SCPS Budget Work Session STAFFORD COUNTY PUBLIC SCHOOLS February 11, 2020 Departmentof Student Services Attachment 12
Wendy Martin-Johnson Student Services Supervisors Executive Director for Student Seivices 31 Stafford Avenue Melanie Daniel 658-6507 Stafford, Virginia 22554-7246 George Hummer 658-6510 Office: 540-658-6504 _,-; Meahan Lawson, 658-6503 Fax: 540-658-6042 ��z..; Barbara Platt 658-6508 Emai I :joh nso nwm@sta ffordschools. net SuffordC-iy Public Set-I• Ann Villanueva, 658&6530
To: Ms. Donna Krauss, Director Community Engagement and Human Services
From: Mrs. Wendy Martin-Johnson,Executtve Director for Student Services
Date: June 20, 2019
RE: 2018 - 2019 MOA Annual Reportfor Separate Public Day Schools
Below is a program summary for the Heather Empfield Public Day School (HEDS) and Stafford High School Public Day School (SHS PDS) site for the 2018 - 2010 school year. As you are aware, students placed in either of these programs have a history of significant challenges, which may include a combination of any of the following given the unique characteristics of each individual student's disability: • Aggressive and eloping behaviors • Inability to learn or progress in the curreculum • Inability to communicate • Inability to interact with peers or staffs • Inability to tolerate a full school day • Inability to transition from one activity or location to another
While not an exhaustive list of behaviors, these are significant contributing factors, which have impacted the student's ability to progress in a school-based program. As in previous years, the students at HEDS primarily have either autism or emotional disabilities as their primary disability. Students in SHS PDS mainly have a primary disability of an emotional disability. Staff members at both sites continue to provide academic, social, behavioral consultation, supportand guidance to students, and timely and consistent communication to families, faculty, and community staff and agencies. The program coordinators, teachers, social workers, and other support staff collect qualitative and quantitative data on behavior and academic achievement for a variety of behaviors. For the 2019 - 2020 school year, it is anticipated that the H EDS program will open with 8 students in the two autism classrooms and four available spaces for the school year in the elementary/middleautism classroom. Six students are expected to startthe school year in the EBS (Emotional Behavioral Support) classroom. Without the funding to provide the 101h Behavioral Support Assistant (BSA), the EBS classroom is full. The SHS PDS classes are projected to open with 15 out of a maximum of 18 students.
lllspire • Empower • Excel Information in the annual report will provide you with an enrollment summary, programming data, behavioral data, SOL information, and graduation. I am recommending the committee review staffingfor these programs and reconsider the funded positions to include additional BSAs and a .5 FTE Occupational Therapist. Heather Empfield Day School & Transition Center
Enrollment Data A total of 17 students were enrolled during the 2018 -2019 school year. Students ranged from grades K-12 and included some post-graduates through the age of 22. Two teachers and six Behavioral Support Assistants (BSA) supported these students. There were 11 students in the autism program ranging from K to age 22. There were six students in the Emotional Behavioral Support (EBS) program ranging in grades from K-2. One teacher and two BSAs supported the students in the EBS classroom. It is noted that the MOU allows for nine BSAs, but for the majority of the school year, there was one vacant position that was filled with a substitute when possible. A breakdown of how students were placed at HEDS is below:
• Students returning from the previous school year- 13 • Students placed from their base school -3 • Student returning from homebound -1 • Students who left HEDS and went to a private day school- 2 • Students who left HEDS to be homeschooled -0 • Students who left HEDS to return to their base school -2 • Students who were hospitalized during the school year -O • Students who moved out of state -1
BSAs are difficult positions to fill and these staffs change throughout the year. The coordinator has expressed concern that the program frequently operated with seven trained BSAs and two positions were almost always vacant or held substitutes. The EBS teacher was invo1ved in a significant car accident early in the school year and was out on leave from October through the end-of-the year. The needs of the students are significant and warrant consistency in staffas often as possible.
Programming and Assessment Data The HEDS program is highly individualized. Students in the autism program are primarily working on the Virginia Alternative Assessment Program (VAAP), while students in the EBS program are working toward Standards of Learning (SOL). Seven students participated in the VAAP assessment.
Seven students received occupational therapy and nine received speech language services. Three students are using iPads for communication. Fifteen students receive adaptive PE. Behavioral and Social Emotional Each student has a behavior intervention plan, which are revised when data indicates an increase, decrease, or no change in identified behaviors. Students in the EBS program receive social skills from the Social Worker twice weekly. Additional social skills training is embedded in the daily schedule the remaining three days of the week. For students in the autism program, social skills are a part of daily instruction. Social skills, as a mandated service, are provided for five students and
lnspire Empower Excel counseling is provided directly to two students. The BCBA supportedstaffs and students at HEDS for 1-1.5 days per week or as necessary.
Graduation Three students will return to HEDS for post-graduate services during the 2019/2020 school year; only one post-graduate student attended in the 2018/2019 school year. One student aged out of the program at the end of the 2018/2019 school year.
