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"ROLLING UP OUR SLEEVES"
IMPACTING THE MENTAL WELL-BEING OF OUR
CHILDRENPresented by
Frank Leech, Fluvanna County Public Schools Director of Student Services
Katrina Lee, Fluvanna County Public Schools Director of Special Education
Fluvanna County Public School's School Board
STRATEGIC PRIORITIES
PROVIDE A MEANINGFUL EDUCATION FOR THE WHOLE CHILD, FOR EVERY CHILD
ESTABLISH A CULTURE THAT IS SAFE AND NURTURING, ALLOWS RESPONSIBLE CHANGE, AND BUILDS CONFIDENCE IN ALL
STAKEHOLDERS
July 2014
Our Mission
To provide multiple levels of support for students whose behavioral challenges are counterproductive to their academic progress
Provide support to teachers and students regarding difficult behaviors
Implementing and monitoring interventions
Customized program -Abrams Academy
Small group instruction, counseling, transitioning
Alternative to suspension
Continuity and support for out of county transitions
PROVIDING SUPPORT TO TEACHERS AND STUDENTS REGARDING DIFFICULT BEHAVIORS
In the Classrooms
Observations of individual students in their classrooms at teacher/principal request
Consultation with teacher/principal regarding individual behaviors
Recommendations for behavior management and monitoring in the regular classroom
IMPLEMENTING AND MONITORING INTERVENTIONS
Monitoring and Data Collection
Consult with teacher as plan is devised
Review plan with teacher
Collect data for 10 days
Review data to determine next step
Tracking Tantrum Intensity
CUSTOMIZED PROGRAMABRAMS ACADEMY
Abrams staff will
Teach students to appropriately advocate for themselves
Work to improve reading and math skills
Teach students to comply with academic
demands and complete academic tasks
Assist students in developing social
skills that will improve their
interactions with peers
Significantly reduce intensity of maladaptive
behaviors
Teach students how and when
to ask for help
SMALL GROUP INSTRUCTION, COUNSELING, TRANSITIONING
Day to Day in the Abrams Classrooms
Average ratio 4:11:1 supportSocial skills instructionIndividual counselingRelationships with adult staffMonitor progressTransition back to regular school
ALTERNATIVE TO SUSPENSION
Two Types of Students Attend Abrams Academy
Short Term
May be with us for up to 10 days
Complete academics sent by teachers from FMS or FHS
Participate in all other aspects of the program including behavior monitoring
May participate in counseling on an as-needed basis
Process behavior, their role in consequences and responsibility
Long Term
Are with us for 1 semester of 2
Complete academics via Apex with 1:1 assistance from staff
Interact constantly with adults in the program
Participate in counseling on as-needed basis and to develop skills for living
Process their behaviors, roles, and responsibility
ABRAMS ACADEMY TRANSITIONAL CLASSROOM (AATC)
CONTINUITY AND SUPPORT FOR OUT-OF-COUNTY TRANSITIONS
AATC Program Overview
The Abrams Academy Transitional Classroom (AATC) is a structured and nurturing classroom within the historic Abrams building centrally located between the five Fluvanna County Public Schools.
The AATC is designed to provide experiences for students from that are transitioning from more restrictive settings back into FCPS.
The philosophy of AATC is based on the concept that all children can make academic, behavioral, and social gains when appropriate and structured experiences are provided that systematically prepare both students and staff for future challenges.
The AATC is specifically designed to address the needs of special education students that require a structured transition when returning from more restrictive settings.
A range of experiences and services are available with the desired outcome being the continued development of the skills and reinforcement of the expectations required for a successful transition and participation into a more traditional school setting.
OUR PHILOSOPHY
Abrams Academy Transitional Classroom (AATC)
Philosophy StatementKEY POINTS
Academic, social, and emotional growth for the individual student
Classroom experiences are structured to ensure success
Improve self-esteem and self-control
Emphasis on self-respect, respect for others, and the belongings of others
The Abrams Academy Transitional Classroom (AATC) philosophy of education encompasses the academic, social, and emotional growth for each individual student within the overarching stated Mission and Vision prescribed by Fluvanna County Public Schools (FCPS). We recognize that each student has their own individual capabilities, and the classroom experiences are structured to utilize these capabilities in a manner that assures successful participation. This success will lead students to develop meaningful self-esteem and assist students in gaining control of their lives and achieving their potential growth leading to a successful transition back into a more traditional setting in FCPS. Emphasis is placed on self-respect, respect for others, and respect of belongings.
