The Reform of Special Education Instruction in the Public Schools Office of Student Programs and Services, Program for Exceptional Children

ATLANTA PUBLIC SCHOOLS is one of the top-performing urban school systems in America. Our innovative learning programs, Superintendent Hall Sends nationally recognized best practices and excellent teachers are Making A Difference in the lives of our 50,000 K-12 students. We are committed to ensuring that all students graduate from our Clear Message about Support schools ready for success in college and life, and prepared to build a stronger Atlanta. PEC Vision for Students with Disabilities Our diverse learners meet and exceed state and national Advance ALIGN Note: On several “My commitment to children with standards and seize opportunities for continuing their educational, social, and career development in a global occasions over the last two months, disabilities is 110 percent.” environment. Dr. Beverly Hall, Superintendent of the , has “Every child has gifts and PEC Mission signaled her support for students talents. There is no obstacle The mission of PEC is to assure student achievement by providing a continuum of appropriate, specialized services with disabilities in speeches that cannot be overcome when it and supports. delivered to various stakeholder comes to a child.” groups. Following are quotes from Inside Issue 15: selected presentations. “The recommendations of this audit of the Program for Exceptional Children will Superintendant Hall Sends Clear Message about not be put on a shelf.” Support for Students with Disabilities Getting Our Work Done through Use of Best Practices by Constance Goodson, Interim Special Education Director Getting Our Work Changing Practices Changing Practices Means Changing Ourselves by Done through Use Means Changing Mr. Aaron Fernander, Executive Director OSPS PEC Vision and Mission of Best Practices Ourselves Self-Improvement Audit of PEC Yields 29 Recommendations Mrs. Constance Mr. Aaron Fernander, Snapshot of PEC Self-Improvement Audit Goodson, Interim Director, Office of Core Team Members of PEC External Audit Director of Program Student Programs About the Urban Special Education Leadership for Exceptional and Services Collaborative Children Photos by Kimberly Green Meet Lee Rideout, APS Special Education Attorney This school year, The long-awaited and Almost Educator the Program PEC Audit Report Staying on Top Through Professional Development for Exceptional has been issued. Tackling and Conquering Disproportionate Children Department continues to The audit represents a self-imposed, Suspensions of Students with Disabilities pursue systemic changes that will district process. No outside authority Fast Facts from Research on Suspension of Students yield higher gains in achievement and has ordered it. As expected, the audit What Works in Providing Supports for Positive Behavior graduation rates for students with team’s findings point to areas in which List of Members of APS Cross Functional Discipline disabilities. Our core work involves the Program for Exceptional Children Action Team providing quality instruction and ser- Department can engage in further self- Office of High Schools Launches Co-Teaching Pilot vices, while maintaining compliance improvement. Since the audit findings with federal and state special educa- and recommendations are summarized PEC Sees Increase in Parent Support Groups: tion laws and regulations. In order in this issue of Advance ALIGN and Introducing CASE to implement our core work, we must the report is available in its entirety Searchable Sites on Best Practices in Implementing employ and use qualified staff; articu- on the district’s website, I will only Positive Behavioral Supports late clearly defined processes and pro- make brief reference here to its impact Self-Improvement Audit – List of Immediate cedures; form and maintain effective on the work ahead. Recommendations partnerships and relationships with Dates to Remember internal and external stakeholders; First, we accept the report of Classroom Management Checklist: Self-Assessment and establish services reflecting the findings. In addition to providing the of Best Practices continued on p. 15 continued on p. 15 Program for Exceptional Children Contacts

Atlanta Public Schools 1 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Snapshot of PEC Self- PEC Audit Findings Improvement Audit Self-Improvement Audit of PEC What: Self-Improvement Audit of the Program for Exceptional Children, Atlanta Yields 29 Recommendations Public Schools Requested By: APS The findings of an APS When: Fall 2009-Spring 2010 Board-approved audit of Purposes: Examine current practices and the Program for Exceptional procedures of the Program for Exceptional Children were presented Children (PEC) & understand the perception to the board by Dr. David of stakeholders regarding the provision of Riley, Executive Director of special education services the Urban Special Education Leadership Collaborative, Methodology: on September 13, 2010. n Document review A subsequent presenta- n Stakeholder interviews and meetings tion of the audit findings n School visitations was delivered during a n Parent focus groups special session for internal n Data analysis and external stakeholders Mr. Ron Felton (Center in dark suit), Associate Director n Report development of Urban Leadership Collaborative, greets individuals on October 20th. The Urban n Debriefing and presentation of findings attending presentation on PEC Audit. Special Education Leadership Collaborative, also known as the “Thank you very much for this Areas of Focus: Five – Urban Collaborative, is the organiza- informative report.” n Identification of Students Needing tion contracted to conduct the audit. – Dr. Brenda Muhammad, APS Board Special Education Services Core audit team members included a Member, September 13, 2010 n Achievement of Students Receiving diverse group of national regular and Special Education Services n Provision of Specialized Instruction Following a presentation of the audit findings by Mr. Ron special education admin- n Organizational Structure & Resource Felton on October 20th, stakeholders mix and mingle (below). istrators and teachers Allocation who were external to the n Accountability for Results school district. The 135 page report, Improving Key Findings: Audit resulted in 29 Outcomes for Students recommendations to be implemented over with Disabilities: A Self- a three-year period. Improvement Audit of the n Immediate (2010-2011) Program for Exceptional n Short Term (2011-2012) Children, Atlanta Public n Long Term (2012-2013) Schools, details back- ground data on the Eight Themes – performance of APS’ stu- n Moving from a Program Model to Service dents with disabilities on Model numerous national and n Inclusion and Inclusive Practices n Working Outside of Silos continued on p. 3 n Shared Responsibility n Shared Accountability n High Expectations n Multi-Tiered System of Academic and Behavioral Supports (Response to Intervention) n Communication

Core Team Members of PEC External Audit Gayle Amos, Consultant Former Assistant Superintendent, Baltimore City Public Schools and District of Columbia Public Schools Ron Felton, Associate Director Urban Special Education Leadership

