Group F: Continuum of Services in Cluster

Participants: Hanna Allen, Deb Carroll, Diann Drummond, Caroline Kornberg, Amelia Opie, Dee Simmons, & Cory Wellington

PROBLEM STATEMENT:  The district does not have a complete continuum of Placement Options which results in a lack of grade level continuums for all self contained classrooms in geographic clusters throughout the district.

Action Steps:

• Add supports/placement options for ASD students at MS/HS, SLC/CB’s at MS/HS and CB teams at MS/HS.
• Add supports/placement options for student who need more academic specialized instruction than LC’s provide.  Consider SLC/A’s and ILC.
• Create criteria (exit/entry) for placements and use assessments of student needs for placement.
• Develop plan for location of classrooms in schools that results in a continuum of grade levels for each placement option in each geographic area of district.
• Work with buildings to assess building staff needs and space needs of classrooms.
• Provide additional supports for buildings based on classrooms located there (assistant principal, counselor, SMS, etc.).

Recommendation 1:   Have a continuum of service in each area that addresses physical, cognitive emotional and academic needs of students.

Working Well:

• In Our Control:
  • Highly dedicated teachers and staff.
  • In some circumstances training to meet the needs of staff providing supports.
• Outside of Our Control:
  • n/a

Not Working Well or Does Not Exist:

• In Our Control:
  • Continuums of service within a building grade levels.
• Outside of Our Control:
  • Placement and grouping of students on the basis of needs.
  • Continuums of service within a building (grade levels).
  • Fewer transitions for students.
  • Time for teams to collaborate.
  • Matching staff to their strengths ex-probationary period for new staff.
  • Process to place classrooms in building.
  • Create more options in placement continuum.
  • Training to meet the needs of teachers supporting students.
  • Adding extra supports for buildings when classrooms sited (base on needs, not numbers).

Recommendation 2:  More options of placements in continuum to meet student needs.  Doesn’t work or exist.

Working Well:

• In Our Control:
  • Differenting B’s into internalizing/externalizing.
  • TOSA’s assigned to schools.
• Outside of Our Control:
  • Balance need for grouping students based on needs verses opportunity for inclusion with diverse students and to form groups to achieve maximum growth.

Not Working Well or Does Not Exist:

• In Our Control: 
  • Differentiating B’s into internalizing/externalizing (not enough capacity).
  • TOSA’s assigned to schools.
• Outside of Our Control: 
  • Hole: Student who is not a lifeskills student, but can’t make it in general ed.  Example SLC/A’s or ILC’s. 
  • Hole:  ASD support at MS/HS.
  • Adopted curriculum for specialized instruction needs.
  • Access to materials – money short distribution.
  • Weighting student needs to make decisions about placement, FTE student.

Needs Assessment to assist in placement so that students can get specific skills taught.