECIAL ED IS A SERVICE, NOT A PLACE.
AND I THINK IT'S VERY EASY FOR US TO SILO AS A DISTRICT SPECIAL ED AND PUT IT OVER THERE BUT MOST OF THE KIDS THAT ARE RECEIVING SPECIAL ED SERVICES ARE IN THE GEN ED SETTING AND THEY'RE NOT GETTING NECESSARILY AS MUCH SUPPORT IN THE GEN ED SETTING FROM THE GEN ED TEACHERS THEY MIGHT BE NEEDING SO THAT IS WHERE IT'S AN INTEGRATED THING.
SO REALLY I HAVE ONE TAKE AWAY FOR YOU IT'S TO THINK ABOUT SPECIAL ED AS A, A DRIVER FOR ALL THE THINGS THAT CAN BE GOOD ABOUT EDUCATION.
AND YOU KNOW, IN SPECIAL ED WE DO THINGS LIKE -- THERE ARE THINGS LIKE VISUAL SCHEDULES, FOR EXAMPLE.
THERE IS NOT A KID THAT CAN'T BENEFIT FROM VISUAL SCHEDULES.
THERE IS A LOT OF EMPHASIS IN SPECIAL ED ON EXECUTIVE FUNCTIONING.
HOW DO YOU ORGANIZE YOUR DAY? HOW DO YOU ORGANIZE YOUR BACKBACK, HOW DO YOU PROCESS? EVERY SINGLE KID IN OUR SCHOOL DISTRICT CAN BENEFIT FROM THOSE TECHNIQUES.
SO I GUESS I WOULD JUST URGE YOU TO THINK ABOUT SPECIAL ED AS, IN SOME WAYS I THINK IT'S WHERE THE HOPE IS BECAUSE, IT DOES -- IT IS, ITS THE BAR FOR ALL OF OUR
[00:35:06]
STUDENTS.WHEN YOU BRING, WHEN YOU CAN SEE WHAT CAN BE DONE AND WHAT CAN BE ACCOMPLISHED, AND IF YOU HAD TOLD ME THAT MY SON WHO IS AUTISM, DOWNS SYNDROME, HE IS HEARING IMPAIRED.
HE IS JUST -- HE IS NONVERBAL, IF YOU TOLD ME HE WOULD WEAR A MASK EVERYDAY TO SCHOOL, I WOULD HAVE NEVER BELIEVED IT.
BUT IF YOU CAN GET KIDS IN THE CITYWIDE CLASSROOM GETTING MASKS, YOU CAN GET ALL THE KIDS WEARING MASKS.
SO THESE ARE THINGS THAT I JUST URGE YOU TO LOOK TO THESE KIDS FOR SOME LEADERSHIP IN WHAT THEY CAN SHOW YOU AND WHAT THEY CAN TEACH YOU AS A DISTRICT.
WE HAVE A LONG, LONG WAY TO GO.
IT'S WAY BETTER THAN IT USED TO BE.
I WOULD BE REMISS IF I DIDN'T SAY THAT THE SPECIAL ED KIDS, WHETHER THEY'RE IN ALL 1700 KIDS KIDS RECEIVING SPECIAL EDUCATION SERVICES HAVE SUFFERED DISPROPORTIONATELY THROUGH THE PANDEMIC.
I WOULD BE REMISS NOT TO SAY THAT.
AND IT'S JUST THINGS LIKE VIRTUAL LEARNING.
THERE ARE A LOT OF REASONS FOR THIS.
I WOULD BE REMISS NOT TO SAY THAT.
WE HAVE A LOT OF CATCHING UP TO DO.
WE HAVE A LOT TO DO ON CULTURE.
WE HAVE A LOT TO DO ON INCLUSION.
AND I WOULD LIKE TO ANSWER YOUR QUESTIONS.
I REALIZE -- I HAVE A LOT TO SAY ON THIS BUT I CAN TELL YOU THAT IT DOES NOT LOOK LIKE THE SAME.
IT, IT'S INDIVIDUALIZED AND THE SCHOOL THERE IS A BIG, BIG BURDEN ON THE SCHOOL.
THE BURDEN IS ON THE SCHOOL TO TELL PARENTS WHAT THEY NEED TO KNOW.
YOU ARE GOING TO SERVE THE COMMUNITY, THE MORE PRO-ACTIVE YOU CAN BE THE BETTER OFF YOU WILL BE, I'M HAPPY TO TAKE QUESTION, SHARE STORIES, WHATEVER, THANK YOU FOR WHAT YOU DO AND THANK YOU FOR THE SACRIFICES YOU MAKE AS SCHOOL BOARD MEMBERS TO DO THIS.
YOUR SERVICE IS GREATLY APPRECIATED.
I'M GOING TO TURN IT OVER TO MY COLLEAGUES FOR QUESTIONS.
>> I DON'T REALLY HAVE QUESTIONS BEFORE I HOPE A GRAND DAUGHTER THAT IS SPECIAL ED.
FIRST OF ALL I APPLAUD ACPS BECAUSE THEY'RE IN NORTH CAROLINA AND THEY HAVE TO PAY FOR A LOT.
SO I APPLAUD ACPS FOR DOING ALL THEY CAN BECAUSE I KNOW MY DAUGHTER HAS A HARD TIME.
SHE QUIT TEACHING TO BE HOME WITH MY GRAND DAUGHTER.
I JOTTED DOWN SOME THINGS WHEN YOU SAID WHAT KIDS LEARN, SPECIAL ED KIDS AND MY GRANDSON, IT'S WHAT HE LEARNED AND THEIR FRIENDS IS PATIENCE, COMPASSION, CREATIVITY TO USE, COMMUNICATION IN DIFFERENT WAYS, AND I CAN REALLY SPEAK TO THAT BECAUSE THEY SAY THAT.
SOMETHING I TELL MY GRAND DAUGHTER IS THAT KIDS WITH DISABILITIES HAVE GREAT ACHES TO KEEP HER MOTIVATED AND THINGS -- GREAT ABILITIES BUT ALEXANDRIA'S AHEAD OF A LOT OF OTHER SCHOOLS IN OTHER STATES, SCHOOL SYSTEMS IN OTHER STATES AS TREATS WHAT THEY DO HERE FOR THOSE KIDS.
SO IT'S GOOD BUT OBVIOUSLY WE CAN DO MORE.
>> THANK YOU, GREAT TO SEE YOU AGAIN.
IT WASN'T UNTIL I LOOKED UP I AM LIKE OH, I KNOW YOU SO I'VE TWO QUESTIONS.
ONE IS CHILD FIND AND ONE I WANT TO TALK ABOUT THE I.
CAN YOU TALK ABOUT THE PROCESS OF CHILD FIND.
HOW DO WE IDENTIFY THE STUDENTS? HOW DO WE REACH OUT TO COMMUNITY MEMBERS? DO WE HAVE A SENSE OF -- I MEAN, DO WE HAVE A SENSE OF ON DAY ONE OF KINDERGARTEN HOW MANY KIDS WE KNOW WHO WENT THROUGH CHILD FIND THEN WE HAVE KIDS COMING IN WHO PROBABLY IT WOULD HAVE BEEN BENEFICIAL TO HAVE BEEN ABLE TO SERVICE THESE KIDS AND
GIVE THEM SCREENING -- >> I'LL TELL YOU I AM VERY PROUD OF THE CHILD FIND
[00:40:05]
PROCESS THAT WE HAVE IN THE CITY OF ALEXANDRIA.WE HAVE A VERY EXTENSIVE OUTREACH PROGRAM THAT WE HAVE UNDERTAKEN.
WE REACH OUT TO ALL OF THE COMMUNITY BASED PRESCHOOLS, ALL OF THE LICENSED DAYCARE PROVIDERS, WE REACH OUT TO MEDICAL PROFESSIONALS, ANYBODY THAT TOUCHES A CHILD IN THE CITY OF ALEXANDRIA, WE DISSYSTEM NATURE INFORMATION AND WE -- DISSEMINATE INFORMATION AND WE'RE PACKED.
WE'RE SERVING AND TESTING SO MANY STUDENTS.
BUT WE HAVE ALWAYS HAD A VERY ROBUST CHILD FIND PROCESS.
SO ONCE WE -- AND THERE IS ALSO I WANT TO POINT OUT KATHY WILSON FOUNDATION, WE'VE ALSO PARTNERED WITH THE KATHY WILSON FOUNDATION, SOME OF THE OTHER STUDENTS THAT THERE ARE TO SCREEN CHILDREN BUT WE GO THROUGH A VERY EXTENSIVE SCREENING PROCESS AND WE HAVE COMMUNITY-BASED PLAY GROUPS AND WE LOOK AT THE NEEDS OF CHILDREN THROUGH THAT PROCESS THEN WE MAY MOVE ON TO FULL EVALUATIONS AND DIRECT SERVICES.
ONCE WE GET TO KINDERGARTEN, IF WE HAVE STUDENTS WHO HAVE NOT BEEN -- AND THEY DO APPEAR.
WE DO HAVE STUDENTS WHO HAVE NOT BEEN TOUCHED IN ANY KIND OF EARLY CHILDHOOD PROGRAM BUT WE HAVE AN SCREENING THAT ALL KINDERGARTENERS GO THROUGH SO WE CAN ALSO LOOK AT STUDENT PROGRESS THROUGH THE SIX-DAY SCREENINGS AND LOOK AT EARLY REFERRALS IN THAT REGARD.
WHAT IS THE -- >> I WANT TO ADD ABOUT THE, WHEN YOU ARE -- I'M SORRY.
WHEN YOU ARE THINKING ABOUT THAT CHILD FIND, AND ALSO THERE AGAIN IT'S REALLY,I THINK IT'S REALLY IMPORTANT FOR, WHEN THE KIDS GO INTO PRE-SCHOOL, THAT WE DO MORE TO HAVE TYPICAL PEERS.
I THINK THAT'S A FUNDING AND A BIG THING BECAUSE -- IT HAS GOTTEN LOTS BETTER OVER THE YEARS BUT IT'S REALLY IMPORTANT FOR THE TWO, THREE, FOUR-YEAR-OLD TO HAVE LOTS OF TYPICAL PEER, NOT JUST ONE OR TWO BUT LOTS IN THEIR PRE-SCHOOL.
IF THERE CAN BE ROOM MADE FOR THAT, IT REALLY HELPS.
>> ARE YOU SAYING IN TERMS OF PLAY GROUPS AND STUFF LIKE THAT?
[INAUDIBLE] >> IN OUR PRE-SCHOOL PROGRAMS WE TYPICALLY IN AN IDEAL SITUATION, WE HAVE 16 STUDENTS IN A PRE-SCHOOL CLASS.
MORNING AND AN AFTERNOON CLASS AND WE HAVE 8 STUDENTS WITH DISABILITIES IN 8 TYPICAL PEERS.
SOMETIMES THAT RATIO HAS TO CHANGE DEPENDING ON HOW MUCH SPACE WE NEED FOR STUDENTS WITH DISABILITIES.
WE'RE WORKING TO BRING BACK THOSE TYPICAL PEERS AND IN A POST COVID WORLD.
THEN MY OTHER QUESTION, TOO, BOTH OF YOU TOUCHED ON THIS, IS JUST THE I.
PROCESS FOR FAMILIES THEY GO THROUGH.
THIS IS NOT UNIQUE TO ALEXANDRIA.
I'VE HEARD IN ALEXANDRIA AND ACROSS THE I.
PROCESS IS HARD AND IT CAN BED A VEER AERIAL.
HOW DO WE IMPROVE THIS SO IT'S MORE OF A PARTNERSHIP? AND PARENTS LIKE YOU WERE SAYING JUST SOME OF THE EDU SPEAK, IF YOU ARE PARENT COMING IN AND ALL OF A SUDDEN YOU HAVE ALL THE EDUCATORS AROUND THE TABLE WHO DO THESE ALL THE TIME BUT YOU MAY NOT KNOW THE LANGUAGE HOW DO WE IMPROVE THE PARTNERSHIP THERE AND MAKE IT SO, SO IT'S A BETTER PROCESS FOR FAMILIES AND NOT THAT SENSE WHERE -- I WAS IN LINE THE OTHER DAY AND I WAS GLAD I WAS WEARING A MASK SO I COULD DUCK AND HIDE BUT I WAS HEARING PEOPLE TALK ABOUT THE I.
PROCESS AND I'M LIKE I'M GOING DOWN THIS AISLE BECAUSE I NEED TO GET SHOPPING AND GET OUT OF HERE.
>> I HARDLY EVEN KNOW WHERE TO START WITH THE I.
BECAUSE SO MUCH OF IT IS DRIVEN BY FEDERAL LAW.
AND SO MUCH OF IT IS COMPLIANCE BASED AND HOW IS IT GOING TO BE STRUCTURED?
OFTEN YOU DON'T EVEN KNOW WHAT YOU DON'T KNOW AS -- >> EXACTLY.
>> YOU TAKE, FOR EXAMPLE HAVING AN ADMINISTRATOR PRESENT.
YOU CAN HAVE AN ADMINISTRATOR PRESENT IN AN I.
PRESENT AND THAT ADMINISTRATOR CAN BE CHECKING THEIR PHONE THROUGH
[00:45:01]
THE ENTIRE I.THAT HAPPENS MORE OFTEN THAN ANY OF YOU WANT TO KNOW.