Atlanta Public Schools 2 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Collaborative and Former Associate Office of Student Programs and Services, Program for Exceptional Children Superintendent of the Miami-Dade County PEC Audit Findings Public Schools Elise Frattura, Associate Dean “We are very appreciative of the work that the Urban Collaborative University of Wisconsin-Milwaukee has done in completing this audit. We will keep the board informed Sue Gamm, Consultant Former Chief Officer of Specialized Services, about progress as we implement the audit’s recommendations.” Chicago Public Schools – Dr. Beverly Hall, APS Superintendent of Schools, September 13, 2010 David Riley, Executive Director Urban Special Education Leadership state indicators. The report describes Multi-Tiered System of Academic and Collaborative 29 areas needing improvement based Behavioral Supports (Response to Other Urban Educators & Researchers on a multi-faceted, methodologi- Intervention), and Communication. In cal approach. APS Board members About the Urban Special thanked Dr. Riley for the report continued on p. 4 Education Leadership of findings and asked far-ranging Collaborative questions about the scope of the audit, strategies for district-wide The Urban Special Education Leadership implementation of recommenda- Collaborative is housed at Education tions, and ways to get support for Development Center, Inc., in Newton, a shared vision of inclusive schools. Mass. The Collaborative is a national Dr. Beverly Hall, Superintendent network of more than 100 urban of Schools, assured the board that school districts dedicated to improving she would keep everyone informed educational outcomes for students with of progress as staff implements the disabilities and other diverse learners. audit recommendations. In addition In addition to providing leadership to the dissemination of findings to development and networking opportunities stakeholders, next steps will entail to its membership of special and general the development of a three-year education leaders, the Collaborative offers action plan that will allow staff a range of customized technical assistance to systematically address recom- and professional development services mendations based on a timeline of that focus on some of the most pressing immediate (20110-2011), short term issues affecting urban school districts. (2011-2012), or longer term (2012- These include: improving the achievement 2013). The audit team underscored of students with disabilities, implementing that, “in the aggregate, the recom- inclusive educational practices, designing mendations are far reaching and will school-wide behavior supports, reducing require thoughtful planning and, the disproportionate representation of therefore, time (p.1, VI. Summary of minorities in special education, and Recommendations).” Thirteen of the Above: Mr. Khaatim Sherrer El (right), Board redesigning organizational structures 29 recommendations are tagged as Chair, discusses special education service and service delivery systems to enhance immediate in their priority (see table issues with attendees at stakeholders’ meeting. Top photo: Parent advocates connect supports to schools. s on page 17 for List of Immediate Audit and discuss audit findings. Recommendations). Below: Parents and APS staff take time to discuss audit findings. Audit Themes Below: Mr. Aaron Fernander, Executive Director At the center of the 29 recommenda- of OSPS, converses with PEC Lead Teacher, tions are eight overarching themes, Miriam Smith, following stakeholders’ meeting. including: Moving from a Program Model to Service Model, Inclusion and Inclusive Practices, Working Outside of Silos, Shared Responsibility, Shared Accountability, High Expectations,

“I want to thank you for having the courage to open the [Program for Exceptional Children] department up to an audit.” — APS Parent, October 20, 2010

Atlanta Public Schools 3 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children PEC Audit Findings PEC Audit Stakeholders “As you have heard tonight, thirteen of continued from p. 3 the 29 recommendations in the audit moving from a program model to report require immediate attention. This service model, the report empha- will become the work of the Program for sizes the need for all stakehold- ers to view special education as Exceptional Children Department.” –Mrs. Constance Goodson, Interim Director of Special a service, and not a program or Education, October 20, 2010 place. This idea is buttressed by a recommendation that the Program for Exceptional Children Department be Stakeholders Apprised of Audit renamed to reflect a de-emphasis on the Findings program aspect, and more on specialized instruction. More than 350 APS stakeholders— advocates, board members, local Notably, the audit team expressed and central office staff, executive optimism in APS’ ability to act on the directors, parents, principals, students, findings: and teachers—filled the auditorium at Maynard Jackson High School on “The Core Team believes that the October 20, 2010 to hear the findings of Above: Stakeholders enjoy a discussion leadership, teachers, students, the audit presented by Mr. Ron Felton, following PEC Audit Report meeting. and families of the Atlanta Public Associate Director of the Urban Special Schools know how to make changes Education Leadership Collaborative and “We embrace and accept this that are efficient, sophisticated, Former Associate Superintendent of audit report from the Urban and powerful, as is evident in the the Miami-Dade County Public Schools. successes the school district has had After commending APS for initiating Collaborative.” –Mr. Aaron Fernander, Executive Director, in recent years in positively impacting this self-improvement audit, Mr. Felton Office of Student Programs and Services, student achievement. In requesting provided a brief overview of each of September 13, 2010 this Audit, the school district’s the 29 recommendations. The numerous leadership made clear its ongoing comments and questions fielded from appeared to be probing for examples commitment to enhance and expand the audience suggested a largely, of ways that other districts have their efforts to improve outcomes for positive response from stakeholders. One handled similar problems cited in APS. students with disabilities throughout parent praised the staff in the Program For example, one individual inquired, the district (p. 1, VI. Summary of for Exceptional Children for “having “What are some ways that principals Recommendations).” the courage to open the department are held accountable for students up to an audit”. Many of the questions with disabilities in other districts?” raised by parents and advocates (Response: A clear message is sent from the top that principals are responsible for all students in their building, including students with disabilities.) Another stakeholder asked, “Are there any best practices from other states on ways to measure individual performance of students with disabilities and promote graduation?” (Response: Many states and districts are exploring the use of “growth” models.) In terms of the budget implications of the 29 recommendations, Mr. Felton indicated that many require no additional funds, only changes in practices and attitudes. Copies of the full PEC Audit Report, an executive summary of the report, presentations made to the APS Board and Stakeholders, and a response to the report by Mr. Aaron Fernander, Executive Director of the Office of Board Members (from left to right) Mrs. LaChandra D. Butler Burks, Mrs. Cecily Harsch-Kinnane, Student Programs and Services (OSPS), Board Vice Chair, and Ms. Yolanda K. Johnson, join parents and other stakeholders to discuss can be downloaded at www.atlanta.k12. issues following presentation of the audit findings on October 20, 2010. ga.us. s

Atlanta Public Schools 4 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Q & A with Attorney Lee Rideout Meet Lee Rideout, APS Special Education Attorney and Almost Educator Note: Advance ALIGN conducted Rideout: For another five years, I an interview with Ms. Lee Rideout, worked for an education law firm an Attorney in the APS Legal representing 400 districts in California. Department, who handles issues I was a Senior Attorney for multiple pertaining to special education. Ms. districts, advising them in a broad Rideout comes to APS having served range of substantive areas, including as a special education attorney in the all facets of special education law. I District of Columbia Public Schools also represented school districts before and in working with schools in Los the Office of Administrative Hearings in Angeles, California at the law firm special education due process hearings of Fagen Friedman & Fulfrost, LLP. and in employee termination appeals. Excerpts from the interview follow and have been edited for conversational Advance ALIGN: Did you start-out to be flow. a special education attorney?