Parent Outreach Parents have daily access to the coordinator and the social worker when asked. The staffheld an end-of-year picnic for parents and students at Chichester Park. As a part of the curriculum for independent living, the students learned to make sandwiches and were able to make them at the picnic to demonstrate their new skills.
StaffordHigh School Public Day School
Enrollment Data During the 2018/2019 school year, a total of 18 students were enrolled in the Stafford High School Public Day School (SHS PDS). Students are enrolled from grades 9 -12; all seniors are on time seniors; there were no 5th year seniors. Students are placed in the SHS PDS through the IEP process and discipline. The breakdown of where students came from is below:
• Students returning to SHS PDS from the 2016/2017 school year - 8 • Students placed from base school at SCPS - 6 • Students returning from private day school and residential placements - 4 • Students who leftSHS PDS and went to private day school - 3 o 2 through the MDR process· & 1 per parent request • Students who leftSHS PS and returned to base school fulltime - 0 • Students enrolled for a partial day at their base school or accessing SHS -S • Students returning for the 2019/2020 school year - 10 • New students for the 2019/2020 school year - 5 Programming Data Two teachers teach courses with support from three instructional assistants. Instruction is delivered through a hybrid model, meaning that students may access grade level curriculum on site, at their base school, and/or through online courses provided by Edgenuity.
• 22 subjects were offered using a blended learning approach to include Algebra 1, Geometry, AFOA, Earth Science, Biology, Ecology, Economics & Personal Finance, English 9, English 10, English 11, English 12, World History I, World History 2, US/VA History, Government, H/PE 9, H/PE 10, Spanish 1, Social Skills I & II, and Learning Strategies. Behavior and Social Emotional All students have Behavioral Intervention Plans (BIP); most had a BIP before entering the program. The staffs utilize a level system specifically designed to address individual behaviors. Interfering behaviors that occurred during the school year include:
Inspire • Empower Excel • Self harm, shutting down, eloping from the building, running out of class, hittingdesks, yelling out in class, withdrawal, crying, hallucinations, anxious behaviors (pacing, rocking, scratching), oppositional defiance and profanity. Staffs also noted physical aggression, inappropriate social skills, significant trauma, mental health needs, and substance abuse needs.
Overall, staffsreport a decrease in behaviors with the exception of three students whose behavior escalated requiring a more restrictive placement in a private day school. There were six suspensions during the school year. Eighteen of 18 students are enrolledin a Social Skills class. All students have between 40 and 120 minutes of counseling per month, but no other related services.
Assessment and Graduates Students took 30 SO Ls, passing 22 to include Locally Verified Credits (LVCs). Five industry certifications were administered with a 100% pass rate. Students achieved LVCs, passing scores and advanced passing scores this school year. SOL pass rates increased this year for the SHS PDS from 54.5% to 73.3%. This year we used the student's study hall block for SOL remediation and the increase in SOL pass rates was 19% higher than the previous school year.
Three seniors graduated as "on time" graduates, meaning they graduated within 4 years of entering high school. Post-secondary plans for the 3 graduates are; enlistment in the Marines (set up with a recruiter and boot camp date set), attending Germanna Community College (application completed), and local work through Goodwill Inc (worked with the jobcoach and transition specialist).
Inspire• Empower Excel STAFFORD COUNTY PUBLIC SCHOOLS Department of Student Services Wendy Martin-Johnson Student Services Supervisors Executive Director for Student Services 31 Stafford Avenue Melanie Daniel 658-6507 Stafford, Virginia 22554· 7246 George Hummer 658-6510 Office: 540-658-6504 Meahan Lawson 658-6503 Fax: 540-658-6042 Barbara Platt 658-6508 Emai I: joh nsonwm@staffordsch ools. net Ann VIiianueva 658-6530
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To: Ms. Donna Krauss, Director Community Engagement and Human Services
From: Mrs. Wendy Martin-Johnson, Executive Director forStudent Services
Date: January 29, 2019
RE: Mid-Year Review forSeparate Public Day Schools
Below is a mid-year review of students placed in private day schools, the Heather Empfield Public Day School (HEDS) program, and the StaffordHigh School Public Day School (SHS PDS) program. As you are aware, students placed in these programs have a history of significantchallenges, which may include a combination of any of the followinggiven the unique characteristics ofeach individual student's disability: • Aggressive and eloping behaviors • Inability to learnor progress in the curriculum • Inability to communicate • Inability to interact with peers or staffs • Inability to tolerate a full school day • Inability to transition from one activity or location to another
Information in this review will include a summary of placements to include an analysis of the number of students currently placed within the programs, the numbers of students receiving private day school services, and the effectivenessof the comprehensive programming approach.