MEETING WHERE YOU ARE REQUIRED TO HAVE A GENERAL EDUCATION TEACHER.
SOMETIMES IT'S THE APPROPRIATE GEN ED TEACHER.
VERY OFTEN IT'S A GEN ED TEACHER WHO MIGHT TEACH GEN ED P.
OR GEN ART BUT AS A PARENT YOUR PRIMARY INTEREST MAY BE IN ENGLISH OR MATH OR SOMETHING ELSE.
SO DO YOU HAVE THE RIGHT GEN ED? BUT YOU ARE COMPLYING WITH THE LAW.
>> SO -- BUT I CANNOT EVEN IMAGINE THE CASE LOAD THAT OUR TEACHERS HAVE.
>> THEY'RE GOING TO A GAZ ILLUSTRATION I.
MEETINGS SO THERE'S A LOT OF PRESSURE ON THEM TO HAVE -- TO MORE THROUGH THE I.
MEETINGS SO YOU SEE LOTS OF DIFFERENT THINGS.
BUT THE QUESTION IS HOW CAN IT BE IMPROVED FOR PARENTS? I'M AT A LOSS.
I REALLY AM AT A LOSS BECAUSE WE OFFER -- SYSTEM SEMINARS ARE OFFERED.
THERE IS PARENT RESOURCE CENTER.
THERE IS EDUCATIONAL TOOLS OUT THERE BUT AT THE END OF THE DAY PARTICULARLY IF YOU ARE A PARENT THAT HAS TO TAKE OFF TIME FROM WORK TO GO INTO THE MEETING, I DON'T KNOW.
I'M SAYING I LITERALLY DON'T KNOW.
I WILL SAY THOUGH THAT IT IS IMPORTANT THAT I THINK THAT THE TEACHERS, THE PRIMARY TEACHERS, CASE MANAGERS FEEL FREE TO EXPRESS THEMSELVES AND AGAIN, YOU KNOW, THAT IS A SPECTRUM.
I'VE SEEN THAT IMPROVE, ALSO, OVER THE LAST DECADE.
SO HOW CAN YOU MAKE IT BET ARE FOR PARENTS? I THINK IN SOME WAYS, THE ZOOM MEETINGS HAVE MADE A LITTLE BIT BETTER.
BECAUSE AT LEAST IT'S EASIER TO GO TO THE MEETING WITHOUT HAVE BEING TO TAKE OFF HALF A DAY OF WORK.
SO [INAUDIBLE] >> IN SOME WAYS I THINK ZOOMS HAVE BEEN AN IMPROVEMENT BUT -- I.
AND LIKE I SAID, IN A LOT OF TIMES, PARENTS THIS IS AN EQUITY ISSUE BECAUSE SOME PEOPLE TAKE THEIR ADVOCATES WITH THEM.
OTHER PARENTS ARE HAVING TO SPEAK WITH AN INTERPRETER.
SO IT'S VERY, VERY CHALLENGING SITUATION.
I WISH I HAD AN ANSWER FOR IT.
I THINK WORKING -- I THINK ALSO GOALS, ONE THING IS PARENTS DON'T KNOW WHAT THEY CAN ADD TO THEIR GOALS.
I FEEL LIKE I WAS A PRETTY WELL EDUCATED PARENT.
I HAD NO IDEA I COULD PUT TOILETING IN AN E.
OR BUS TRANSPORTATION IN THE I.
I DIDN'T KNOW I COULD DO THAT.
I CERTAINLY DIDN'T APPRECIATE THE IMPACT THAT NOT HAVING MY CHILD PROPERLY TOILET TRAINED WOULD HAVE ON HIS FUTURE PLACEMENTS.
THERE'S A LOT -- WE NEED HELP UNDERSTANDING IMPLICATIONS.
>> IT SOUNDS LIKE ALL OF THOSE TOOLS ARE REALLY HELPFUL.
ARE, YOU MENTIONED SEMINARS, ARE WE DOING THAT ON A REGULAR BASIS FOR PARENTS OR DO THEY HAVE ACCESS -- I MEAN I KNOW WE HAVE THE PARENT RESOURCE CENTER AND WE CAN GET THEM ADVOCATES BUT THEY MAY NOT KNOW THAT.
HOW DO -- >> WE HAVE A VERY EXTENSIVE PARENT RESOURCE CENTER.
ONE OF THE HALL MARX OF THE LAST FEW YEARS, JANET REFERRED IT,S IS THAT WE'VE WORKED VERY HARD TO MAKE THIS A COLLABORATIVE RELATIONSHIP.
THAT'S A VERY, VERY IMPORTANT TENET THAT I BELIEVE IN.
SO WE'VE DONE A LOT TO TRY AND EDUCATE PARENTS SO THEY CAN COME IN FEELING THEY ARE
[00:50:05]
ON EQUAL INTO THING, AND THAT ESPECIALLY GOES TO SENDING THINGS HOME EARLY SO PARENTS HAVE THE CHANCE TO REVIEW, REVISE, TO ASK QUESTIONS SO THEY'RE PREPARED AS THEY COME INTO THIS AS WELL.OUR PARENTS RESOURCE CENTER HAS I THINK, DONE MORE 23 -- I JUST GOT THE LIST FROM THEM DAY BEFORE YESTERDAY.
I THINK THEY'VE DONE 23 DIFFERENT SESSION THIS IS YEAR IN PERSON AND IN TRAINING.
WE ALSO MAKE OUR PARENT RESOURCE CENTER STAFF AVAILABLE TO MEET WITH PARENTS BEFORE I.
MEETINGS SO THEY CAN REVIEW THOSE DOCUMENTS WITH THEM.
THEY CAN GO OVER WHAT IS IN THEM.
THEY CAN GIVE THEM SUGGESTIONS OF THINGS TO ASK FOR.
ANSWER THEIR QUESTIONS SO THE PARENTS CAN FEEL MORE PREPARED AS THEY COME TO THE MEETINGS AS WELL.
>> I ALSO WANT TO ADD, THOUGH, THAT IT IS VERY DIFFERENT WHEN YOU HAVE A CHILD WITH LOTS OF COMPLICATED NEEDS VERSUS WHEN YOU HAVE A CHILD WITH A LEARNING DISABILITY THAT IS -- IN SOME WAYS POSSIBLY EVEN PERCEIVED DIFFERENTLY.
SAY, HYPOTHETICALLY YOUR CHILD HAS DYSLEXIA BUT YOUR CHILD IS PERFORMING AND PROGRESSING AND DOING WELL.
MEETING BECAUSE IN SOME WAYS, THIS IS WHAT I'M SAYING ABOUT THE SCHOOL DISTRICT, YOU KNOW, WE WANT OUR KIDS TO DO THE BEST THEY CAN POSSIBLY DO AND TO HIT GRADE LEVEL IS NOT THE GOAL.
TO, TO PERFORM AND TO DO WELL IS THE GOAL.
SO I DO FEEL SOMETIMES THAT PARENTS WHO HAVE NONSPECIFIC DISABILITIES OR DISABILITIES THAT ARE PERCEIVED AS LESS COMPLEX SOMETIMES HAVE AN EVEN HARDER TIME IN THE I.
NO QUESTION, UNTIL' SAY THANK YOU FOR ALL OF THIS AND REITERATE THAT THE I.
PROCESS IS NOT JUST UNIQUELY CHANGING HERE IN ALEXANDRIA.
THAT IS HAPPENING ACROSS THE COUNTRY SO IT'S HELPFUL TO HEAR WHAT WE'RE DOING IN THE IMPROVEMENTS THAT WE'VE MADE.
>> IF I COULD JUMP IN, BECAUSE I THINK YOU HAVE A VERY VALID QUESTION.
FOR ME, I THINK THERE IS TWO SUGGESTIONS I HAVE.
LIKE, ONE THING IS YOU REQUEST TAKE AN ENTIRE -- CAN TAKE AN ENTIRE GRADUATE COURSE ON WORKING WITH FAMILIES WITH KIDS WITH DISABILITIES AND I THINK THAT NEEDS TO BE REQUIRED FOR EVERY EDUCATOR BECAUSE AT SOME POINT, YOU ARE GOING TO BE WORKING NOT ONLY WITH A CHILD BUT WITH A FAMILY AND THERE IS A VERY UNIQUE -- YOU DO NOT UNDERSTAND WHAT IT'S LIKE FOR A PARENT, FOR THE CHILD WITH DISABILITIES.
IF YOU DON'T HAVE THAT EXPERIENCE YOURSELF, OFTEN TIMES IT'S NOT NECESSARILY OUT OF MALICE.
IT'S JUST A LACK OF UNDERSTANDING WHAT THAT PERSON IS GOING THROUGH.
SO I REALLY THINK IT'S ESSENTIAL AND I DON'T KNOW, YOU KNOW, IS THIS, YOU KNOW A GENERAL ASSEMBLY REQUEST BUT HIGHER EDUCATION INSTITUTIONS HAVE TO DO A BETTER JOB EVER PREPARING OUR EDUCATORS FOR WHAT THEY'RE GOING TO FACE.
IT SHOULD NOT BE THAT JUST BECAUSE SOMEBODY IS GETTING A DEGREE SPECIAL EDUCATION THEY GET THAT CLASS BECAUSE WE ALL WORKS WITH KIDS WITH DISABILITIES.
THAT'S ONE THING I THINK IS ABSOLUTELY ESSENTIAL.
IT CHANGES HOW YOU THINK ABOUT HOW YOU INTERACT WITH FAMILIES.
THAT INTERACTION GO AS LONG WAY.
THE SECOND THING IS I LOVE THAT YOU TALKED ABOUT COMPLIANCE BECAUSE A LOT OF TIMES I ALSO FEEL LIKE -- I'VE GOTTEN TO THIS POINT WHERE I'M OVERCOMPLIANT.
IF YOU ARE AT A POINT IN THIS DAY AND AGE WHERE YOU ARE STILL IN A COMPLIANCE RUT YOU ARE GOING TO CONTINUE TO STRUGGLE BECAUSE IT'S 2022.
ARE WE PROVIDING A QUALITY EDUCATION FOR KIDS WITH DISABILITIES? IF YOU ARE STILL TRYING TO CROSS ALL THE T.'S AND DOT THE I.'S YOU ARE NOT THERE.
SO I THINK REALLY FOLKS CHANGING THE MINDSET FROM COMPLIANCE TO QUALITY CAN GO A LONG WAY.
SO I THINK THOSE ARE MY TWO THINGS THAT I WOULD SUGGEST.
>> I WANTED TO GIVE A SHOCKOUT TO BRENT MORRIS BECAUSE ON TUESDAY, HE WAS -- SON IS NONVERBAL.
HE IS THE RARE HIGH SCHOOL STUDENT THAT DOESN'T HAVE A CELL PHONE.
MY SON BUT HE WAS COMMUNICATING TO THE FAMILIES WHAT KIDS WERE SAFE.
WHAT WAS GOING ON AND YOU KNOW, I THINK A LOT OF PARENTS WERE GETTING TEXTS FROM THEIR CHILDREN BUT AS AN EDUCATOR, HE WAS PRO-ACTIVELY MAKING SURE THAT WE KNEW WHAT WAS GOING ON AND THAT, THAT IS IMPORTANT.
THAT'S NOT SOMETHING THAT HE IS QUOTE REQUIRED TO DO.
THANK YOU FOR THE PRESENTATION MISS WERNER AND FOR YOUR COMMENTS MISS JANET EISSENSTAT AS WELL AS YOUR LEADERSHIP ON SEAC.
I KNOW YOU SERVE THAT HAD ORGANIZATION WELL FOR MANY YEARS.
I WANT TO SAY YOUR SON SOUNDS LIKE AN INCREDIBLE KID.
HE IS LUCKY TO HAVE YOU AS HIS ADVOCATE.
I WANTED TO MAKE A COMMENT ON MISS BOOTH'S LAST QUESTION THEN I HAVE A
[00:55:03]
QUESTION AS WELL.PROCESS BETTER OR EVEN JUST HELPING PARENTS TO PARENT KIDS WITH SPECIAL NEEDS SOME OF THE BEST RESOURCES FOR PARENTS ARE OTHER PARENTS.
AND I KNOW SEAC HAS DONE A LOT TO FORM PARENTS GROUPS WHERE THEY CAN SHARE EXPERIENCES, SHARE RESOURCES, SHARE STRATEGIES THEY USE WITH THEIR KIDS BUT I THINK BEFORE FAMILIES GO THROUGH THE I.
PROCESS, IF THEY CAN MEET OTHER FAMILIES WHO HAVE DONE IT, AND SO TO HEAR WHAT THEIR EXPERIENCES WERE LIKE AND WHAT THEY CAN ASK FOR AND WHAT THEY CAN'T ASK FOR.
THIS IS IMMENSELY BENEFICIAL, PARTICULARLY IF THOSE ARE FAMILIES WHO SPEAK THE SAME HOME LANGUAGE OR HAVE A CHILD WITH A SIMILAR DISABILITY.
I THINK I JUST SAID THIS BUT SEAC HAS SOME PARENT GROUPS.
THEY FELL OFF DURING THE PANDEMIC, BUT ANY OTHER WAYS TO FACILITATE THAT IS GREAT.
THEN MY QUESTION WAS FOR MISS JANET EISSENSTAT OR MISS WARNER WHAT ELSE CAN THE BOARD DO FOR SEAC OR FOR STUDENTS WITH SPECIAL NEEDS? HOW CAN WE FURTHER SUPPORT THE WORK OF Y'ALL?