Advance ALIGN: Tell me about your Rideout: Not really. I didn’t practice experience as a Special Education law for awhile after I earned my degree. Attorney prior to coming to APS. I did a variety of jobs, including almost Advance ALIGN: So you were almost a signing-on to be a teacher. teacher? What happened that you didn’t Rideout: I spent five years as the go in that direction? in-house counsel for the District of Columbia Public Schools with primary Rideout: When I applied for a D.C. responsibility for the management Learn More About Teaching Fellow position, there were of three class action lawsuits. Two Lee Rideout no vacancies. Instead, I got an interim of the lawsuits were in the areas job as an attorney in the D.C. General of transportation of students with Person: Lee Rideout, JD Counsel’s office reviewing class action disabilities and timely payment for Personal: Is the youngest of four lawsuits. By the time I was offered a private school services under IDEA. In siblings Teaching Fellow six months later, I the third instance, I monitored a class decided to move forward with my law action lawsuit brought under Title II of Education/Degrees: University career. the Americans with Disabilities Act and of Pittsburgh School of Law, Section 504 of the Rehabilitation Act Pittsburgh, PA; Juris Doctor, May Advance ALIGN: In your opinion, what of 1973. 1995; Georgetown University, are some of the major changes that Washington, DC; Bachelor of Science have occurred since the reauthorization Advance ALIGN: During your five-year in Foreign Service May 1992 of IDEA in 2004? stent with the D.C. Public Schools, Career Considered, but not what was the special education climate Pursued: Teaching Rideout: There are a couple of like there? changes that come to mind. One, the deletion of the discrepancy formula Notable Prior Positions: Class Rideout: Actually, it was very similar for determining whether a student Action Manager, District of to the climate here in APS. I was in has specific learning disabilities has Columbia Public Schools, Office of D.C. during a time when the district given rise to the implementation the General Counsel (Washington, was engaged in special education of a multi-tiered identification and D.C.); Senior Associate Fagen reform. The special education staff was intervention process known as response Friedman & Fulfrost LLP (Los deeply involved in finding new ways to intervention, or RTI. Regular Angeles, CA); Senior Associate, to educate students with disabilities education teachers, working sometimes Lozano Smith (Santa Monica, CA); in the district’s schools, including in conjunction with support staff, and On-Air Promotion Scheduler, bringing children back from other are now expected to try a variety of Discovery Communications, Inc., settings. I had the opportunity to strategies and interventions, and to Travel Channel (Bethesda, MD) participate in the development of a document their effect on the student’s strategic plan for the reform of the Current Position: Attorney, APS learning, before referring a student D.C. Public Schools’ special education Legal Department to special education. It may take a system. little longer now to get into special Special Assignment: Program for Exceptional Children Department, education. But the good thing is that Advance ALIGN: What was the nature Special Education Attorney of your work in Los Angeles? continued on p. 6

Atlanta Public Schools 5 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Q & A with Attorney Lee Rideout Interview – Rideout Q&A continued from p. 5 Advance ALIGN: Given your experiences Team is there on behalf of the child. in multiple urban school districts, Make doing what’s appropriate for the regular education is afforded a greater how might staff in the Program for child the main goal. Another insight opportunity to search for solutions Exceptional Children Department is, Slow down and involve parents in before a student reaches special increase parent involvement in the IEP really discussing their child’s strengths education. process here in APS? and weaknesses. They need time to take it all in. Don’t lose parents in Advance ALIGN: What else has changed Rideout: Make sure that they are giving explaining the process. Refrain from since the 2004 reauthorization of IDEA? reasonable notice to parents regarding using acronyms. Finally, I would say, attendance at meetings. Maintain communicate with parents. Due process Rideout: The law allows parents to on-going communication with parents cases often arise out of issues not revoke consent for services. However, during the course of the school year. being communicated clearly. having revoked consent, if parents Be flexible about scheduling meetings. change their minds and want to return The law is clear that there should be Advance ALIGN: If you could swap to the previously provided services, flexibility in setting time and place. places with special education directors they must start over with the referral Employ video or teleconferencing as an in and apply your knowledge process. In my onion, this change in alternative to getting parents involved of the law to reforming programs and the law may present a challenge. I in meetings, as provided by the law. practices, what would you institute? am not convinced that parties on all Offer to be a resource to parents by How would special education look sides understand the full impact of this providing parent education where different? change. needed. Rideout: First, I wouldn’t swap Advance ALIGN: Let’s step back from Advance ALIGN: Lots of ideas. places with any special education IDEA 2004 changes. What do you see Thanks. Are there some legal land director in this or any other state. as some of the most pressing legal/ mines that special educators should Special education director is one of regulatory issues in special education steer away from during their daily the hardest, thankless, and most facing public schools today? work of providing a free appropriate unforgiving jobs in a school district. public education for students with It is a very hard job. I don’t think Rideout: Well, issues surrounding disabilities? that you can be an effective special children with autism tend to be the education director if you have not subject of many due process hearings “In the absence of good been in the classroom, know programs, today. I think there are more strongly and know best practices. I think that held beliefs around interventions for classroom management, it special education directors can learn children with autism. Take for example, is easier to send children the law. However, I don’t think that a the recommended practice of providing home from school as a form special education attorney who has no 25 hours per week of ABR intervention. background in classroom instruction Some would say that a request for of discipline. I take the and programs can effectively make this type intervention indicates that position that discipline may be decisions about programs without some want schools to cure children consulting a special educator. So, I say with autism. Others, some educators, necessary, but school personnel no swapping places here (laughing). feel strongly that schools are in the must also determine the source In terms of how special education education business, not into providing of a student’s problem.” might look different, on the legal side, cures such as one might expect in a I would want special education to be medical model. less adversarial. Rideout: There are three potential Advance ALIGN: Are there other landmines that come readily to mind: Advance ALIGN: Finally, what is one of pressing legal/regulatory issues? not implementing the IEP; not ensuring the most common views that parents that everyone who touches that child and advocates have about APS’ special Rideout: Yes. Transition planning for knows what’s in the IEP; and not education services that you would like students with disabilities is a big issue. implementing accommodations. to take time to address? Also, discipline is big. In the absence of good classroom management, it Advance ALIGN: What are some of the Rideout: I think that there are many is easier to send children home from most valuable insights that you have who believe that APS is not equipped school as a form of discipline. I take gleaned from your work as a special to work with all of our students with the position that discipline may be education attorney that you would disabilities. On that point, they are necessary, but school personnel must want to share with special educators? wrong. We do have the panoply of also determine the source of a student’s services to meet our students’ needs. If problem. Schools need to look at Rideout: Number one is, Be respectful anything, we probably don’t do a good providing positive behavioral supports. of parents and remember that the IEP job of sharing what we have. s

Atlanta Public Schools 6 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children 2 nd A nnual S pecial E ducation T eachers ’ W orkshop Staying on Top through Professional Development Special education teachers, related support personnel, paraprofessionals, and administrators in APS have on-going opportunities to stay on top of best practices in serving students with disabilities through numerous professional development workshops and sessions. The professional learning season for the district’s entire special education staff got underway with the Program for Exceptional Children’s System-wide Second Annual Special Education Teachers’ Workshop on August 4-5, 2010 at Douglass High School. The department’s focus for the 2010-2011 school year was outlined in an opening address titled Pathways

implementation plans, and IEP Online and will maintain portfolios that updates. All special educators met meet prescribed requirements. within their SRT Reform Teams to n Every school has a Lead Teacher for receive program and service updates Special Education. from their Critical Connectors. n IEP Online has been upgraded and is now accessible to special Sessions Highlight New Changes education teachers outside the school day. to Systemic Change by Mrs. Constance Key changes or directions mentioned n All special educators will complete Goodson, Interim Special Education during the opening workshop include: on-line self-assessments relating Director. Remarks by Mr. Aaron to national best practices in Fernander, Executive Director, Office n Each PEC Coordinator is now a special education service delivery of Student Programs and Services, Critical Connector for an assigned and the Georgia CLASS Keys. highlighted a continued emphasis SRT. Aggregate results will be used to on responsibility and accountability n The Local Education Agency (LEA) identify topics to be covered in for student achievement by all staff. Representative at IEP meetings monthly special education teachers’ Other sessions featured topics on will be the school’s Principal or an professional learning communities new or revised processes, guidelines individual who is designated to fill in each SRT. for case management, best practices this role on a regular basis. n The department is reviewing in teaching and learning, functional n Special education teachers are case research based supplementary behavioral assessment and behavioral managers for students they serve, continued on p. 8