Abrams Academy Transitional Classroom (AATC)Philosophy Statement
KEY POINTS
Positive attitudes toward learning are encouraged
Staff strive to work as a team (including support staff)
Family, school, and community involvement is encouraged
Commitment to a successful transition
A positive attitude towards learning is encouraged, with academic, behavioral, and social skill training emphasized as part of the overall experience.
The involvement of various disciplines are also encouraged including therapists, social workers, child care workers, and volunteers and we strive to work as a team in order to address the varied needs of our students. Family, school, and community involvement is encouraged so that the positive behaviors and skills that are evolving may carry over into all areas of the student’s life.
We remain committed to providing each student with understanding, consistency, and personal respect and encourage the development of responsible, honorable behavior that will lead to the successful transition into a less restrictive setting within FCPS.
PHYSICAL SETTING
Physical Setting The Abrams Academy Transitional Classroom (AATC) is strategically placed in the centrally located Abrams Building. The Abrams building is within walking distance of three of the five FCPS’s schools and within a 5 minute drive of Carysbrook Elementary and 10 minutes to FCHS. The strategic location allows for the use of the schools gymnasiums, cafeterias, libraries, and athletic fields. Also located within the Abrams Building is the Abrams Academy Alternative Education Program which provides access to administrative, clerical, school psychologist, social worker, and behavioral support.
KEY POINTS
Transitional Program
Centrally located, within close proximity to main schools
Location allows for use of facilities
Alternative Education Program provides access to administrator and support staff
STAFFING
Staffing
Students participating in the Abrams Academy Transitional Classroom (AATC) will come in contact with different staff. The classroom is led by Ms. Lori Scalzo, a fully endorsed Commonwealth of Virginia veteran teacher who over the course of 20 years is well versed in the challenges facing Fluvanna students and staff when students transition back into our schools. The staffing pattern is determined by a comprehensive review of student records, discussion with guardians, previous placement staff and receiving FCPS staff. The focus remains on continuing academic, social and emotional growth but with a specific focus on the needs of the student for successfully transitioning back into a more traditional school setting. Support staff including those associated with related service needs (speech, occupational therapy) can be met within the AATC setting and is part of the initial review for appropriateness of placement. The classroom ratio is purposefully kept low and will fluctuate as student experiences are provided and student needs become more evident.
KEY POINTS
Main special education teacher and support staff
Comprehensive review of student records to determine services
Focus-Successful transition back to a more traditional educational setting
Related services needs easily met
DISCIPLINE PHILOSOPHY
Discipline Philosophy
Discipline is an educational process by which staff assist the student to learn to live in reasonable conformity within accepted standards of behavior. The goal of discipline is to teach the student to apply their own inner self-controls rather than those imposed by external pressures. It is the responsibility of staff to help the student learn how to accept responsibility for their behavior and to develop social skills which will allow them to live with other people in a way that is satisfying to them.In FCPS, the emphasis is on the positive. Praise, encouragement, and special privileges are given whenever a student behaves in an acceptable manner. Rules and consequences for unacceptable behavior are carried out within a framework of caring and concern for each individual. Natural and logical consequences for unacceptable behavior are used whenever possible. When there are no natural or logical consequences for the unacceptable behavior (for example, swearing), then short time-outs are given.
KEY POINTS
Main special education teacher and support staff
Comprehensive review of student records to determine services
Focus-Successful transition back to a more traditional educational setting
Related services needs easily met
THE AATC EXPERIENCE
The AATC Experience The experiences for each student will vary depending on the needs of the student for planning for a successful transition back into the traditional FCPS setting. These experiences will be initially developed as part of the student’ s transition plan that will include guardians, school based administrator, case manager and teachers as appropriate and will be documented as part of the students IEP. In all cases the placement will continue to foster the desired academic, social and emotional growth but include specific requirements for the planned, successful transition back into the traditional FCPS setting. This will include participation in the AATC in Abrams, planned visits and experiences within the schools, and even participation in FCPS traditional classrooms. The emphasis is on developing the necessary skills and relationships leading to success for both the student and school staff.
KEY POINTS
Main special education teacher and support staff
Comprehensive review of student records to determine services
Focus-Successful transition back to a more traditional educational setting
Related services needs easily arranged
IEP REQUIREMENTS
IEP Requirements
All students who participate in the services provided in the Transition Classroom require an Individualized Educational Plan (IEP).
The Director of Special Education and the Special Education Teacher work closely with all out-of-county placements that students are enrolled in or transitioning from to ensure meaningful planning and facilitate appropriate supports for each child.
The IEP team does not initiate a change in placement, but a change in services.
Additionally, each school utilizes a flow chart to assist in making determination of services.