Private Day School Students • 69 students are currently in private day schools ranging fromK-PG • 5 students are projected to graduate with a standard diploma in June 2019 • No students are projected to age out of eligibility (age 22) forspecial education services • 3 students are projected to returnto their base schools within the next 6 months (2018/2019 or 2019/2020) • I student currently in a private day school is projected to re-enroll at HEDS by the end of February 2019 • I student, age 18 & pregnant, losing their 2nc1 day school placement; IEP team will need to determine next placement • 1 ELEM student potentially being recommended forprivate day school due to extreme behaviors Heather Empfield Public Day School • 14 students currentlyenrolled in the program • I student in the autism program projected to returnto schoo 1 in 2019/2020
1 Inspire l:mpower Excel • 1 student in the EBS program projected to return to school in 2019/2020 • 1 student projected to go to private day due to extreme behaviors & medical concerns that our staffis not equipped to handle (choking, walking, seizure activity) • I student will age out in June 2019 • 1 parent is requesting an IEP meeting to request a private day school
Stafford High School Public Day School • 12 students are currently enrolled in the program o Multiple transitions due to homebound status and behavior • 3 students are projected to graduate in June 2019 o Potential of l more graduating, but questionable if student will meet graduation requirements • No students are projected to returnto their schools full time o Some students are gradually returning to general education for a partial day • I HS student projected to leave SHS PDS to go to private day o Student was released fromresidential due to age, but has a history of sexual behavior o Transferredfrom another county into a local group home
2 Inspire Empower E.Ycd STAFFORD COUNTY PUBLIC SCHOOLS DEPARTMENT OF STUDENT SERVICES AND SPECIAL EDUCATION
George C. Hummer, Ed. D. Supervisors of Student Services and Executive Director for Student Services Special Education and Special Education 31 Stafford Avenue Melanie Daniel 658-6507 Stafford, Virginia 22554�7246 Stafford County Meaghan Lawson 658-6503 Ofc: 540-658-6500, Fax: 540-658-6042 Public Sd1ools Barbara Platt 658-6508 [email protected] Annie Villanueva 658-6530
To: Ms. Donna Krauss, Director of Community Engagementand Human Services
From: George Hummer, Ed.D., Executive Director of Student Services and Special Education
Date: January 15, 2020
Re: Mid-Year Review for Separate Public Day Schools and Private Day Schools
Below is a mid-year review of thestudents placed in private day schools, the Heather Empfield Day School (HEDS), and the Stafford High Public Day School (SHPDS). As you are aware, students placed in these programs have a history of significant challenges, which may include a combination of any of the following, given the unique characteristics of each individual students' disability:
• Aggressive or eloping behaviors • Inability to learnor progress in the curriculum • Inability to communicate • Inability to interact with peers or staff • Inability to tolerate a fullschool day • Inability to transition fromone activity or location to another
Informationin this review will include a summaryof placements to include an analysis of the number of students currently placed within the programs, the number of students receiving private day school services, and the effectiveness of the comprehensive program approach.
Private Day School Students
Number of students • 65 (1 of the 65 is partial). Graduation of students this year • 5 standard, 2 applied. Age out of eligibility by the end of this year • 2
Our mission is to provide specialized programs, services, and supports that address the unique needs of our students. Return to base schools • 2 Enter HEDS or SHPDS • 1 from private to HEDS. Students having to change placements for extenuating circumstances • 0 Number of potential students being considered fora private day placement • 2 Residential Placements • 6 total: 2 placed by us ( one student is currently in jail, then will be homebased pending another residential placement), and 4 by community. Parentally placed residential students who are receiving private day services due to this placement • 5
Heather EmpfieldDay School
Students currently in the program • Emollment max: 16 • Number of Students Emolled: 14 • 2 Students with Autism transitioned fromPublic School settingto HEDS. • 3 Students with Emotional/Behavioral needs transitioned from Public School to HEDS. • 1 student with Autism transitioned from Private Day School to REDS.
Students returning to base school • 2 EBS student returned topublic a day programin a general education setting. • 1 Elementary Autism Student had change of placement fromHEDS to LREfor startof 2019-2020. That student disemolled fromSCPS due to a familymove. • 1 middle schooler with Autism will begin transitioning tobase school small group. setting with BSA support, with hopes for a full transition by the end of the school year. • 1 EBS student will be considered for transitionto the public day school for2020-2021 school year.
Students being considered for the program • 1 student with Autism for 2020-2021 school year.
Students transitioning to private day • 1 Postgraduate Student with Autism transitioned to Private Day School.
Students aging out by the end of the year • No students expected to graduate or age out at end of school year. • 2 postgraduate students to age out in 2021.
Any other extenuating cases • 2 Students disemolled fromStafford County Public Schools due to parents' military transfer.
Our mission is to provide specialized programs, services, and supports that address the unique needs of our students. • EBS program is currently a K-2 program. 2 of our students returnedthis year as 3rd graders, which expandedthe program to a K-3 program. Nextyear, the program will need to be considered a 1-4 program based on current emollment.
Stafford High Public Day School
Students currently in the program • 18 (two students only attending one block). Students returning to base school • 1 student returned to base mid-semester for the cmTent school year. Students being considered forthe program • 0. Students returning fromprivate or residential program • 1 student fromprivate day. • 1 transfer student who was in residential in their previous school district. Students who left and went to a private or residential program • 0 students. Students who enrolled partially in their base school • 2 students. New students this school year • 13 students.
If you have any further questions, please don't hesitate to send me an email at [email protected] or give me a call at 540-658-6500.
E ecutive Director of Student Services and Special education
Our mission is to provide specialized programs, services, and supports that address the unique needs of our students.