Atlanta Public Schools 7 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children 2 nd A nnual S pecial E ducation T eachers ’ W orkshop

Professional Development continued from p. 7

programs for reading and mathematics in an effort to support instruction of students with disabilities. n Requests to use a Behavior Specialist will be made through the Program for Exceptional Children Department. n A system-wide inclusive practices framework will be developed and implemented over a three-year period beginning this school year. n The district’s Special Education Stakeholders’ Group will be reinstated in November 2010. n Quarterly parent meetings will be of the Program for Exceptional interactive sessions with PEC Critical hosted by the Executive Director of Children. Connectors. In addition to providing the Office of Student Programs and services to students with disabilities Services and the Interim Director on their own caseloads, Lead Teachers Lead Teacher Position will have some major responsibilities, Introduced including: Below & Above: During opening workshop Lead Teachers for Special Education n Review and print monthly data sessions, PEC Coordinators led discussions began the school year learning new reports /enrollment reports. of departmental changes for the 2010- roles and responsibilities during n Follow-up with related service 2011 school year.

Atlanta Public Schools 8 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Professional Development Involves All PEC Staff

Professional Development continued from p. 8 From the PEC Professional Development Photo Gallery

providers and case managers to confirm IEP meeting attendance, reports, and services. n Serve as school contact with Critical Connector/ Special Education Director. n Monitor confidential files for IEPs. n Serve as manager of IEP online. n Serve as the Georgia Alternate Assessment (GAA) contact person at assigned school. n Initiate interim placements. n Complete Dec. 1 FTE Count (Count 2).

Low incidence teachers gathered for a one-day workshop designed to reinforce knowledge of best practices for educating students with a range of intellectual disabilities. The session promoted peer- to-peer sharing about the development of daily schedules, set-up of classrooms to support a range of student needs, use of paraprofessionals, and other related topics. s

Professional Development additional photos on page 18

Atlanta Public Schools 9 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Disproportionate Suspensions Tackling and Conquering Disproportionate Suspensions of Students with Disabilities

Two concurrent initiatives have been in place over the last several years to address the disproportionate suspension of APS students who are African- American and have disabilities. Initiatives have included the development and implementation of a Comprehensive Early Intervening Services (CEIS) Plan, and the study of districtwide discipline problems and practices by a Cross Functional Discipline Action Team. Although the Above: Members of Local School Discipline initiatives were initially begun in Committees study discipline data at monthly response to Georgia Department meetings and seek best practices to decrease in and of Education’s citations of out of school suspensions. disproportionality within these under State Performance Plan (SPP) student groups, the momentum Indicator 4 to collect data on districts has been sustained through awareness that responsibility to annually collect and having significant discrepancy in the rates of putting best practices in place on positive examine data to determine if significant suspensions and expulsions of children with behavior support can have a powerful long- disproportionality based on race or ethnicity IEPs for greater than 10 days in a school term impact on all student groups. is occurring with respect to the incidence, year. In order to make determinations of duration, and type of disciplinary action, significant disproportionality and significant How Disproportionality is Determined including suspensions and expulsions discrepancy, the Georgia Department of (34 CFR 300.646 (a)(3)). In addition to Education calculates districts’ relative risk Under federal regulations, the Georgia determining significant disproportionality, Department of Education has the Georgia Department of Education is required continued on p. 11

Fast Facts from Research on n 30-50% of suspensions are repeat n Create a caring and welcoming school Suspension of Students offenders. “Suspension functions as a environment. reinforcer, rather than as a punisher.” n Collect and analyze behavior data. n Suspension is a strong indicator (Tobin, Sugai & Colven, 1996) n Implement a school-wide discipline a student will drop-out of school n Black students are disciplined more program. (Achilles, et al, 2007; Cassidy & frequently and harshly for less serious, n Ensure effective classroom management Jackson, 2005). more subjective reasons. Example of by teachers. n Suspension does not appear to be Reasons for Office Referrals for White n Build adult-student relationships. a deterrent for future misconduct Students: Smoking, Leaving without n Conduct early intervention of “at risk” (Achilles, et al; Anderson & Kincaid, Permission, Vandalism and Obscene students and interventions. 2005; Costenbader & Markson, 1997; Language. Examples of Reasons for n Increase parent communication and Bacon, 1990). Office Referrals for Black Students: involvement. n Out-of School Suspension (OSS) is often Disrespect, Excessive Noise, Threat, and n Develop consistent school values and used to provide relief to teachers, and Loitering. expectations. Use the Teach-Model- does not address the issues that led to Apply approach. misbehavior (Morrison & Skiba, 2001). Source: Excerpted from Georgia Department n Provide professional learning and n Suspension is most frequently doled of Education, Technical Assistance for coaching for all staff on topics such out to minority students, low SES, Disproportionality: Discipline, PowerPoint as: Cultural Competence, Principals Presentation, 2009 and those served by special education of Behavior, Communication Skills, (Achilles, et al, 2007). Classroom Management, and Engaging n According to Children’s Defense Fund What Works in Providing Instruction. (1975), the rates of suspension for n Recognize students for positive black students are between two and Supports for Positive Behavior behavior. s three times higher than for whites. The Georgia Department of Education has Black students are more likely than identified ten best practices for providing whites to be suspended more than supports for positive behavior, including: once.

Atlanta Public Schools 10 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Disproportionate Suspensions continued from p. 10 Comprehensive Early Intervening Services Underway for discipline in both of these areas. If a district’s discipline rate is determined Project LEAFF Strategies to reflect significant disproportionality Under the umbrella of a district-wide or discrepancy, then the district must Comprehensive Early Intervening Services utilize 15% of its IDEA, Part B funds to (CEIS) initiative known as Project Learning provide comprehensive early intervening and Enhancing Attitudes For the Future or services for students in regular education LEAFF, a mix of major strategies is being at the disproportionate schools in order implemented to tackle and conquer APS’ to prevent further disproportionality. In disproportionality challenge, including: school year 2006-2007, APS’ citation for n Create and use District-wide Crisis Teams; disproportionality involved suspension n Conduct mandatory School Climate of African-American males and over- Reviews at all schools found to be identification of White students with speech disproportionate in the area of discipline; and language impairments. In school year n Design and implement a comprehensive,

Front Center: Ms. Dianne Holmes, Team Leader of Disproportionality Committee, presents to discipline committees during monthly meeting. Ms. Chantel Mullen, Team Member in charge of data reports (facing front left), looks on.