>> I WANTED TO TELL YOU, WE HAVE SEVERAL PARENT SUPPORT GROUPS THAT ARE SUPPORTED THROUGH OUR PARENT RESOURCE CENTER AND THEY'RE IN, IN VARIOUS COMMUNITIES.
WE HAVE REPRESENTATIVES THAT GO TO CHERRY -- EXCELLENT RELATIONSHIPS WITH THE FACE COMMUNITY.
WE DO INTERACTIVE AND SUPPORT THINGS WITH THE FACE COMMUNITY BUT WE ALSO HAVE PARENT SUPPORT GROUPS IN ENGLISH, SPANISH, ARABIC AND -- OUR PARENTS REPRESENTATIVES SPONSOR AND SUPPORT THOSE SO WE -- THERE IS ALWAYS, ALWAYS MORE BUT I'LL TELL YOU THERE ARE THOSE RESOURCE GROUPS.
I WILL LET MISS JANET EISSENSTAT SPEAK FOR SEAC BUT I THINK THE MOST IMPORTANT THING THAT WE IN THE OFFICE OF SPECIALIZED INSTRUCTION VALUE IS THE SUPPORT.
AND THE KNOWLEDGE THAT YOU ALL BRING TO THE TABLE.
I AM ENTERING MY 8TH YEAR IN THIS POSITION, AND EVERY SINGLE TIME, I COME IN FRONT OF THIS GROUP.
IT'S A VERY SUPPORTIVE AND INTERACTIVE PROCESS.
THERE'S NOT BEEN ANYTHING IN MY 8 YEARS THAT I'VE EVER ASKED FOR AND SAID THAT WE REALLY NEED THAT I HAVEN'T GOTTEN.
THAT DOESN'T MEAN THERE IS STILL MORE THAT I WANT TO ACCOMPLISH AND THINGS THAT I WANT US TO DO, BUT WE ARE WELL RESOURCED.
THERE'S NO QUESTION ABOUT THE FACT THAT WE'RE VERY WELL RESOURCED IN THIS DIVISION.
AND WE TRY VERY DILIGENTLY TO USE THOSE RESOURCES SMARTLY.
AND FOR THE BEST OUTCOMES FOR STUDENTS EVERY TIME I'M ASKED ABOUT SOMETHING I'M LIKE WHAT IS THE OUTCOME FOR KIDS? WHAT IS THE BEST OUTCOME FOR STUDENTS? SO YOU ARE AN INCREDIBLY ARE SOIVE BOARD AND FEEL VERY FORTUNATE TO BE IN THE POSITION I AM TO WORK WITH THE DISTRICT THAT I DO BECAUSE I KNOW MY COLLEAGUES DON'T HAVE THE OPPORTUNITIES THAT I DO TO EFFECT WEIGHT THE CHANGE THAT I CAN.
BUT I DON'T ASK FOR THINGS RIGHTLY EITHER.
WHEN I DO ASK FOR SOMETHING I THINK IT'S IMPORTANT BUT I'VE ALWAYS BEEN SUPPORTED.
SO FOR THAT, I THANK EVERYBODY.
IT'S, I THINK THAT SEAC HAS ENJOYED A LOT OF SUPPORT FROM THIS BOARD AND THE PREVIOUS BOARD.
I THINK THE IMPORTANT THING -- IT MAYBE GOES TO MISS BAIRD'S POINT ABOUT PARENTS AND OTHER PARENTS REACHING OUT, I WOULD SAY FOR WHAT WE'D WANT YOU TO KNOW IS THAT FOR EVERY PARENT THAT DOES SHOW UP TO TALK ABOUT SPECIAL ED OR SPECIAL NEEDS, THERE ARE A LOT OF PARENTS WHO CAN'T SHOW UP, AND THEY JUST, LIKE, CAN'T SHOW UP BECAUSE IT'S -- I MEAN I THINK I'M HEAVILY RESOURCED.
I GOT TO TELL YOU IT'S REALLY REALLY HARD FOR ME TO FIND A CARE PROVIDER FOR MY SON.
AND IT'S EXPENSIVE AND IT'S, YOU KNOW, I MEAN MY GOING RATE FOR BABY SITTERS APPROACHING $30 AN HOUR.
IN ORDER TO GET -- SO TO BE PRESENT AT A BOARD MEETING IS, IT'S PROHIBITIVE IN MANY, MANY CASES.
TO PARTICIPATE IN A SEAC MEETING IS DIFFICULT FOR MANY, MANY PEOPLE BECAUSE THEY CAN'T -- THEY DON'T -- IF THEIR KID HAS CHALLENGES, YOU KNOW, IF YOUR KID HAS SEIZURES YOU ARE NOT GOING TO LEAVE YOUR KID WITH JUST ANYBODY.
SO I WOULD SAY THOSE PARENT SUPPORT GROUPS, THEY RELY ON SOCIAL MEDIA AND FACEBOOK
[01:00:03]
GROUPS AND THINGS LIKE THAT.PEOPLE DO TRY TO REACH OUT FOR DIFFERENT SUPPORT BUT THERE'S A LOT OF PARENTS WHO ARE NAVIGATING IT SOLO BECAUSE THEY'RE TRYING TO MAKE IT THROUGH THE DAY AND THEY'RE JUST TRYING TO DO THE BEST THEY CAN.
SO JUST KNOW THAT WHEN YOU DO HAVE SOMEBODY SHOW UP TO ASK FOR SOMEBODY, THERE IS A WHOLE LOT OF PARENTS BEHIND THEM THAT COULDN'T BE HERE.
SO I THINK THAT'S THE MOST IMPORTANT MESSAGE.
>> I HAVE MISS GREEN AND THEN MISS IGNACIO.
I'VE TWO QUESTIONS BUT I WANTED TO SAY I ECHO THE SENTIMENTS OF BOARD MEMBERS.
I WANT TO THANK YOU SO MUCH FOR ALL THAT YOU DO FOR OUR STUDENTS AND OUR FAMILIES.
AND THANK YOU JANET EISSENSTAT THANK YOU SO MUCH FOR THE WORK THAT YOU'VE DONE.
I'VE SEEN HOW SEAC HAS EVOLVED OVER THE YEAR.
WE APPRECIATE YOUR LEADERSHIP THERE AND GOODNESS JAKE DOES SYSTEM WONDERFUL.
TELL HIM I LIKED MASHED POTATOES, TOO.
MY TWO QUESTIONS, NUMBER ONE, FIRST GOING TO JANET EISSENSTAT YOU SAY WE'VE COME A LONG WAY IN OUR PROGRAM.
I HEAR THAT NOT JUST FROM YOU BUT FROM OTHER PARENTS AS WELL.
WHAT WOULD YOU SAY WOULD BE THE TOP TWO AREAS WE CRITICALLY NEED TO FOCUS ON? I'M SURE THERE COULD BE MULTIPLE BUT I WOULD LOVE TO HEAR THE TOP 2 WE COULD GIVE MORE FOCUS ON, FOCUS TO?
>> FIRST THING I WOULD SAY IS THE M.
IT'S IDENTIFYING, IT'S HANDS DOWN THE MOST IMPORTANT THING.
YOU'VE GOT TO DO IT EARLY, EARLY, EARLY.
I WOULD SAY ALSO THAT PROBABLY THE SECOND THING WOULD BE MORE CO-TEACHING.
BRINGING IN -- THOSE ARE THE THINGS THAT I THINK KIND OF -- I THINK ARE REAL DRIVERS BUT THE M.
SYSTEM, IT STILL NEEDS A LOT OF WORK.
AND WHETHER IT'S OVERIDENTIFICATION OR UNDERIDENTIFICATION OR IDENTIFYING TOO LATE, AND THIS IS NOT A SPED STORY BUT I'M GOING TO SHARE THE STORY T.
I, WHEN MY SON WAS GOING THROUGH CANCER TREATMENT I WAS IN A ROOM, YOU KNOW, 504 MEETING BUT IN A ROOM WITH A 504 MEETING, WE AGREED HE WAS SLIPPING IN MATH.
EVERYBODY AGREED BUT THERE WAS NO SOLUTION.
SO, BUT IT'S LIKE YOU CAN'T JUST SHOULD GO YOUR HANDS AND SAY WE HAVE A KID THAT IS SLIPPING.
THERE HAS TO BE AN ANSWER TO THAT.
BUT THERE WASN'T REALLY ALT THAT TIME AN M.
PATHWAY THAT WAS QUITE APPROPRIATE.
SO ANYWAY, THAT'S HANDS DOWN TO ME.
HOW DO WE IDENTIFY EARLY AND HOW DO WE MAKE SURE THEY GET THE RESOURCES THEY NEED AND WELL, I GUESS I WOULD ADD TO THAT THE MENTAL HEALTH THING.
EVEN PSYCHOLOGISTS AND THINGS, THERE IS A WHOLE ASPECT OF SPECIAL ED THAT NEEDS, WE NEED SCHOOL THERAPISTS AND PSYCHOLOGISTS.
I DON'T KNOW -- YOU'VE SOME REPORTING STRUCTURES THAT PROBABLY NEED SOME, MIGHT NEED ADDRESSING IN TERMS OF WHO TALKS TO WHOM AND MAKING SURE THERE IS NO SILOS SO KIDS REALLY GET THE RESOURCES THEY NEED EARLY ON.
THEN MY SECOND QUESTION, MISS WERNER, I WORK WITH THE ECONOMICALLY DISADVANTAGED POPULATION HERE IN ALEXANDRIA.
AND YOU OFTEN RUN INTO BEYOND THOSE THAT CAN'T SPEAK ENGLISH, YOU RUN INTO THOSE PARENTS THAT AREN'T EDUCATED THEMSELVES.
SO THEY'RE GOING TO LISTEN TO THE TEACHER AND THE TEACHER SAYING, YOU KNOW, THEY NEED SPECIAL ED SERVICES, THEIR CHILD NEEDS SPECIAL ED SERVICES.
WHO LOOKS OUT FOR THOSE PARENTS? DO THEY SHOW UP TO MEETINGS? ARE WE DOING ANYTHING TO SUPPORT THEM? AND THE OVERIDENTIFICATION WHAT WE'RE HEARING THAT IS HAPPENING WITH AFRICAN AMERICAN STUDENTS.
CAN YOU TALK ABOUT WHAT WE'RE DOING TO PREVENT THAT AND THOSE PARENTS BEYOND FACE, BEYOND THE PARENT RESOURCE CENTER, WHAT ARE WE DOING FOR THOSE PARENTS SAYING THAT'S WHAT THE TEACHER SAYS THEY NEED, THAT'S WHAT WE'LL DO.
I, I WANT TO KNOW WHERE RESOURCES ARE FOR THOSE PARENTS.
THERE IS MULTIPLE PARTS TO THIS.
SO LET'S FOCUS FIRST ON THE ECONOMICALLY DISADVANTAGED.
THAT HAS THROUGHOUT MY CAREER BEEN A GROUP OF PARENTS THAT ARE CHALLENGING
[01:05:06]
TO REACH BECAUSE MUCH THE CHALLENGES IN THEIR LIVES.THE ONE MANTRA THAT I'VE ALWAYS, ALWAYS WORKED WITH AND CONSTANTLY SHARE WITH OUR TEAMS IS JUST BECAUSE THEY'RE NOT HERE DON'T MEAN THEY DON'T CARE.
YOU KNOW, THAT'S, AS TEACHERS WE'VE HEARD THAT.
THEY PROBABLY CARE MORE THAN WE HAVE A CLUE BECAUSE THEY HAVE 3 JOBS TRYING TO FEED 5 CHILDREN AND KEEP THEIR LIVES TOGETHER MUCH LESS.
SO THE LEVEL OF TRUST THAT THEY PUT IN US TO BE ABLE TO TAKE CARE OF THEIR STUDENTS WHEN THEY CAN'T IN THAT REGARD IS IMMENSE.
WE HAVE WORKED VERY HARD TO ENSURE WE COMMUNICATE -- WE'RE NOT PERFECT.
WE STILL HAVE LOTS OF THINGS TO DO.
I'M THE FIRST PERSON TO SAY IF I'M NOT DOING SOMETHING WRONG, DOCTOR MOZINGO KNOWS, IF WE'RE NOT DOING SOMETHING RIGHT, TELL ME.
I'M ALWAYS READY TO HEAR WHAT I NEED TO FIX BUT WHAT I WILL TELL YOU WE'VE WORKED VERY HARD TO PROVIDE OUTREACH.
WE DO HOME VISITS IF NECESSARY.
WE DO -- SOME OF THE PRE-K THINGS WE GO OUT.
SO THERE ARE THINGS THAT WE DO TO TRY AND MITIGATE.
SO, FOR EXAMPLE, THIS IS ONE THING I'M VERY PROUD OF.
AS MADAM CHAIR KNOWS AND YOU, SOME OF YOU THAT WERE NOT ON THE BOARD LAST YEAR KNOW THAT WE JUST CREATED A NEW TRANSITION COORDINATOR POSITION.
WE HAVE AN ABSOLUTELY STELLAR PERSON IN THE ROLE AMY CREED WHO JUST IS TRANSFORMING WHAT WE'RE DOING AND SHE RODE A GRANT -- WROTE A GRANT LAST YEAR THAT WE WERE AWARDED IN V.
TO DEVELOP TRANSITION CURRICULUM.
THIS IS YEAR WE HAVE A GRANT TO REACH OUT TO THOSE STUDENTS THAT I WOULD SAY ARE MORE DISENFRANCHISED THAT ARE NOT COMING TO SCHOOL, THAT ARE A CHRONICALLY ABSENT AND NOT ACCESSING THEIR EDUCATION.
WE HAVE AN ENTIRE PLAN IN PLACE TO REACH OUT TO THOSE FAMILIES THIS SUMMER.
SO WE'RE STARTING TO MAKE IN ROADS IN PARTICULAR AREAS.
WHICH IS THE ALEXANDRIA POLICY AND MANAGEMENT TEAM.
IF YOU ARE NOT AWARE OF THE COMMITTEE.
THE COMPREHENSIVE SERVICESSAGE.
I FORGET THE NAME NOW, THEY'VE REORGANIZED BUT 30, 40 YEARS AGO PLUS NOW, THE COMMONWEALTH TOOK ALL THE MONEY GOING TO INDIVIDUAL AGENCIES THAT SERVE CHILDREN AND FAMILIES AND POOLED IT SO EACH COMMUNITY HAS A POOL OF MONEY, AND THERE'S A POLICY TEAM THAT DECIDES HOW WE SERVE THE YOUTH IN THE COMMUNITY.
I SIT AS THE SCHOOL REPRESENTATIVE.
SO I HAVE INPUT AS TO HOW WE CAN REACH OUT AND PROVIDE SERVICES TO FAMILIES AND HOW THEY CAN ACCESS SERVICES IN AN INTEGRATED MANNER THROUGH A WRAP AROUND PROCESS THAT NOT ONLY CAN SCHOOLS BE INVOLVED BUT COMMUNITY SERVICES CAN BE INVOLVED AS WELL.
SO THOSE ARE SOME OF THE THINGS THAT WE'RE DOING AND I MENTIONED THAT WE'RE DOING OUTREACH AT CHERRY LAGWA AND OTHER COMMUNITY CENTERS AS WELL IN PARTNERSHIP TO TRY TO DO THE OUTREACH.
I WOULD BECOME IDEAS BECAUSE I SURE DON'T KNOW IT ALL AND WOULD WELCOME THE OPPORTUNITY TO DO THAT.
I KNOW THAT I HAVE STAFF AND IN CENTRAL OFFICE AND IN THE SCHOOLS WHO WOULD VERY MUCH WELCOME THAT AS WELL.
TO THE SECOND QUESTION, WHAT ARE WE DOING ABOUT THE OVERIDENTIFICATION? SO YOU KNOW THAT WE'VE BEEN IDENTIFIED AS A COORDINATING EARLY INTERVENING -- COMPREHENSIVE COORDINATING EARLY INTERVENING SCHOOL DISTRICT WE'VE BEEN DISPROPORTIONATELY IDENTIFYING BLANK STUDENTS AS DISABLED.
WE'VE HAD A MULTIYEAR PROCESS IN PLACE AND WE HAVE A NEW INITIATIVE STARTING THIS YEAR.
ONE OF THE THINGS WE WORKED CLOSELY IS IN POWERFUL WITH THE OFFICE OF STUDENT SERVICES AND FUNDED MUCH OF THE EQUITY TRAINING THAT HAS BEEN GOING ON THROUGH THE I.D.
GRANT, THAT SET ASIDE MONEY BECAUSE WE REALLY NEED TO BE PARTNERS AND IDENTIFY ROOT CAUSES.
AND TO WORK AS THE ROOT CAUSE LEVEL.
[01:10:01]
OUR DATA DOESN'T LOOK GOOD.WHEN YOU LOOK AT THE DATA, AS TO WHO IS REFERRING STUDENTS, AND IT'S NOT GOOD.
I'M JUST GOING TO BE VERY UP FRONT ABOUT IT.
SO WE'RE WORKING VERY HARD TO CHANGE MINDSETS AND EXPECTATIONS.
AND SO WE HAVE CREATED A TEAM IN A IS WORKING OUT OF CENTRAL OFFICE.
WE HAVE DOCTOR ANITA REED WHO IS A LICENSED CLINICAL SOCIAL WORKER WORKING IN PARTNERSHIP WITH THE TEAMS OUT OF THE OFFICE OF STUDENT SERVICES.
THEY'RE DOING THAT EARLY INTERVENTION WORK WITH THE M.
AND THEY'RE REALLY WORKING TO ENSURE THERE ARE TRUE REAL EFFECTIVE INTERVENTION THAT IS TAKE PLACE FOR STUDENTS BEFORE THEY'RE EVER REFERRED BECAUSE FOR SO LONG, IF HAS BEEN OH, PROBLEM.
PROBLEM, WE WORK ON IT TOGETHER.
SPECIAL ED SHOULD BE THE VERY LAST STOP.
IT IS NOT THE FIRST PLACE TO GO BECAUSE AS MUCH AS SPECIAL ED DOES IT'S NOT THE BE ALL END ALL.
IN FACT IT'S NOT A GOOD PLACE FOR KIDS WHO DON'T NEED TO BE THERE WE'RE WORKING DILIGENTLY TO REQUIRE THAT THERE'S TRUE FIDELITY OF IMPLEMENTATION OF INTERVENTIONS FOR STUDENTS ON THE FRONT END.
WE GOT ADDITIONAL GRANT MONEY FROM THEESER FUND THROUGH A.
SO I'M ACTUALLY GOING TO HIRE ANOTHER PERSON UNDER, WITH THAT ESSER GRANT MONEY BUT IT'S GRANT FUNDED UNDER, TO PARTNER WITH DR. REED.
WE'VE GOT 19 SCHOOLS AND ONE DR. REED SO WE'RE WORKING THERE BUT THE NEXT THING WE'VE DONE IS WE'VE CREATED A CENTRAL OFFICE BASED ELIGIBILITY TEAM FOR ALL E.
TODAY WE HIRED OUR DIAGNOSEITION.
THE POSITION HAS BEEN VACANT FOR TWO YEARS.
WE FOUND A CRACKER JACK WOMAN WHO HAS BEEN A DIAGNOSE TIG FOR 14 YEARS, WE'RE EXCITED ABOUT HER COMING.
I TALKED TO HER TODAY BUT WE HAVE A CENTRAL OFFICE TEAM THAT'S GOING TO DO ELIGIBILITIES FOR ALL STUDENTS WITH, CONSIDERED FOR EMOTIONAL DISABILITIES.
WE WANTED TO TAKE IT INTO A NEUTRAL ZONE BECAUSE THERE'S A LOT OF EMOTION IN SCHOOL-BASED SITUATIONS WHEN THEY'VE BEEN WORKING WITH STUDENTS FOR QUITE A WHILE.
WE WANT TO TAKE THE EMOTION OUT OF IT AND REALLY LOOK AT THINGS FROM A DATA DRIVEN PERSPECTIVE.
SO WE'RE GOING -- WE'VE A CENTRAL OFFICE TEAM THAT WILL DO THOSE STUDENT EVALUATIONS.
AND WE'LL CONDUCT THOSE ELIGIBILITY MEETINGS UP AT THE CENTRAL OFFICE LEVEL WITH RELEVANT SCHOOL PERSONNEL THAT ATTEND THOSE.
SO THAT'S WHERE WE'RE HEADED NEXT YEAR.
SO WE HAVE OUR PSYCHOLOGY, WE HAVE URCHIN CAL SPECIALIST AND WE'RE -- OUR CLINICAL SPECIALIST AND WE'RE WORKING.
>> I FEEL LIKE I WANT TO ADD A TINY BIT THERE BECAUSE THERE IS A BEHAVIOR INTERVENTION PLAN, A B.
IS SOMETHING THAT HAPPENS IN THE CONTEXT OF AN I.
IT'S HARD TO GET A BEHAVIOR INTERVENTION PLAN BUT IT'S SOMETHING MANY, MANY STUDENTS WHETHER SPECIAL ED OR NOT COULD BENEFIT FROM A BEHAVIOR INTERVENTION PLAN BUT I DON'T KNOW IF THERE'S REAL' PROCESS IN PLACE FOR IDENTIFYING A CHILD IN FIRST OR SECOND GRADE.
>> MULTITIERED SYSTEM OF SUPPORT.
A KID WHO IS TIER 2 MIGHT NEED A B.
I HAD TO SAY THAT [INAUDIBLE] DR.
>> I WAS GOING TO ADD BECAUSE I THINK IT'S IMPORTANT FOR US TO REITERATE AND I KNOW DR. CRAWFORD WILL WANT ME TO SAY THAT IN REGARD TO ADVERSE CHILDHOOD EXPERIENCES BECAUSE A LOT OF TIMES PEOPLE MAY TAKE A STUDENT'S BEHAVIOR BASED ON TRAUMA AS A DISABILITY.
IF YOU ARE NOT EDUCATED THEN YOU WILL GO INSTANTLY TO, LET'S GO HAVE AN I.
FOR THIS PARTICULAR CHILD HAS AN EMOTIONALLY DISTURBED CHILD VERSUS REALLY UNDERSTANDING THE CHILD'S CIRCUMSTANCE AND SITUATION AND PROVIDING SUPPORTS IN THAT AREA.
SO WE'VE BEEN VERY FOCUSED -- I KNOW OVER THE PAST SEVERAL YEARS -- ON ADVERSE CHILDHOOD EXPERIENCES OF STUDENTS MAKING SURE WE'RE NOT EQUATING THAT TO A DISABILITY.
>> MISS IGNACIO AND THEN DR. READ THEN WE SHOULD PROBABLY MOVE ON BECAUSE WE
[01:15:05]
HAVE ONE MORE THING.>> MY QUESTION IS JUST REALLY QUICKLY.
I'VE A LOT OF THEM YOU HAVE A SPEND 31 YEARS IN A SCHOOL SYSTEM, BUT I HAVE MET JAKE.
HE IS WONDERFUL ALONG WITH MANY OF HIS PEERS.
CAN YOU TALK A LITTLE BIT ABOUT THE DIFFERENCE BETWEEN 504'S AND I.
P.? BECAUSE I KNOW THAT FOR MANY PEOPLE IT'S VERY CONFUSING.
HOW DOES THE 504 PROCESS FIT INTO SEAC? THEY ARE THEY'RE BOTH ACCOMMODATIONS FOR KIDS BUT WHEN YOU ARE AT A SCHOOL-BASED SET BEING THEY'RE VERY DIFFERENT.
SO CAN YOU EXPLAIN THE PROCESS BETWEEN THOSE TWO?
>> SO LET'S BACK UP AND LET'S TALK ABOUT WHAT THEY ARE.
THEY ARE 2 COMPLETE AND DISTINCT SEPARATE LAWS.
SPECIAL ED INDICATION IS FUNDED UNDER THE ENTITLEMENT LAWS MONITORED UNDER THE U.S.
504 IS PART OF THE CIVIL RIGHTS ACT OF 1973.
IT'S SECTION, IT WAS' RE-AUTHORIZED AND IT'S 720 SOMETHING OR WHATEVER BUT EVERYBODY IS CALLED IT 504.
IT'S SECTION 504 OF THE REHABILITATION OF 1973.
IT WAS DESIGNED TO PROVIDE EQUAL ACCESS.
WHEN I TELL YOU THINK CURB CUTS, THINK BUILDING ENTRY, THINK RAMPS, THINK SMOKE ALARMS THAT FLASH, YOU KNOW, EQUAL ACCESS, IT'S DESIGNED TO LEVEL THE PLAYING FIELD AND INSURE THAT AN INDIVIDUAL WITH A DISABILITY HAS EQUAL ACCESS.
THE LAW SPECIFICALLY STATES THAT AN INDIVIDUAL WITH A DIS-- IT'S A PERSON WHO IS ELIGIBLE FOR SERVICES UNDER 504 IS AN INDIVIDUAL WITH A DISABLED THAT ADVERSARY EFFECTS A MAJOR LIFE FUNCTION.
WE'VE GOT A TON OF THINGS THAT ARE CONSIDERED MAJOR LIVE FUNCTIONS BUT EDUCATION FALLS UNDER THAT.
WHAT IS DIFFERENT IS THAT IT IS ACCOMMODATIONS TO PROVIDE ACCESS.
THAT IS THE FUNDAMENTAL DIFFERENCE BETWEEN THE TWO LAWS.
SPECIALLY DESIGNED INSTRUCTION IS THE HALL MARK OF I.D.
THERETO IS NO INSTRUCTION REQUIREMENT IN 504.
SO A 504 PLAN DOES BASED ON LAWS AND LITIGATIONS, THINGS THAT HAVE HAPPENED, THE OFFICE OF CIVIL RIGHTS OVERSEES 504 AND IT DEEMED IF A SCHOOL DISTRICT FOLLOWS OR MIRRORS THE I.D.
ELIGIBILITY PROCESS, YOU'LL BE COMPLIANT IN IDENTIFYING STUDENTS.
SO THERE'S AN EVALUATION AND ELIGIBILITY PROCESS.
IT'S NOT ALL OF THE TESTING AND EVALUATION THAT IS YOU SEE: THE OFFICE OF STUDENT SERVICES OVERSEES 504.
SO THAT IS UNDER THE AUSPICES OF DARYL SAMSON.