2007-2008, the citation involved out- evidence-based Saturday School; of-school suspension of students with n Provide professional learning disabilities. In school year 2008-2009, opportunities for teachers and in and out-of-school suspension rates of administrators at the local school level; At Brown Middle School, Graduation Coach, students who are African-American and have n Provide behavioral support services to Mr. Willie Presley, conducts Check-In/Check- disabilities were found to be significantly students in targeted schools; out process with students (from left) Tarus disproportionate. The current year citation n Provide direct academic instruction in Williams, Daylon Wilson, and Larry Williams to involves significantly disproportionate reading and math and social/behavioral ensure positive focus on behavior expectations. suspension of students with disabilities. support for targeted students through Criteria used to determine schools that are local schools’ after school programs; suspending students at a disproportionate n Provide materials, equipment, and/or rate included schools where the out-of- supplies to support services and programs school suspension (OSS) rate equaled 10% or available at local school sites; and more of the total student population. Criteria n Design and implement a Summer used to identify students for participation Transitional Program (STP) that in behavioral and academic support services emphasizes social/behavioral and writing included African-American males or females experiences for rising sixth and ninth with seven (7) cumulative days of OSS, or graders transitioning to APS’ middle and three (3) or more occurrences of OSS within high schools. one school year, and who are enrolled at a school that has been determined to be Discipline team representatives from significantly disproportionate. selected schools gather monthly to meet continued on p. 12

Atlanta Public Schools 11 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Definition of Disproportionate Suspensions Positive Behavior Support Project LEAFF Strategies Positive Behavior Support (PBS) gives continued from p. 11 people a new way to think about behavior. PBS is based on understanding with the Office of Student Programs and why problem behaviors occur—the Services’ Disproportionality Leadership Team. behavior’s function. This approach to Chaired by Ms. Dianne Holmes, and assisted behavior can occur on a school-wide by Ms. Chantel Mullen, and Ms. Denise level, in a specific setting, classroom, or Revels, the meetings focus on discipline with an individual student. PBS is the data progress reports, best practices application of evidence-based strategies research, and fidelity of implementation and systems to assist schools to of local discipline action plans. Over the increase academic performance, increase last three years, the number of schools safety, decrease problem behavior, and represented at these meetings has establish positive school cultures. On decreased from nearly 50 to less than 30. an individual level, PBS uses functional The decrease in so-called “disproportionate behavior assessments to understand schools” is due, in large part, to the the relationships between a student’s implementation of focused strategies and behavior and characteristics of his or her practices that provide alternatives to in and environment. The functional behavior out of school suspensions among all student assessment identifies multiple strategies groups. Target schools, most of which are to effectively reduce problem behavior middle and high, have created discipline including changing systems, altering committees and discipline action plans. environments, teaching skills, and They have also conducted self-assessments focusing on positive behaviors. The PBS using the School-wide Evaluation Tool process results in the creation of effective (SET), which assesses and evaluates critical intervention plans that will impede features of school-wide effective behavior problem behaviors, teach new skills, and support across each academic school year. create support systems for the student. Each target school has identified the top five behaviors to be addressed and tracked On a school-wide level, PBS relies on throughout the 2010-2011 school year. accurate and reliable discipline referral Some schools are implementing positive data to understand the behaviors behavior support programs such as Check- occurring across campus. An analysis In/Check-Out and STOP!. Counselors and of the data allows a school team to Social Workers are available at most of the identify the problem areas, brainstorm schools, along with Intervention Support interventions such as where and what Specialists. to teach, reward the students exhibiting the expected behavior, and communicate Cross Functional Discipline Action findings to the staff, students, and Team Study and Recommendations families. The PBS process is a team- based approach that relies on a strong A study of discipline policies in APS was collaboration between families and recommended by the Georgia Department of professionals from a variety of disciplines Education following a three-year citation of regardless of the level implemented. the district for disproportionate in-school and out-of school suspension rates for stu- PBS provides a positive and effective dents who are African-American and have alternative to the traditional methods disabilities. The Discipline Action Team of discipline. PBS methods are research- worked separately from, but concurrently Local School personnel engage in lively data based and proven to significantly reduce with, the Office of Student Programs and discussions. the occurrence of problem behaviors in Services/Program for Exceptional Children’s the school, resulting in a more positive (PEC’s) Disproportionality Committee to seek six meetings between October 29, 2009 school climate and increased academic solutions to APS’ challenges with dispro- and December 17, 2009 to address issues performance. PBS is consistent with the portionate student suspensions. Creation and review district board policies related Individuals with Disabilities Education of this Cross Functional Discipline Action to discipline. See list of Cross Functional Act, which advocates the use of positive Team is a strategy that was included in APS’ Discipline Team members and their rec- behavior interventions and school-based disproportionality plan that was submitted ommendations on p.13. s disciplinary strategies that reduce or to and approved by the Georgia Department eliminate the need to use suspension and of Education prior to the beginning of the expulsion as disciplinary options. s 2009-2010 school year. Members of the Source: Florida’s Positive Behavior Support Project. Accessed Cross Functional Discipline Action Team held See related article on p. 13 at http://flpbs.fmhi.usf.edu/whatispbs_def.asp.

Atlanta Public Schools 12 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Disproportionate Suspensions Recommendations of APS Cross Functional Discipline Action Team Team Sponsor tors, teachers, parents, community representa- provide in-school suspension so that student Aaron Fernander, Executive Director, Office of tives, etc.) from a punitive approach toward learning continues during this period of isola- Student Programs and Services (OSPS) student conduct issues to one of prevention tion from classroom instruction. Clarify all Chantel Mullen, Coordinator, APS Tribunal, OSPS and early intervention. support personnel’s roles in discipline including Office of Chief of Staff Recommendation 2: Develop regulations for counselors, social workers, graduation coaches, Rebecca Kaye selected APS Board policies concerning student parent liaisons, and paraprofessionals. Team Members discipline in areas determined to be necessary. Recommendations 7: Support the implemen- Brenda Hallman, Office of Student Programs Begin with policies relating to suspension of tation of the PEC Disproportionality Planning and Services – PEC students with disabilities. Committee’s recommendation to build district- Dianne Holmes, Office of Student Programs and Recommendation 3: Require that all schools wide support for high impact interventions Services – PEC conduct a substantial, annual review of their that can be sustained beyond the district’s LePaul Shelton, B.E.S.T. Academy student discipline data in the context of school period of state-cited disproportionality. Rodney Ray, Carver School of Technology improvement planning, including setting tar- Recommendation 8: Create a Success Center Sterling Christy, Price Middle School gets for improvements and defining action for use in providing comprehensive services to Anthony Dorsey, Fickett Elementary School plans within the overall school improvement students who receive out of school suspensions Tamarah Larkin-Currie, White Elementary School document. and expulsions. Donovan Murdock, Maynard Jackson High School Recommendation 4: Raise the bar for achiev- Charcia Nichols, Washington High School – BFI ing higher levels of acceptable student behav- The full report of the Cross Functional Action Team Recorder iors by delineating systemwide practices of dis- Team will be submitted to the Superintendent’s Nakia Copeland, Administrative Assistant cipline much as has been done with the APS 26 Cabinet for final approval. Instructional Best Practices. A list of Behavior In addition to conducting a Strengths, Non-negotiables should be developed and Progress in Decreasing Suspensions Weaknesses, Opportunities, and Threats implemented at every school in the district. (SWOT) analysis of discipline practices in the Recommendation 5: Provide professional A review of suspension data for three con- district, members of the Discipline Action Team development for all staff responsible for secutive school years for all students reveals engaged in the following activities: enforcing discipline policies. Include key topics a steady decline in the number of students n Reviewed system-wide discipline data relating to effective management of student receiving in and out-of school suspensions. trends; conduct and discipline, including an overview n Analyzed and discussed discipline policies of APS Board policies and procedures on disci- The number of students with disabilities receiv- and practices of several large metropolitan pline, annual updates on legal issues regarding ing in and out-of-school school suspensions school districts in Georgia and several urban discipline, updates on relevant state and fed- decreased from 2,803 in school year 2008-2009 districts elsewhere in the U.S.; and eral special education laws and regulations. to 1,444 in school year 2009-2010. s n Conducted a systematic review of relevant APS Recommendation 6 : Ensure that appropriately Board policies and procedures on discipline. certificated instructional staff is available to