BUT I'LL SAY THERE IS A PROCESS THAT ONE GOES THROUGH TO DETERMINE ELIGIBILITY AND THERE IS A 504 PLAN THAT IS DEVELOPED.
THAT PLAN CAN INCLUDE SOME RELATED SERVICES.
BUT IT DOESN'T INCLUDE INSTRUCTION.
SO THAT IS THE REAL DIFFERENCE BETWEEN THOSE TWO LAWS.
IT'S ACCESS VERSUS INSTRUCTION.
THE SECOND PART IN TERMS OF SEAC, SEAC IS THE SPECIAL EDUCATION ADVISORY COMMITTEE.
ITS MANDATE IS UNDER VIRGINIA REGULATIONS THAT SAY THERE MUST BE AN ADVISORY BOARD IN EVERY SCHOOL DISTRICT THAT ADVISES THE SCHOOL BOARD ON THE UNMET NEEDS OF SPECIAL EDUCATION.
SO WE'RE SET UP TO DO SPECIAL ED.
AGAIN IT'S EDUCATION VERSUS ACCESS.
SO THERE ARE STUDENTS WHOSE PARENTS DO -- THAT ARE ON 504 PLANS THAT ARE ON SEAC.
I KNOW THERE HAS BEEN SOME QUESTION WHETHER OR NOT SEAC SHOULD START TO ENCOMPASS 504.
I'VE TALKED WITH MADAM CHAIR ABOUT THAT BRIEFLY AND WHILE THAT IS NOT OUR MANDATE, IF THE SCHOOL BOARD AND SEAC DECIDE THAT THAT'S WHERE, THEY WANT THEM TO DO THAT, THAT'S AN OPTION.
IS ALSO AN OPTION BECAUSE THAT'S THE HEALTH AND THAT'S THE OFFICE WHERE THIS, WHERE 504 IS COVERED.
IF 504 COMES UNDER SEAC IT'S GOING TO CREATE A DIIF YOU HAVE CATEED COMMITTEE BECAUSE YOU ARE GOING TOE NEED A DIFFERENT SET OF PEOPLE THERE TO SUPPORT 504 BECAUSE IT'S ALL DONE OUGHT OF THE OFFICE OF STUDENT SERVICES.
NOT TO SAY IT COULDN'T BE DONE BUT IT'S NOT THE SET UP NOW.
THERE WOULD HAVE TO BE SPECIFIC CONVERSATIONS GIVEN TO THAT.
[01:20:02]
BUT THEY'RE TWO SEPARATE LAWS WITH TWO DIFFERENT MANDATES WITH TWO SEPARATE SETS OF EXPECTATIONS.>> >> ONE THING THAT INTERESTS PARENTS OF KIDS WITH SPECIAL NEEDS IS VERY OFTEN -- I LIKE TO THINK OF IT AS ACCOMMODATION AND MODIFICATIONS.
SO YOU CAN ACCOMMODATE THEN YOU CAN MODIFY.
504 ACCOMMODATES A DISABILITY BUT MANY, MANY, MANY KIDS WHO HAVE I.
P.'S ALSO NEED ACCOMMODATIONS.
SO THEY NEED BOTH MODIFICATION AND ACCOMMODATIONS.
SO THAT IS WHERE IT GETS A LITTLE BLURRED.
YOU LOOK AT MY SON WHO IS HEARING IMPAIRED.
HEARING IMPAIRED IS VERY MUCH A 504 TYPE THING EXPECT HE IS ALSO NONVERBAL AND INTELLECTUALLY DIESES ABLED SO IT FALLS UNDER THE I.
BUT USUALLY BEING HEARING IMPAIRED IS A 504 THINGS.
>> A STUDENT AND YOU 504 PLAN WITH A VISUAL IMPAIRMENT MAY BE ABLE TO LEARN JUST LIKE EVERY SINGLE PEER IN THEIR CLASSROOM IF YOU GIVE THEM LARGE PRINT BOOKS.
WE MAY HAVE OTHER STUDENTS WITH VISUAL IMPAIRMENTS WHO NEED TO LEARN BRAILLE.
THAT BECOMES SPECIAL EDUCATION BECAUSE THAT IS INSTRUCTION.
SO IF THAT HELPS TO UNDERSTAND THE DIFFERENCE BETWEEN THE TWO, THAT'S AN EXPLANATION.
>> I KNOW YOU WON'T FORGET ME.
I KNOW THIS CONVERSATION HAS BEEN GOING ON FOR A WHILE.
I KNOW PEOPLE ARE PROBABLY TIRED ABOUT I'M EXCITED THAT IT HAS BECAUSE I THINK IT'S SUCH AN IMPORTANT TOPIC.
MISS WERNER, FOR THE ORIENTATION AND WALKING US THROUGH THE PRESENTATION AND MISS JANET EISSENSTAT FOR REALLY SHARING YOUR EXPERIENCE AS A PARENT.
I THINK -- I'VE TWO QUESTIONS.
I'M SORRY, GUYS, BUT, YOU KNOW THE FIRST ONE IS REALLY, IT'S -- IT'S LIKE I HEARD MY COLLEAGUES ASK THIS QUESTION, TOO.
IT'S, LIKE, I FEEL LIKE I GET THAT OUR SCHOOL DIVISION IS WELL RESOURCED.
WE'RE DOING A LOT OF GREAT WORK.
IT'S JUST AS A -- MY EXPERIENCE ON THE BOARD IN THE PAST FOUR YEARS IS I'M OFTEN RUNNING INTO FAMILIES WHO ARE JUST, FAMILIES OF STUDENTS WITH DISABILITIES WHO FEEL LIKE THEIR CHILDREN ACE NEEDS ARE NOT BEING MET.
THEY FEEL LIKE THEIR CHILDREN ARE CAPABLE OF MORE WITH THE EXPECTATIONS ARE TOO LOW OR THEY'RE NOT GETTING THE RIGHT INTERVENTIONS OR NOT GETTING THE CONSISTENCY OF INTERVENTIONS.
SO I JUST THINK WHAT I HEARD MY -- WHAT I WANT -- WHAT CAN WE DO AS A BOARD? AND I, I'VE HEARD SO MANY DIFFERENT IDEAS TONIGHT AND I KNOW WE'VE HAD OUR SPECIALIZED INSTRUCTION AUDIT.
YOU KNOW, ONE THING I'VE BEEN THINKING ABOUT IS JUST THE CULTURE OF A.
HOW DO WE REALLY PUT AN EMPHASIS ON, YOU KNOW, WHERE WE'RE TRYING TO GO? I HEARD TALK ABOUT THE ROLE OF THE PRINCIPAL IN SETTING THE TONE.
I'LL SAY THERE IS DEFINITELY BRIGHT SPOTS.
FOR EXAMPLE I HEAR WONDERFUL THINGS ABOUT CORE KELLY.
FROM FAMILIES OF STUDENTS WITH DISABILITIES.
SO CAN WE TAKE THAT AND -- AND BRING IT ELSEWHERE? I MEAN, WHAT, WHAT IS IT? AND I HEARD ALSO THE EMPHASIS ON STRONG TIER ONE WHICH I THINK IS -- SO I'M REALLY -- I'M WONDERING ARE THERE WAYS WE CAN GET ONGOING FEEDBACK FROM FAMILIES, YOU KNOW, TO SUPPORT THE CONTINUOUS IMPROVEMENT.
BUT I KNOW I AS A BOARD MEMBER, I THINK, MY COLLEAGUES REALLY WANT TO REALLY DO EVERYTHING WE CAN IN THIS AREA.
I'M GOING TO LET YOU REACT THEN I'LL ASK MY SECOND QUESTION.
HOW CAN WE, WHOA MORE CAN WE DO REALLY? -- WHAT MORE CAN WE DO REALLY?
[PAUSE] >> THERE'S ALWAYS MORE TO DO.
WITHOUT QUESTION THERE'S ALWAYS MORE TO DO.
AND I HAVE TO BE VERY HONEST AND SAY WHEN YOU TALK ABOUT THE LAST FEW YEARS, THE LAST 3 YEARS HAVE BEEN UNBELIEVABLY HARD.
I DON'T KNOW HOW TO BEGIN TO DELL YOU HOW UNBELIEVABLY HARD THEY'VE BEEN.
[01:25:08]
FOR FAMILIES, EXTRAORDINARY.FOR THE EDUCATORS OF THOSE CHILDREN, THAT WE ALL CARRY IN OUR HEARTS.
WE CARRY THESE KIDS IN OUR HEARTS.
IT HAS BEEN UNBELIEVABLY HARD.
SO I'M GOING TO SAY WE NEED TO REGROUP.
WE SPENT THAT TIME THIS YEAR REALLY TRYING TO GET BACK AND WE STILL HAVE A WAYS TO GO WITH THAT BUT I THINK WE'VE MADE INCREDIBLE STRIDES.
WE DID A LOT OF WORK AROUND THE COVID RECOVERY.
WE'VE DONE AFTER SCHOOL AND SATURDAY SCHOOL EVERY SINCE FEBRUARY.
WE'RE DOING A VERY EXTENSIVE SUMMER PROGRAM.
BUT I, I'M THE FIRST PERSON TO SAY I KNOW THERE IS A LOT MORE THAT NEEDS TO BE DONE.
I THINK THAT OUR PARTNERSHIPS WITH OUR PRINCIPALS ARE CRITICAL.
WE ALL NEED TO BE ACCOUNTABLE FROM ME DOWN TO THE VERY LAST PERSON WORKING WITH THE STUDENT.
WE NEED TO BE ACCOUNTABLE AND BE HELD ACCOUNTABLE TO DO WHAT WE NEED TO DO.
AND WE HAVE THE ACTION PLAN, AND I'M GOING TO BE VERY HONEST.
SOME OF IT -- IT HAS BEEN DELAYED.
THERE WERE THINGS WE JUST COULDN'T DO SO WE'RE GETTING BACK TO THAT.
AND I THINK YOUR SUPPORT OF OUR NEEDS AND OUR ACTIONS UNDER THAT ACTION PLAN IS GOING TO BE VERY BENEFICIAL.
WE'RE GOING TO START NEXT YEAR COMING BACK TO YOU AND REPORTING ON THE PROGRESS TOWARDS THAT ACTION PLAN.
AND SO I THINK OUR INTERACTIONS AND OUR WORK -- FOR THOSE OF YOU NOT ON THE BOARD BEFORE LET ME GIVE YOU A VERY QUICK OVERVIEW.
WE DID A 3-YEAR AUDIT OF SPECIAL EDUCATION.
WE HIRED AND INDEPENDENT COMPANY WHICH WAS PUBLIC CONSULTING GROUP.
THEY CAME IN AND DID A 3 YEAR AUDIT OF SPECIAL ED.
WE WENT THROUGH TOP TO BOTTOM.
WE HAVE 400 PAGE REPORT I THINK PLUS REPORT LIKE THIS THICK.
WE, YEAH, WE, WE CREATED A VERY SPECIFIC ACTION PLAN AND BO AND BEHOLD RIGHT BEHIND HIM CAME THE VIRGINIA DEPARTMENT OF EDUCATION THEY WERE THERE FOR ANOTHER YEAR.
WE WERE IN A FULL AUDIT SITUATION FOR FOUR YEARS.
FOR FOUR YEARS WE WERE IN A FULL UNEDITED.
AT THE END OF THIS YEAR, WE HAD A A VERY ROBUST AND I BELIEVE VIABLE ACTION PLAN.
FOR THOSE OF YOU THAT WERE ON THE BOARD WHEN WE DID ALL THAT.
AND JUST AS WE'RE KICKING IT OFF, OUR KICKOFF FOR THAT ACTION PLAN INITIATIVE WAS THE FALL OF 2019.
WHAT HAPPENED IN MARCH? WE ALL GOT SENT HOME.
SO WHILE WE HAVE DILIGENTLY TRIED TO DO THE WORK AND KEEP THE WORK GOING, THERE ARE ASPECTS OF IT WE COULDN'T DO.
SO DR. MOZINGO AND I HAVE HAD EXTENSIVE CONVERSATION BOSTON IT AND WE'RE GEARING UP TO GET THINGS MOVING BACK AGAIN THIS FALL.
THAT'S WHERE I HOPE TO HAVE THIS ONGOING CONVERSATION AND COLLABORATIVE SUPPORT TO INSURE WE GET THE THINGS DONE WE NEED TO DO.
>> I'LL JUST ADD AS A BOARD, AS A DISTRICT, DON'T CHASE THE SHINY BOTTLES, JUST SLOW AND STEADY WINS THE RACE.
I LOOK AT OUR TEACHERS AND I WATCH THEM CHASING, YOU KNOW, HAVING TO LEARN A NEW SYSTEM HERE, A NEW SYSTEM THERE.
A NEW INTERVENTION, A NEW CURRICULUM.
SLOW AND STEADY WINS THE RACE.
OUR KIDS NEED CONSISTENCY MORE THAN EVER.
THEY NEED TO BE ABLE TO TRUST -- THE PARENTS NEED TO BE ABLE TO TRUST THE SYSTEM.
WE NEED TO TRUST THE CALENDAR.
THIS IS THE PART OF THE ACCOUNTABILITY PIECE.
CONSISTENT, YOU KNOW, DOING THE WORK.
DAY AFTER DAY AND NOT CHASING THE SHINY INTERVENTIONS.