As a result of these activities, eight (8) major DISCIPLINE ELEMENT 2007-2008 2008-2009 2009-2010 recommendations emerged. A number of the Total Instances of In-School 6,117 5,383 3,202 interventions included in these recommen- Suspension (ISS) dations were approved by the APS Board in February 2010 as a part of vendors’ contracts. Total Instances of Out-of- 14,934 11,740 7,784 School Suspension (OSS)

Recommendation 1: Take steps to shift the Total In and Out-of-School 21,051 16,853 11,023 paradigm of APS stakeholders (e.g., administra- Suspensions

Co-Teaching Pilot Office of High Schools Launches Co-Teaching Pilot Pairs of teachers from several APS the launch pad for a co-teaching pilot where teachers feel it is “chic” to be a high schools hovered for five days at that is being conducted by the Office co-teacher, explained Mr. Norwood. He Metro West RESA to learn the basics of High Schools (OHS) during school added, “The ultimate goal is to change of co-teaching in a standards-based year 2010-2011. According to Mr. John the culture of our high schools to accept classroom and effective Mathematics Norwood, OHS Project Manager, the and embrace co-teaching.” The one- and English-Language Arts strategies purpose of the project is to demonstrate year pilot is focusing on co-teaching and practices. This comprehensive that co-teaching can be replicated in selected tenth grade mathematics professional development series, which successfully at the high school level. was broken into two parts, served as “We want to create a premium program continued on p. 14

Atlanta Public Schools 13 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children OHS Co-Teaching Pilot Co-Teaching Pilot continued from p. 13 and English-Language Arts classrooms in which students with disabilities are enrolled with their non-disabled peers. A pair of regular and special education teachers is delivering joint instruction based on the extensive, customized training provided this past summer by Dr. Deshonda Stringer, Ms. Roberta Oster, and several teachers of Metro West RESA. Co-teachers are being observed periodically for fidelity of implementation of co-teaching approaches and effective instructional practices. Observations are followed by debriefing and feedback sessions. On-going professional development is being provided on topics designed to address commonly reported challenges of co-taught classes. Opportunities are being provided for co-planning between regular and special education co-teachers. Plans call for an evaluation of the project and the prospect of widespread implementation to other high schools in 2011- 2012. During the opening day of the summer training, Mrs. Constance Goodson, Interim Special Education Director, discussed the overall direction of the Program for Exceptional Children with special emphasis Above: Mr. John Norwood, OHS Co-Teacher Pilot Project on plans to expand and Manager (in white shirt), participates in professional enhance the use of inclusive development session this summer at Metro West RESA. practices such as co-teaching Other photos show some of the co-teachers participating in every school over the next in training. three years. s

Atlanta Public Schools 14 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children PEC Goals Outlined Constance Goodson continued from p. 1 records, the department will: We have a goal of increasing parent n Conduct training on Least satisfaction with the services that best of today’s scientific knowledge Restrictive Environment (LRE) for their children are receiving. In order to about educating students with disabil- Principals through a partnership accomplish this, we are: ities. This is, indeed, a tall order. Yet, with Metro West GLRS. n Ensuring that parents receive we intend to get our core work right n Eliminate disproportionate a timely response to requests through use of best practices in every suspension of students with for assistance by implementing dimension and on every level. The disabilities using a variety of early a 24-hour staff response-time results of a self-improvement audit of intervening services. requirement. the Program for Exceptional Children n Conduct fidelity reviews to ensure that n Training our staff to provide conducted by the Urban Special students with disabilities are receiving topnotch, customer-friendly service Education Leadership Collaborative services outlined in their IEPs. when interacting with parents. during the 2009-2010 school year n Meet all federal timelines n Employing an additional Parent show that, while much of our work is pertaining to special education Mentor to assist parents of children moving in the right direction, we still state performance standards. with disabilities in finding resources have some persistent challenges to and steering around unnecessary overcome. As identified in the audit We will continue to hone our internal roadblocks to services. report, these challenges, among oth- operations, making it possible to n Hosting quarterly parent stakeholder ers, include: sharing responsibility employ qualified staff in a timely meetings to engage in dialogue and accountability for the success of manner in collaboration with the about issues and receive feedback. students with disabilities, working Human Resources Department, outside of silos, implementing inclu- generate and expend legally I hope that you will look closely at each sion and inclusive practices, and com- defensible budgets, verify student article in this issue of Advance ALIGN. municating effectively with all stake- enrollment and services counts, It is packed with information about the holders. Central to our efforts to make and provide teachers and students department’s core work and some of the changes in these and other areas is access to up-to-date instructional best practices that we are using to get the need to harness some of the best technology. Extensive enhancements it done. s practices identified throughout the of our website will allow the audit report. This we will do through department to place valuable Aaron Fernander action planning, which is already information at the finger tips of all continued from p. 1 underway. stakeholders. department a blueprint for change, it The department’s overall instructional Partnering with Parents highlights many of the best practices goal is the widespread implementation that staff and stakeholders have long of best practices to support teaching Engaging parents of children with desired to see implemented. Given and learning. We will: disabilities as partners in their child’s the in-depth nature of the audit, I n Ensure the use of national education is high on our “Must Do’s believe that it will serve as a tool standards of practice by all special List”. We are using the work of Dr. to unite all stakeholders behind the education teachers in standards- Joyce Epstein, a leading expert on work that must be done in order to based classrooms. best practices in parent engagement, increase academic achievement and n Expand the number of research- to assist staff in effectively involving graduation rates of our students with based supplemental reading and and engaging parents. To this end, disabilities. I have never felt better math programs available for we recently reissued checklists on about the prospects of educating our the instruction of students with Parent Involvement Self-Assessment children to the standards stated in disabilities. for Parents of Children with Disabilities the Program for Exceptional Children’s n Initiate a 3-year district-wide and Parent-Community Involvement vision and mission statements. Over inclusive practices implementation Self-Assessment for Educators of the last year, Mrs. Constance Goodson, plan with major focus on Children with Disabilities that were Interim Director of Special Education, co-teaching. first published in Advance ALIGN, and I have worked tirelessly with staff n Provide on-going training through August/September 2007. These across the district to revise processes special education professional checklists embed many of the best and put new practices in place. Even learning communities in the SRTs. practices that we want parents to use though the audit report offers 29 n Promote parent engagement and in getting involved with school staff, recommendations for improvement, the involvement in the education of as well as practices that we advocate fact is that much of the work begun their children. teachers use in their involvement last year now sets the stage for many of parents. Parents not receiving a of the recommendations becoming In addition to maintaining the gains checklist should request one from a reality sooner, rather than later. made in compliance last year through their child’s special education teacher. Already, we have set into motion the our districtwide review of student continued on p. 16