>> WHAT IS REALLY IMPORTANT, I'M GOING TO ALLUDE TO MY COLLEAGUE HIGHWAY FEEL BAD YOU'VE BEEN SITTINGS HERE FOR TWO HOURS BUT BETHANY AND I SAY THE SAME THING WHEN WE'RE IN A MEETING, BEST PRACTICES AN THE FOUR AS RESPECTS OF SPECIAL ED, CO-TEACHING, SPECIALLY DESIGNED INSTRUCTION, INTERVENTION, PROGRESS MONITORING.
I MEAN THOSE ARE JUST THE FUNDAMENTALS.
IF EVERYBODY DID THOSE AND DID THOSE WELL, WE'D BE FLYING.
SO THAT'S -- IT'S THE ACCOUNTABILITY.
MAKING SURE WE'RE ALL ACCOUNTABLE.
[01:30:02]
>> I WOULD ADD TO THE CULTURE PIECE WHICH IS A PART OF THAT QUESTION.
>> BECAUSE I ALWAYS SAY AS A SPECIAL EDUCATOR MY JOB IS TO WORK MYSELF OUT OF A JOB.
I DON'T WANT SPECIAL ED TO BE SPECIAL ANYMORE.
SO ALL OF THOSE THINGS NEED TO BE A PART OF EDUCATION, PERIOD.
I HONESTLY DON'T BELIEVE WE'LL REACH THAT NIRVANA UNTIL WE ELIMINATE THE SPECIALIZATION BECAUSE GOING BACK TO WHAT JANET SAID, WELL, LET'S JUST PAY ATTENTION TO ALL KIDS AND FIGURE OUT WHAT WORKS FOR THEM.
IF THEY HAVE THAT ATTITUDE ABOUT EDUCATION, YOU KNOW, WE WILL BE MORE SUCCESSFUL.
KIDS WITH DISABILITIES WILL BE MORE SUCCESSFUL BECAUSE WE'RE NOT SILOED.
IT'S NOT YOUR KID VERSUS MY KID.
WE ALL HAVE TO DO THIS, NOT JUST THE PEOPLE SPECIALKNIFED IT.
>> I DID HAVE ONE LAST QUESTION.
I LOOK FORWARD TO SUPPORTING THE WORK AND HEARING MORE IN THE COMING YEAR.
IT WAS JUST ABOUT WE'RE GOING THROUGH THE PROCESS LOOKING AT THE MIDDLE SCHOOL EXPERIENCE AND YOU HADED BREAKDOWN MUCH THE SERVICE DELIVERY DEMOGRAPHICS.
I FEEL LIKE I'VE HEARD FROM PARENTS THAT INCLUSIVE OPPORTUNITIES -- THERE IS SORT OF MORE OPPORTUNITIES FOR INCLUSION IN ELEMENTARY.
IT'S MORE CHALLENGING WHEN STUDENTS GET TO SECONDARY AND I JUST WONDERED IF YOU COULD SPEAK ABOUT THAT AND HOW WE CAN SUPPORT THAT? BECAUSE WE DO HAVE THE COMMITTEE LOOKING AT THE MIDDLE SCHOOL EXPERIENCE.
>> WHEN -- I'M ASSUMING, I'M GOING TO CLARIFY BECAUSE I LEARNED A LONG TIME AGO WHAT ASSUMING DOES THAT YOU ARE TALKING ABOUT PARENTS OF STUDENTS IN THE CITYWIDE PROGRAM.
BECAUSE MOST OF OUR MIDDLE SCHOOL STUDENTS THAT ARE IN GEN ED ARE IN GEN ED.
THEY'LL MAYBE BE PULLED FROM A GENERAL ED ELECTIVE TO BE IN A SPECIAL ED INTERVENTION ELECTIVE BUT MOST OF THE EXPERIENCE THAT STUDENTS WHO ACCESS THEIR INSTRUCTION IN THE ELEMENTARY SCHOOL CARRIES THROUGH INTO SECONDARY.
BUT -- >> IT SEEMS LIKE -- THE FEEDBACK I FEEL LIKE I'VE HEARD IS THAT THE STUDENTS WHO ARE IN THE CITYWIDE CLASSES ARE HAVING A HARDER TIME BEING INCLUDED IN GENERAL ED OPPORTUNITIES AND THEN STUDENTS WHO ARE IN THE GENERAL ED CLASSROOM ARE HAVING A HARDER TIME GETTING SERVICES THEY NEED.
IT'S LIKE A TRADE-OFF PARENTS ARE FEELING PULLED BETWEEN.
>> SO LET ME SPEAK FIRST TO STUDENTS WHO ARE IN THE CITYWIDE PROGRAMS. WE HAVE BEEN HAVING EXTENSIVE CONVERSATION BOSTON THIS RECENTLY AND DR. STONE WHO SUPERVISES, SHE IS OUR ASSISTANT DIRECTOR FOR SPECIAL PROGRAMS, SHE, OR FOR CITYWIDE PROGRAMS, SHE IS ALWAYS ON THAT.
BUT SHE IS PARTICULARLY OUR REPRESENTATIVE TO THE MIDDLE SCHOOL.
SHE IS ON THE MIDDLE SCHOOL COMMITTEE.
SO SHE IS LOOKING VERY CLOSELY AT THAT.
BY NATURE, THE MIDDLE SCHOOL BECOMES A BIT MORE SEGREGATED BECAUSE STUDENTS ARE NOT IN CLASS -- YOU DON'T HAVE AN ENTIRE THIRD GRADE CLASS THAT MOVES THROUGH EVERYTHING TOGETHER.
THEY DON'T GO AS THE SAME GROUP.
SO WHEN STUDENTS ARE IN THE CITYWIDE CLASSES, MORE -- THE INSTRUCTIONAL DEMANDS HAVE WIDENED THE GAP.
SO THE GAP ACADEMICALLY WIDENS TO SOME DEGREE.
AND SO WE HAVE STUDENTS WHO MAY HAVE BEEN IN GENERAL EDUCATION SETTINGS IN ELEMENTARY SCHOOL WHO AS THEY MOVE INTO MIDDLE SCHOOL NEED MORE INTENSE SMALL GROUP ACADEMIC INSTRUCTION.
SO THAT MOVES THEM MORE INTO SPECIAL ED SETTINGS FOR THEIR ACADEMIC INSTRUCTION.
BUT WE STILL WORK VERY DILIGENTLY TO KEEP THE STUDENTS AS INCLUDED AS WE CAN IN THE ELECTIVES AND TO CREATE THOSE ACTIVITIES.
BUT I MENTIONED OUR TRANSITION PROGRAM.
I COULD TAKE AN ENTIRE WORK SESSION TO TALK ABOUT WHAT WE'RE DOING IN TRANSITION
[01:35:03]
NOW, BUT ONE OF THE THINGS WE'VE DONE IS MOVED OUR PROGRAMMING FROM 912 DOWN TO THE 46 OF 8 AND MOVE OUR CAREER PREP CURRICULUM DOWN TO THE LEVEL WHERE WE'RE STARTING TO WORK WITH STUDENTS IN THE CITYWIDE PROGRAMS AROUND THOSE CAREER DEVELOPMENT ACTIVITIES.STUDENTS ARE GETTING, ARE NOW ESPECIALLY NEXT YEAR GOING TO BE GETTING MANY MORE OPPORTUNITIES TO ENGAGE IN THE COMMUNITY AND TO ENGAGE IN IT OTHER ACTIVITIES IN A MORE INCLUSIVE OPPORTUNITY AND SETTING.
[INAUDIBLE] >> ADD ONE BIT TO THIS.
I THINK IT CHANGES FOR ALL PARENTS IN MIDDLE SCHOOL.
AND GOING TO WHAT MISS BAIRD SAID ABOUT COLLEAGUES AND PEER GROUPS, WHEN YOU ARE A PARENT OF THE CHILD WITH SPECIAL NEEDS YOUR PEER GROUP IS DIFFERENT SO YOU MAY NOT -- YOU ARE HAVING A DIFFERENT CONVERSATION, BUT YOUR KIDS BEGIN TO SEPARATE IN MIDDLE SCHOOL IN A DIFFERENT WAY.
SO THERE IS A NATURAL I THINK, BREAK, THAT HAPPENS THERE.
BUT I WOULD ALSO SAY THAT YOU HAVE TO BE CAREFUL BECAUSE INCLUSION IS NOT THE REAL GOAL.
INCLUSION FOR THE SAKE OF INCLUSION IS NOT THE REAL GOAL BECAUSE I THINK ABOUT MY FRIEND WHO SAID, MY SPECIAL NEED CHILD IS NOT YOUR CHILD SERVICE PROJECT.
SO YOU WANT YOUR CHILD TO BE WELCOME.
YOU WANT YOUR CHILD TO BE ACCEPTED.
YOU WANT YOUR CHILD TO BE APPRECIATED.
ABOVE ALL YOU WANT YOUR CHILD TO BE RESPECTED.
AND MIDDLE SCHOOL IS HARD FOR EVERYONE.
SO AND THOSE OPPORTUNITIES ARE VERY, VERY DIFFERENT.
AT A CERTAIN POINT, I DON'T KNOW, I CAN'T ARTICULATE IT VERY WELL BUT I THINK WHAT ALL PARENTS WANT IN MIDDLE SCHOOL AND GRADE SCHOOL, ELEMENTARY SCHOOL, HIGH SCHOOL IS AN ASSUMPTION OF COMPETENCE SO THEY WOULD LIKE FOR THEIR CHILDREN TO HAVE THE OPPORTUNITY TO BE A PART OF THE SCHOOL PLAY OR WHATEVER.
SO WE WANT THE ASSUMPTION OF COMPETENCE AND THAT ASSUMES OF COMPETENCE IS PART OF THE RESPECT.
IF YOU HAVE RESPECT AND A WELCOMING ENVIRONMENT, THEN YOU HAVE INCLUSION.
BUT INCLUSION FOR THE SAKE OF INCLUSION IS NOT THE GOAL.
I BELIEVE MISS BAILEY, YOU HAD SOMETHING REALLY QUICK THEN WE HAVE TO WRAP IT UP.
>> I'LL MAKE IT QUICK, THANK YOU.
EARLIER, MISS WERNER, YOU MENTIONED THAT THE, YOU TALKED ABOUT YOU DID NOT WANT KIDS IN THE SPECIAL ED PROGRAM THAT DIDN'T, SHOULDN'T BE THERE.
CORRECT, BECAUSE WE ALL KNOW MANY YEARS AGO THAT SOMEONE THOUGHT A KID WAS UNRULY, WHATEVER IT MIGHT BE, THIS IS WHERE THEY'RE PLACED.
RIGHT? I MEAN THIS -- WE DON'T -- THE OTHER THING IS WE DON'T WANT THOSE SERVICES TAKEN AWAY FROM THE KIDS THAT REALLY NEED IT IF WE'RE JUST -- DO YOU UNDERSTAND WHAT YOU ARE SAYING?
>> I UNDERSTAND WHAT YOU ARE SAYING.
I'LL TELL YOU IT COMES AT THE, IT COMES AT THE M.
BEFORE A STUDENT IS EVERY REFERRED FOR SPECIAL ED EVALUATION, THERE SHOULD BE A VERY ROBUST INTERVENTION PROCESS BY WHICH WE TRY EVERY OPPORTUNITY AND ALTERNATIVE BEFORE WE MOVE TO SPECIAL EDUCATION.
THAT'S WHY YOU'VE HEARD MENTIONED TONIGHT OF THE M.
THIS IS A MAJOR PRIORITY OF THE DISTRICT.
I KNOW DR. HUTCHINGS AND DR. MOZINGO CAN ATTEST TO THAT.
WE'RE REALLY WORKING TO INSURE THAT WE HAVE A ROBUST EARLY INTERVENTION PROGRAM SO WE DON'T HAVE TO DEFAULT TO SPECIAL ED BECAUSE SPECIAL ED USED TO BE THE ONLY PLACE TO GO.
SO THAT'S WHERE I AM PINNING ALL MY HOPES REALLY IS THERE.
AND TO INSURE THAT WE HAVE A TRULY AUTHENTIC ELIGIBILITY PROCESS.
SO IT REALLY NEEDS TO BE ON THE FRONT END WHERE WE LOOK AT WHAT INTERVENTIONS WE'RE PUTTING IN PLACE IN SCHOOLS TO ADDRESS THE UNIQUE NEEDS OF STUDENTS BECAUSE WE REALLY NEED TO MAKE SURE WE'RE DIFFERENTIATING.
AND TO THEN LOOK AT THE DECISIONS WE MAKE AROUND THE EVALUATION AND ELIGIBILITY
[01:40:04]
PROCESS.>> I THINK WE JUST NEED TO MAKE SURE WE HAVE A BACKUP TO THE BACKUP.
WHERE, BECAUSE WE DON'T WANT TO TAKE THE SERVICES AWAY FROM KIDS THAT REALLY NEED IT.
BELIEVE ME, I'VE SEEN IT HAPPEN WHERE KIDS ARE PLACED IN A PROGRAM THEY SHOULDN'T BE.
>> THE STATE HAS SAID WE'VE DONE THAT.
SO THAT'S PART OF WHY WE'VE TAKEN SOME OF THE ELIGIBILITY PROCESS UP TO THE CENTRAL OFFICE.
>> THAT WAS A GREAT DISCUSSION.
THANK YOU SO MUCH FOR JOINING US AND -- [INAUDIBLE] TO BE CONTINUED.
[2. Dual Language Update]
[PAUSE] >> WE'LL MOVE TO THE NEXT ITEM, OUR DUEL LANGUAGE UPDATE.
I'LL TURN IT OVER TO MISS NICKERSON.
I'M NOT GOOD WITH THE TITLES, SO PLEASE EXCUSE ME.
IT'S A PLEASURE TO BE HERE THIS EVENING TO DISCUSS DUEL LANGUAGE EDUCATION WITH YOU.
I'M HAPPY TO ALSO BE HERE WITH MISS JENNIFER HAMILTON WHO AS OF JUNE 1 IS OUR DUAL LANGUAGE COURTER.
SHY WILL BE SUPPORTING OUR FOUR COOL LANGUAGE SCHOOLS.
JOHN ADAMS ELEMENTARY SCHOOL, MOUNT VERNON COMMUNITY SCHOOL, GEORGIA
WASHINGTON AND [INAUDIBLE] >> THE ESSENTIAL QUESTIONS WE'RE ADDRESSING TONIGHT ARE WHAT ARE THE KEY CHARACTERISTICS OF OUR ACPS DUAL LANGUAGE PROGRAMS? WHAT TYPE OF PROGRAM SUPPORT IS PROVIDED TO OUR DUAL LANGUAGE PROGRAMS? AND WHAT IS THE STATUS OF EXPANSION TO MIDDLE SCHOOL AND OUR NEXT STEPS FOR DUAL LANGUAGE EDUCATION? OUR SPANISH ENGLISH DUAL LANGUAGE PROGRAM IS IMPLEMENTED IN GRADES K.
THROUGH 7 IN THE FOUR SCHOOLS I SHARED.
WHILE WE HAVE THE POPULATIONS SERVED WHAT IS CONSISTENT ACROSS OUR DUAL LANGUAGE PROGRAMS ARE THESE GOALS WHICH ARE ACADEMIC ACHIEVEMENT, BILINGUALISM AND BILITERACY, SOCIOCULTURAL COMPETENTENCE.
THOSE ARE THE THREE PILLARS OF DUAL LANGUAGE EDUCATION.
AT JOHN ADAMS ELEMENTARY SCHOOL WE HAVE A 7030 MODELS FOR STUDENTS IN GRATE K.
AND 1 WHICH MEANS 70% OF THE INSTRUCTION IS EMPLOYED IN SPANISH, 30% IS PROVIDED IN ENGLISH.
THEY TRANSITION TO A 50/50 MODEL IN GRADES 2-5 WHERE HALF THE DAY IS SPANISH, HALF THE DAY IS IN ENGLISH.
AT MOUNT VERNON COMMUNITY SCHOOL WE HAVE A 50/50 MODEL IN ALL GRADES.
AND THEN AT THE MIDDLE SCHOOL LEVEL, OUR COOL LANGUAGE PROGRAM CONSISTS OF 2 CLASSES IN SPANISH, SPANISH LANGUAGE ARTS CLASS AND A SOCIAL STUDIES CLASS IN SPANISH.
DUAL LANGUAGE -- JUST GO BACK ONE.
I WANTED TO MENTION THE -- THANK YOU.
DUAL LANGUAGE IS CONSIDERED THE OPTIMAL PROGRAM FOR OUR L.
RESEARCH NATIONWIDE CONSISTENTLY SHOWS THAT WHILE OUR L.
STUDENTS IN THE ELEMENTARY SCHOOL LEVEL ARE OUTPERFORMED BY L.'S IN OTHER PROGRAMS, BY THE TIMES THEY REACH MIDDLE SCHOOL L.
STUDENTS WHO HAVE BEEN IN DAIL LANGUAGE PROGRAMS HAVE CAUGHT UP AND OUTPERFORMED L.'S WHO HAVE BEEN IN ALL OTHER TYPES OF PROGRAMS. SO IT'S CONSIDERED THE MOST EFFECTIVE MODEL FOR L.
STUDENTS AND IT'S ENCOURAGING THAT HERE IN ACPS WE'VE HIGH PERCENTAGES OF L.
STUDENTS AND FORMER L.'S PARTICIPATING IN OUR DUAL LANGUAGE PROGRAMS. RANGE FROM 49% AT MOUNT VERNON UP TO 83% AT HAMOND.
IDEALLY IN A DUAL LANGUAGE PROGRAM YOU HAVE 50% HOME LANGUAGE SPEAKERS AND IN ENGLISH AND THEN 50% IN THE OTHER LANGUAGE.
AT MOUNT VERNON WE'VE JUST ABOUT THAT BREAK -- WE'VE 49% STUDENTS WHO HAVE ENGLISH AS A HOME LANGUAGE.
AND 50% WHO HAVE SPANISH AS A HOME LANGUAGE.
ED A JOHN ADAMS IT'S 24% HAVE ENGLISH AND 69% HAVE SPANISH.
BUT WE ALSO HAVE 7% WHO SPEAK LANGUAGES OTHER THAN SPANISH AND ENGLISH SO
[01:45:02]
THEY'RE LEARNING THOSE AS THIRD AND SOMETIMES FOURTH LANGUAGE.AT THE MIDDLE SCHOOL LEVEL WE SEE A DECREASE IN PARTICIPATION OF STUDENTS WHO HAVE ENGLISH AS A FIRST LANGUAGE.
AND THERE CAN BE A VARIETY OF FACTORS CONTRIBUTING TO THAT.
ONE IS WE BEGAN THE PROGRAM -- WE EXPANDED TO MIDDLE SCHOOL DURING THE PANDEMIC.
SO IT WAS IN THE FALL OF 2020.
WE HAD SOME ATTRITION AT THE MIDDLE SCHOOL LEVEL OF OUR ENGLISH SPEAKING STUDENTS.
THEN STUDENTS ALSO HAVE OTHER CHOICES AT MIDDLE SCHOOL THAT THEY TAKE ADVANTAGE OF.
WE'LL CONTINUE TO MONITOR THOSE PERCENTS AND ENGAGE IN OUTREACH TO TRY AND HAVE MORE OF A BALANCED PROPORTION.
THIS TIME I'LL TURN IT OVER TO MISS HAMILTON.
SO IN SCHOOL YEAR 2014, 15, ACPS RECOMMITTED TO THE DUAL LANGUAGE PROGRAM THROUGH A FEW DIFFERENT ACTIONS STEPS.
FIRST THEY ESTABLISHED A COOL LAWN COORDINATOR POSITION.
THEY ALSO ESTABLISHED A LEADERSHIP COMMITTEE THAT INCLUDED STAKEHOLDERS FROM THE COMMUNITY AS WELL AS TEACHERS AND OTHER STAFF.
AND THEN THEY BEGAN THE PROCESS OF TRANSITIONING AND MOUNT VERNON COMMUNITY SCHOOL TO A FULL SCHOOL DUAL LANGUAGE PROGRAM WHICH IS HOW IT CURRENTLY STANDS.
IN TERMS OF THE TYPE OF SUPPORT PROVIDED FOR DUAL LANGUAGE, WE TAKE THESE BUCKETS OF SUPPORT FROM THE GUIDING PRINCIPLES FOR DUAL LANGUAGE WHICH ARE WELL ESTABLISHED BY THE CENTER FOR APPLIED LINGISTICS AND FOCUS ON THE IDEA OF ASSESS.
AND ACCOUNTABILITY IN TERMS OF THE EFFECTIVENESS OF THE PROGRAM AS WELL AS ACADEMIC ACHIEVEMENT, CURRICULUM BECAUSE DUAL LANGUAGE PROGRAMS HAVE UNIQUE CURRICULA AND LEARNING A CONTENT IN A DIFFERENT LANGUAGE, FAMILY AND COMMUNITY ENGAGEMENT.
WE KNOW THAT DUAL LANGUAGE PROGRAMS DO NOT SUSTAIN WITHOUT SUPPORT FROM THE COMMUNITY AND FROM FAMILIES.
PROGRAM STRUCTURE, IT'S VERY IMPORTANT THAT SCHOOLS AND COMMUNITIES WITH DUAL LANGUAGE ADOPT A WELL ESTABLISHED AND RESEARCH BASED PROGRAM STRUCTURE WHICH WE HAVE HERE IN ACPS.
THEN FINALLY WE OBVIOUSLY SUPPORT STAFF QUALITY AND PROFESSIONAL DEVELOPMENT BOTH FOR THE TEACHING STAFF AND FORKED A ADMINISTRATORS WHEN IT COMES TO MEETING THE NEEDS OF THOSE STUDENTS.
IN TERMS OF THE BENEFITS OF BILINGUALISM IT'S THE MOST EFFECTIVE PROGRAM MODEL FOR ENGLISH LEARNERS BUT IN GENERAL IT HAS BENEFITS FOR ALL LEARNERS.
THE MOST IMPORTANT IS THIS SORT OF COGNITIVE FLEXIBILITIES THAT COMES IN LEARNING A SECOND OR THIRD OR FOURTH LANGUAGE.
WHEN WE TALK ABOUT COGNITIVE FLEXIBILITY WE'RE TALKING ABOUT STUDENTS HAVING GREATER PROBLEM SOLVING SKILLS, THE ABILITY TO MOVE BETWEEN DIFFERENT TASKS WITH EASE.
TO BE ABLE TO MANAGE CONFLICTS MORE EFFECTIVELY, TO BE ABLE TO COMMUNICATE ACROSS CULTURES AND LANGUAGES, INCREASED CAREER OPPORTUNITIES OBVIOUSLY COME WITH BILANG WALLISM IN THE 21ST CENTURY AND GREATER OPEN MINDEDNESS TO NEW IDEAS AND THE ANTI-TO ADAPT TO NEW SITUATIONS.
(CAPTIONS WILL RESUME SHORTLY.) >> WHEN YOU GO TO A ELEMENT AREA SCHOOL YOU WILL SEE A FEW COMMON APPROACHES ADOPTED.
THE FIRST APPROACH IS SOMETHING CALLED PROJECT GLAD WHICH IS A WAY OF TEACHING CONTENT IN LANGUAGE IN AN INTEGRATED FASHION.
IT'S BASED IN BRAIN RESEARCH WE ALSO ENGAGE IN SOMETHING CALLED BRIDGING.
SO BRIDGING IS A IDEA THERE HAS TO BE A TIME WHERE YOU CAN BRING THE TWO LANGUAGES TOGETHER AND STUDENTS CAN THINK ABOUT THE SIMILARITIES AND DIFFERENCES BETWEEN THE TWO LANGUAGES THAT THEY'RE STUDYING.
SO YOU SEE IN THE VISUAL, THIS IS AN EXAMPLE OF A CHART, A TEACHER MIGHT USE IN BRIDGING WHERE THEY'VE COULD GO NAYS BETWEEN THE TWO LANGUAGES, WORDS THAT LOOK OR SOUND THE SAME AND THE STUDENTS STUDY THE PARTS OF THE WORDS THAT MIGHT BE DIFFERENT IN ONE LANGUAGE AND IT HELPS THEM BE BETTER ABLE TO ACCESS CONTENT IN THEIR TARGET LANGUAGE.
THE LAST STRATEGY IS CALLED TRANSLANGUAGING.
[01:50:04]
TRANSLANGUAGING IS THIS IDEA THAT WHEN YOU ARE BILINGUAL YOU HAVE A FULL LINGISTIC REPERTOIRE THAT INVOLVES BOTH ARE A OWL OF YOUR LANGUAGES, IT'S IMPORTANT THAT STUDENTS ARE ABLE TO ACCESS AND USE THAT ENTIRE REPERTOIRE.ALTHOUGH A TASK MIGHT BE DELIVERED IN SPANISH OR ENGLISH THE STUDENTS HAVE THE OPPORTUNITY TO NEGOTIATE THE TASK IN WON'T OF THEIR LANGUAGES THEN DELIVER THEIR FINAL RESPONSE IN WHATEVER THE TART LANGUAGE MAY BE FOR ELEMENTARY ASSESSMENTS WE'RE EXCITED THIS WAS THE FIRST YEAR WE WERE ABLE TO DELIVER THE SPANISH LANGUAGE PROFIRSTY ASSESSMENT.
THE RESULTS OF THAT ASSESSMENT ARE GOING TO HELP INFORM THE CURRICULUM WORK AS WELL AS THE INSTRUCTIONAL FOCUS THAT IS WE HAVE AT THE SCHOOLS.
WE ALSO HAVE INFORMAL ASSESSMENTS FOR PROFIRSTY WE USE AT OTHER GRADE LEVELS AND OF COURSE WE USE THE VIRGINIA S.
L.'S WHICH ALTHOUGH OUR CLASSES ARE TAUGHT IN SPANISH AND ENGLISH THE S.
L.'S MEASURE ACADEMIC ACHIEVEMENT ONLY IN ENGLISH RIGHT NOW.
WE EXPANDED TO MIDDLE SCHOOL IN 2020.
WE CURRENTLY HAVE 6TH AND 7TH GRADE DUAL LANGUAGE PROGRAM FUNCTIONING BOTH OF MIDDLE SCHOOL, WE'LL BE EXPANDING TO GRADE 8.
TO SUPPORT THE WORK WE'VE EXTENSIVE CURRICULUM PROJECTS GOING ON RIGHT NOW.
WE HAVE A CORE GROUP OF TEACHERS WHO ARE DEDICATED TO THE PROGRAM INVOLVED IN THE CURRICULUM WRITING.