Atlanta Public Schools 15 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Searchable Sites on Best Practices in Implementing Aaron Fernander are found, but if we do not change Positive Behavioral Supports continued from p. 15 ourselves these practices will fall short of the results that we seek. www.nccrest.org – The National Center for following things: Mr. Ron Felton, Associate Director Culturally Responsive Educational Systems of the Urban Special Education (NCCREST) n Restructured staff roles and Leadership Collaborative, reminded responsibilities; stakeholders at a recent meeting on http://flbs.fmhi.usf.edu/resources_ n Refined accountability measures for the audit report that, “Outcomes for classroom.asp - Florida’s Positive Behavior all service providers; students with disabilities cannot be Support Project n Clearly defined all processes and achieved by PEC alone. They require procedures relating to state and everybody.” Having PEC go it alone http://educationindiana.edu/cas/tt/v1i2/ federal compliance; is a mindset that will change only what.html - Classroom Management Profile n Upgraded IEP online application; and when we examine ourselves and what Quiz n Identified core instructional we believe about educating students best practices for widespread with disabilities. As we change, we www.pbis.org – OSEP Center for Positive implementation. will see indication of our change in Behavioral Interventions and Supports at the attitudes expressed about what University of Colorado and University of Furthermore, we are consistently students with disabilities can do, Oregon. s meeting and dialoguing with parents, rather than what they cannot do. We principals, and other stakeholders will see shared ownership from the to achieve an understanding of key front office to the classroom. And, You are Invited to Submit s Book and product reviews (limit to 200 words) initiatives, form deeper collaborative we will see mission statements that s Web resources relations, and get buy-in for systemic say “all children can learn” put into s Suggested topics for articles change. practice in every school building. I s Inquiries about best practices invite every member of the APS school s Questions about federal or state special education In spite of these efforts, my optimism community to join Mrs. Goodson, the laws and regulations about the change that is possible staff, and me as we use the findings E-mail copy for the March/April 2011 issue no later is tempered by the fact that we can of the audit to take the reform of than February 1, 2011 to [email protected]. Submissions may be edited and printed in selected issues put the best programs and practices special education to the next level. s as space permits. Maintain a copy of all submissions. in the world into every classroom in which students with disabilities Other Dates to Remember November 2, 2010 – 8:30 a.m. – Districtwide Professional Development Day: Lead Teacher Training, PEC Sees Increase in Low Incidence Teacher Training, SLP Training November 3, 8, & 10, 2010 – (2:00 p.m. - Rusk) – Parent Support Groups and Organizations CRCT-M Training Several parent support groups have federal and state laws, thereby promoting November 5 & 12, 2010 – (8:30 a.m. – Rusk) – IEP On-Line Training organized in recent years to advocate higher academic standards and enhanc- November 10, 2010 – (9:00 a.m.) – Character Camp for children with disabilities and their ing students’ opportunities for success. for high school families. PEC staff is pleased to work with In addition to teaming with PIRC, CASE November 12 & 19 – (8:30 a.m. –Rusk) – CPI these groups as a part of its on-going is collaborating with the Program for Training (Initial) December 10, 2010 – (8:30 a.m. –Rusk) – CPTI efforts to increase and improve stakeholder Exceptional Children Department staff in Training (Refresher) relationships. Beginning with this issue of developing a parent communication plan November 16 & December 14, 2010 – (4:00 p.m. – Advance ALIGN, one parent support group and a workshop schedule for parent train- Rusk) New Special Education Teachers’ Training will be featured in each edition. ing. Many of CASE’s members have been November 19th (9:00 a.m.) – Character Camp elementary school regular attendees at the department’s January 4, 2011 – District-wide Professional Introducing CASE quarterly parent meetings. For more infor- Development Day mation on the mission, activities, and December is Inclusive Schools Month CASE, Community Advocates for Special meeting schedule of CASE, please contact Education, is a group comprised of parents Mrs. Shawna Hayes-Tavares, Founder and About the Advance Project ALIGN Newsletter Advance ALIGN is compiled and published for the and community members from the Atlanta Co-Chair, at 404-447-0637-cell, or Mrs. Atlanta Public Schools, Program for Exceptional Children, area who are concerned about and are Debbie Scott Williams, Co-Chair, at 404- under contract with Reeves & Associates Consulting and advocating for quality public education for 875-2480. s Training, Inc. Reeves & Associates is the designer and students with disabilities. CASE is team- facilitator of Project ALIGN (Assessment of Learning ing with PIRC, the Parent Information and Note: If you know of other parent orga- and Instructional Goals Network), a capacity-building professional development reform mechanism used Resource Center, to give parents, grandpar- nizations and support groups for students to accelerate and sustain the performance of special ents, and other caretakers of children with with disabilities associated with APS, education teachers to implement evidence-based practices disabilities the tools needed to navigate please send contact information to Ms. in their work with students with disabilities. Graphics the special education system. Workshops Constance Goodson, Interim Director of design is by Kellie Frissell. Any questions or comments are planned to provide information on Special Education at cgoodson@atlanta. about the contents of the newsletter should be directed to Rebecca Reeves topics that are critical to understanding k12.ga.us. s at [email protected].

Atlanta Public Schools 16 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children List of Immediate Recommendations from PEC Audit AUDIT FOCUS AREAS IMMEDIATE RECOMMENDATIONS (CURRENT SCHOOL YEAR) Identification of Students No immediate recommendations made in this area. Needing Special Education Services Achievement of Students *4. Message Regarding Achievement & Students with Disabilities: Receiving Special Education Send a clear message that reforms must include and promote targeted achievement of Services students with disabilities. (Immediate) 5. Interventions & Supports: Ensure that all reform models have targeted and intensive interventions and supports for students with disabilities, including those with significant disabilities. (Immediate)

Provision of Specialized 8. Vision of Inclusive Schools: Instruction Develop an APS vision of inclusive schools articulating that the education of almost all students with disabilities in general education settings with support. (Immediate) 9. Comprehensive District-wide Plan: Develop a comprehensive, district-wide plan to develop and implement APS vision for inclusive schools. (Immediate) 11. Effective Teacher in Every Classroom Initiative: Ensure that PEC is involved and that the plan includes the recruitment, preparation, placement, and support of special education teachers. (Immediate) 14. Communication with & Involvement of Parents: Use parent-friendly communication; sponsor workshops; and, establish indicators to measure meaningful parental involvement that reinforce practices of schools with high rates of success. (Immediate)