SO FOR THE BIGGEST PROJECT IS CREATING THE 8TH GRADE LANGUAGE ARTS AND CIVICS CONSTRUCT LA THEN WE'RE DOING REVISIONS TO GRADE 6 AND 7 HAVING MORE DATA, HAVING STUDENTS IN PERSON AND SEEING HOW THEY'RE FUNCTIONING.
AS ILLUSTRATED ON THIS SLIDE, SEE TO GO WITH THE EXPANSION TO MIDDLE SCHOOL WE ALSO HAD TO ADD ADDITIONAL F.
WE'RE ADDING IS A DUAL LANGUAGE COACH WHICH -- OUR MIDDLE SCHOOL CAMPUSES THEN WHEN WE THINK ABOUT CURRICULUM IN A DUAL LANGUAGE CONTEXT THERE IS A LOT OF CROSS CONSTRUCT L.A.
WORK THAT HAS TO HAPPEN TO SUPPORT CONTENT AND LANGUAGE LEARNING TOGETHER.
HISTORY ONE CLASS WHICH IS WHAT 6TH GRADERS TAKE AND OUR SPANISH LANGUAGE ARTS ONE THERE ARE THEMES INTEGRATED INTO LANGUAGE ARTS TO SUPPORT THE LEARNING THAT IS HAPPENING IN SOCIAL STUDIES AND VICE VERSA, THEN WHEN WE LOOK AT THE ENGLISH LANGUAGARDS CURRICULUM BASED OFF THE VIRGINIA STANDARDS OF LEARNING AND THE SPANISH ARTS CURRICULUM BASED OFF OF COMMON CORE BECAUSE RIGHT NOW WE DON'T HAVE A SPANISH STANDARDS IN VIRGINIA, WE FIND OPPORTUNITIES WHERE THOSE STANDARDS CAN ALIGN BUT ALSO TO INSURE WE'RE NOT REPEATING TEACHING THE SAME CONTENT SO YOU STAGGER WHEN DIFFERENT STANDARDS ARE TAUGHT SO YOU CAN EXPAND UPON WHAT HAS BEEN LEARNED IN ONE LANGUAGE AND STUDENTS WITH CAN MAKE CONNECTIONS TO THAT IN THEIR OTHER LANGUAGE.
IN TERMS OF NEXT STEPS FOR DUAL LANGUAGE, ONE EVER THE PRIMARY AREAS THAT WE'RE GOING TO FOCUS ON IS CURRICULUM DEVELOPMENT AND ALIGNMENT BASED ON RECOMMENDATIONS WHEN OUR PROGRAM WAS EVALUATED IN 2019 BEFORE THE PANDEMIC HIT.
THEN WE'RE GOING TO EFFECT FOCUS SPANISH LANGUAGE ARTS FOR GRADES 3-5.
THEN WE ARE CONTINUING SO SUPPORT PROFESSIONAL LEARNING COMMUNITY, STRATEGIC SCHEDULING AND LAST WE ARE VERY EXCITED TO BE ABLE TO EXPLORE OPPORTUNITIES FOR HOPEFULLY THE EXPANSION OF DUAL LANGUAGE AT JOHN ADAMS SO WE'RE BERT ABLE TO SERVE MORE LEARNERS IN THAT PROGRAM.
SO THAT CONCLUSION OUR PRESENT.
AND MR., DR. HUTCHINGS, TURN IT OVER TO YOU.
IT'S EXCITING TO HAVE A PRESENTATION ABOUT DUAL LANGUAGE.
AND I REALLY APPRECIATE IT AND I KNOW THAT I'VE HEARD PEOPLE ARE VERY EXCITED ABOUT MISS HAMILTON COMING IN AS THE NEW COORDINATOR.
THE ASSISTANT PRINCIPAL AT MOUNT VERNON RIGHT NOW SO I WANTED TO START BY COMMENDING FOR DEVELOPING THE SPANISH LANGUAGE ARTS BLOCK FOR THIRD THROUGH 5TH GRADE.
THAT IS SOMETHING FOLKS HAVE BEEN ADVOCATING FOR FOR A LONG TIME AND ALSO THE STAMP ASSESSMENT.
I'M CURIOUS ABOUT HOW THE RESULTS ARE GOING TO BE SHARED WITH FAMILIES IN THE COMMUNITY.
MY QUESTION IS ABOUT THE FIVE YEAR STRATEGIC PLAN FOR DUAL LANGUAGE THAT I THINK
[01:55:01]
IS EXPIRED.I'M WONDERING IS THERE GOING TO BE A NEW STRATEGIC PLAN? WHAT IS THE TIMELINE GOING TO LOOK LIKE FOR THAT? ARE WE CONSIDERING OTHER WAYS TO EVALUATE THE PROGRAMS BEYOND THE STAMP ASSESSMENT? I KNOW YOU TALKED ABOUT REFERENCE, YOU REFERENCED THE NATIONAL DATA FOR HOW ALL STUDENTS PERFORM IN DUAL LANGUAGE PROGRAMS. ARE WE LOOKING AT THE DATA SPECIFIC TO OUR DIVISION? WHAT OTHER KINDS OF DATA POINTS ARE WE LOOKING AT? AND THE 70/30 MODEL AT JOHN ADAMS, ARE WE LOOKING TO EXPAND THAT, TO MOUNT VERNON OR IS THIS UNIQUE TO JOHN ADAMS?
FIRSTLY WITH THE STRATEGIC PLANS, THAT TOOK US THROUGH 2020, NOW THAT MISS HAMILTON STARTING IN THE POSITION NEXT WEEK, ONE OF OUR FIRST TASKS IS TO LOOK AT EACH OF THOSE AREAS, THOSE STRANDS THAT COME FROM THE DUAL LANGUAGE PRINCIPLES FROM THE SENT ARE FOR APPLIED LINGUISTICS AND SEE WHAT WE'VE ACCOMPLISHED.
WHAT WE'RE STILL IN THE PROCESS OF ACCOMPLISHING AND WHAT WE HAVE NOT YET MET THEN WE WANT TO BRING THAT INFORMATION TO THE COMMUNITY AND RECONSTITUTE THE GROUP THAT WE HAD THAT HAD STAKEHOLDERS -- PARENTS, COMMUNITY MEMBERS, CENTRAL OFFICE PERSONNEL, TEACHERS, AND PRINCIPALS.
SO THAT'S ONE OF OUR FIRST PRIORITIES BECAUSE THAT REALLY GUIDES OUR WORK.
AND THEN -- >> HOW ABOUT DATA, HOW IS THE STAMP ASSESSMENT DATA GOING TO BE SHARED? WHAT OTHER DATA ARE YOU GOING TO LOOK AT?
>> YES, STAMP ASSESSMENT WHICH ASSESSES LISTENING, SPEAKING READING AND WRITING IN STANISH THAT IS OUR FIRST STANDARDIZED ASSESSMENT IN SPANISH GIVEN TO ALL 5TH GRADERS SO WE'RE VERY EXCITED ABOUT THAT DATA AND ACTUALLY I'LL LET MISS HAMILTON SHARE HOW IT'S GOING HOME TO THE PARENTS.
>> SO WE'RE PLANNING ON SENDING IT HOME THE FINAL WEEK OF SCHOOL.
THERE'S AN INDIVIDUAL SCORE REPORT FOR EACH CHILD.
IT GIVES AN OVERALL PROFICIENCY SCORE THEN A SCORE FOR EACH LANGUAGE DOMAIN.
IT ALSO INCLUDES INFORMATION SCRIPTERS WHAT LANGUAGE PROEFFICIENCY AT THE LEVEL LOOKS LIKE AND SUGGESTION FORCE HOW TO PUSH STUDENTS TOWARDS THE NEXT LEVEL.
THEN I'VE CREATED A BRIEF INTERPRETIVE GUIDE BASED ON THE ACT FULL STANDARDS WHICH IS WHAT IS MEASURED FOR STAMP.
IT'S AGAINST A SET OF CRITERIA FOR DIFFERENT PROEFFICIENCY LEVELS SO IT EXPLAINS WHAT THE DIFFERENT LEVELS ARE AND WE HAVE A PARENT LETTER WE CAN POST SO IT'S BEING TRANSLATED RIGHT NOW AND WE'LL STEND SEND THOSE HOME THE TIME WEEK OF SCHOOL.
>> THEN OTHER DATA THAT WE HAVE, SO THE EQUIVALENT TO THE STARCH FOR THE ENGLISH LEARNER WOULD BE THE WEDA ACCESS FOR L.'S BECAUSE THAT IS LISTENING, SPEAKING, READING WRITING IN ENGLISH AND IN ADDITION TO THAT WE'LL USE M.
WE HAVE A LOT OF NEW -- IT'S REALLY, WE'RE STARTING A NEW BASELINE ESSENTIALLY BECAUSE WE HAVE TWO NEW ASSESSMENTS NOW WE CAN INCLUDE IN OUR ANALYSES.
THEN WE ALWAYS ALSO LOOK AT THE S.
L.'S AND WE HAVE OF COURSE INFORMAL ASSESSMENTS THAT ARE ONGOING THROUGHOUT AND IN WRITING AND IN READING PRIMARILY.
I DID HAVE -- I HAVE ONE OTHER QUESTION IF THAT'S OK.
THANK YOU, I'M LOOKING FORWARD TO THE WORK.
MY OTHER QUESTION WAS ABOUT SLIDE 17 TALKED ABOUT EXPANDING DUAL LANGUAGE AT JOHN ADAMS. I'M INTERESTED IN HAVING A BETTER UNDERSTANDING OF THE DEMAND FOR THE PROGRAM, IF WE WERE ABLE TO ACCEPT EVERYONE WHO APPLIED FOR A PROGRAM AND TRANSFER INTO A DUAL LANGUAGE PROGRAM IN THE LAST YEAR, AND I WANTED TO UNDERSTAND, TOO, IF THERE ARE THOUGHTS ABOUT TRYING TO MOVE JOHN ADAMS TO BEING A FULLY DUAL LANGUAGE SCHOOL BECAUSE ON THE FLIP SIDE, WE'VE ALSO, WE'RE GOING TO START THE, TO LOOK AT REDISTRICTING.
WE'RE RECENTLY TALKING ABOUT STUDENT PLACEMENT POLICY, AND MOUNT VERNON BEING FULLY DUAL LANGUAGE, ONE OF THE CHALLENGES I GUESS WE'VE EXPERIENCED WITH THAT IS THERE ARE MORE PROMTIC TRANSFERS INTO AND OUT OF THE SCHOOL -- PROGRAMMATIC TRANSFERS INTO AND OUT OF THE SCHOOL.
ON THE FLIP SIDE WITH JOHN ADAMS, ONE OF THE THINGS ANECDOTALLY I'VE HEARD IT'S HARD MANAGING A SCHOOL WHEN THERE IS A DUAL LANGUAGE PROGRAM AND A NON-DUAL LANGUAGE PROGRAM WHICH I ALSO RECALL FROM YEARS PAST AT MOUNT VERNON.
MY QUESTION FOR YOU IS HOW YOU ARE THINKING ABOUT EXPANDING AT JOHN ADAMS BUT MY QUESTION IS FOR THE BOARD TO BE THINKING ABOUT IS, YOU KNOW, PARENTS HAVE EXPRESSED -- WE'VE HEARD PARENTS EXPRESS FEELINGS THAT THERE'S NOT EQUITABLE ACCESS TO DUAL LANGUAGE BECAUSE YOU HAVE TO BE IN THESE TWO SCHOOL ZONES.
[02:00:04]
SO I THINK WE NEED TO THINK ABOUT WHAT ARE OUR LONG-TERM GOALS IN TERMS OF BALANCING THE DIFFERENT DEMANDS COMING AT US.THINKING ABOUT WHAT IS BEST FOR STUDENTS.
THAT WAS A LOT BUT -- >> THAT'S A LOADED QUESTION, TOO.
>> WHAT I WILL SAY IS I
THINK THIS IS THE CHALLENGE
OF HAVING PROGRAMMATIC SCHOOLS OR SCHOOLS WITH
PROGRAMS BECAUSE WHEN WE
HAVE A NEIGHBORHOOD SCHOOL CONCEPT IN OUR CITY, AND
THEN YOU HAVE SOME SCHOOLS
THAT HAVE SPECIAL PROGRAMS, IT, IN A SENSE IT DENIES
ACCESS WHO DOESN'T LIVE IN
THE NEIGHBORHOOD SO I THINK THAT WILL BE A QUESTION --
WE CAN ANSWER TONIGHT BUT I
THINK THERE IS SOMETHING THE BOARD WILL NEED TO DISCUSS
-- WHEN WE'RE TALKING ABOUT
REDISTRICTING, I THINK THAT'S THE APPROPRIATE
TIME AS WELL AS DO WE WANT
TO TALK ABOUT DO WE WANT SPECIAL PROGRAMS AT SCHOOLS? AND DO WE OPEN UP THOSE
SCHOOLS TO OTHER STUDENTS
WHO DON'T LIVE IN THE NEIGHBORHOOD WHICH TEN YEARS
AGO IT WOULD HAVE BEEN OKAY
TO DO SOMETHING LIKE THAT IN ALEXANDRIA BUT NOW WE
HAVE CAPACITY ISSUES SO,
YOU KNOW, WE'VE SO MANY
* This transcript was compiled from uncorrected Closed Captioning.