Organizational Structure & 15. Name of PEC: Resource Allocation Change to “Specialized Instructional Services” and re-name remaining components of OSPS “Support Services” and the name of entire department to the “Office of Specialized Instructional and Support Services”. (Immediate) 17. Intervention & Support for Positive Behavior: Train as many appropriate support staff as possible to develop effective and positive behavior intervention plans. (Immediate) 22. Data Availability and Analysis: Hire a full-time data coordinator so that OSPS/PEC can take full advantage of APS data tools. (Immediate)

Accountability for Results 26. ETEC (Effective Teacher in Every Classroom) Initiative: Monitor teacher effectiveness with respect to quality indicators for co-teaching, collaborative consultation, and teaching students with significant disabilities in special classes and special schools. (Immediate) 27. Special Education Compliance Status: Ask GADOE for clarification of APS’ compliance status and elevate PEC’s corrective action plan for Cabinet level review and design of a system-wide, intensive approach to its successful execution. (Immediate) 28. Facilitating Constructive Parental & Stakeholder Involvement: Expedite reinstatement of PEC stakeholder group and parent liaison hire. Train Critical Connectors and others in Facilitated IEPs to promote consensus and problem-solving of complex issues. (Immediate) 29. Consistent Resolution of Concerns: Establish institutionalized mechanisms and a capacity for constructive communication, timely response to resolvable issues, and consistency of appropriate resolutions. (Immediate) *Note: This is the number of the recommendation in the full report, Improving Outcomes for Students with Disabilities: A Self‐Improvement Audit of the Program for Exceptional Children, Atlanta Public School, September 2010.

Atlanta Public Schools 17 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Professional Development Involves All PEC Staff

District-wide professional development for special educators at the beginning of the school year has become an annual event, featuring large and small group sessions on contemporary topics and issues.

Atlanta Public Schools 18 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Office of Student Programs and Services, Program for Exceptional Children

Classroom Management Checklist Self-Assessment of Best Practices

Teacher______Date______

Practice Yes No Unclear

Classroom rules are stated in positive terms.

The number of rules is limited to no more than 5.

The rules are worded in observable and measurable terms.

The rules are posted and are large enough to read.

The rules are written in words that all can read and/or are illustrated with graphics or icons.

The criteria for earning reinforcers are clearly understood by all students.

Specific behavioral praise is provided at a rate of 4 positives for every 1 corrective statement.

Reinforcers (verbal, non-verbal, items, activities) are available to all that earn them.

Reinforcers are varied and individualized.

Data on student performance is displayed prominently.

Reinforcement opportunities are posted.

The consequences for rule violations are sequential.

Consequences are preplanned and posted.

Consequences for rule violation are explained and reviewed regularly.

Consequences are delivered in a calm, matter-of-fact manner.

Students are reminded of their choices in a calm, positive manner prior to escalation in behavior.

Consequences are delivered consistently and in a timely manner.

*Adapted from Florida’s Positive Behavior Support Project. Accessed at http://flpbs. fmhi.usf.edu/resources_classroom.asp.

Atlanta Public Schools 19 Project Align • Fall/Winter 2010 The Reform of Special Education Instruction in the Atlanta Public Schools Office of Student Programs and Services, Program for Exceptional Children Atlanta Public Schools – Office Of Student Programs And Services Program For Exceptional Children Staff Contacts Main Number 404-802-2602 NAME TITLE STAFF RESPONSIBILITIES TELEPHONE/E-MAIL Bailey, Brenda Coordinator Critical Connector – OHS-The Schools of Carver, Daniel M. Therrell, Booker T. 404-802-2602 Washington [email protected]

Brown, Michelle Coordinator (Interim) Critical Connector- SRT 3, Centennial Place, C.W. Hill-John Hope, Mary Lin, Park- 404-802-2646 side, Sammye E. Coan, Samuel M. Inman SRT 4, B.E. Usher- [email protected]

Coggins, Pat Coordinator Critical Connector – SRT-1, Beecher Hills, Cascade, West Manor 404-802-2638 [email protected]

Crooks, Shamazza Coordinator Critical Connector- SRT 1, Adamsville, Mary M. Bethune, M.A. Jones, L.O. Kim- 404-802-2692 berly, L. P. Miles, T.J. Perekerson SRT 4, G.A. Towns [email protected]

Drake, Janice Coordinator Critical Connector – SRT 2, Capitol View, Cleveland Avenue, John W. Dobbs, J.W. 404-802-2639 Humphries, Emma Hutchinson, Crawford W. Long, Thomasville Heights [email protected]

Golden, Gail Coordinator Critical Connector – SRT 3, Ed. S. Cook, East Lake, Martin L. King, Fred A. Toomer 404-802-2606 [email protected]

Hallman, Brenda Specific Learning Dis- Critical Connector - Charles L.Harper Archer, Hillside, North Metro, South Metro, 404-802-2665 abilities Evaluations Springdale Park, The Bridge, Carter G. Woodson [email protected] Manager Hutchins-Jones, Eunice Coordinator Critical Connector – SRT 1-Joseph E. Brown, Ralph Bunche, Elijah L. Connally, 404-802-2619 Deerwood Academy, William M. Finch, , Alonzo F. Herndon [email protected]

Kleckley, Wanda Coordinator Critical Connector Preschool-Headstart, Community Centers, Audiologists, 404-802-2615 Preschool Diagnostic Team [email protected]

Lamont, Rebecca Coordinator Critical Connector – SRT 3, Burgess/Peterson, Morningside, Whitefoord SRT 4, W. 404 802-2621 T. Jackson, W. A. Sutton [email protected]

Ma, Keisa Child Serve Specialist Hospital/Homebound Services, Home Study, Character Camp, Surrogate Training , 404-802-1695 Child Find/ Private Schools [email protected]

Peavy, Felecia Coordinator Critical Connector - SRT 4, Bolton, Brandon, Grove Park, Rivers, Scott, Smith, 404-802-2611 [email protected]

Robbins, Changular Coordinator Critical Connector – OHS, A. Crim, H. Grady, M. Jackson, N. Atlanta 404-802-2689 [email protected]

Stokes, Gwen Coordinator Critical Connector - Charter Schools, Atlanta Charter Middle, Atlanta Prepara- 404-802-2607 tory Academy, Charles R. Drew, Imagine Wesley International Academy, Intown [email protected] Academy, The Kindezi School, KIPP Strive Academy, KIPP Vision, KIPP WAYS, Neighborhood, Tech High, University Community Academy

West, Katrina Coordinator Critical Connector – SRT 1, Continental Colony, Margret Fain, Richard N. Fickett, 404-802-2687 Peyton Forrest, Sylvan Hills, John F. Kennedy, Jean C. Young [email protected]

Whitaker, Emmaundia Coordinator Critical Connector – SRT 4, BEST Academy, William A. Boyd, , Frank L. 404-802-2616 Stanton, Walter White [email protected]

Williams, Peggy Coordinator Critical Connector – SRT 2, Fredrick W. Benteen, Paul L. Dunbar, Charles L. Gide- 404-802-2618 ons, Heritage Academy, Walter L. Parks, Luther J. Price, Daniel H. Stanton [email protected]

Atlanta Public Schools 20 Project Align • Fall/Winter 2010