Completing the
Continuum of Services
Linda Colucci, M.Ed.
Director Special Services
February 2014
Moving Forward – June 25, 2013
• The Department of Special Services and the
District are dedicated to providing the Full
Continuum of services for all students with
I.E.P.’s. While full inclusion is always the
ultimate goal we must also provide each
student with a program that meets their
individual needs.
New Jersey Statues
Title 18A Education
18A:46-54. Regulations requiring plan to establish stability in special education
Programming.
The State Board of Education shall promulgate regulations to require school
districts to develop a plan to establish stability in special education programming.
The plan shall take into account the consistency of the location,
curriculum, and staffing in the provision of special education programs and
services.
The State board regulations shall also require that when developing an
individualized education program (IEP) with the parent or guardian of a
student who is prone to regression due to frequent changes in location
including, but not limited to, students diagnosed with autism spectrum disorder,
the IEP team shall consider, among other factors, the consistency of the
location of services when determining in-district special education placements.
L.2013, c. 19, § 1, eff. April 25, 2013.
How did we do?
Last spring the focus was the elementary and
middle school level.
All programs have had a successful year.
Oakview – Autistic
Watsessing – Behavioral Disorders
Berkeley – Language Learning Disorders
Fairview – Multiply Disabled
BMS – all above programs and West Wing
Not 1 elementary student was placed Out of District
this school year due to lack of programs.
Not 1 middle school student was placed Out of District this
school year due to lack of programs.
Completing the Continuum
The last 2 programs that require the district’s
attention:
High School programs/Bridges
Preschool programs
Let’s start with High School/Bridges
and then
Move on to Preschool
High School/Bridges
presenting challenges
• No program for 8th graders moving up to the
High School currently meeting success in West
Wing at the Middle School.
• No Autistic program for 8th graders moving to
the High School.
• Bridges students are not easily accessible to
their same age peers.
How do we address the challenges to
complete the continuum
for all HS students?
• Autistic program at the High School will be
incorporated into VEST to teach student life
skills and community based instruction
• West Wing will be established at the High
School so students who currently are in the
program can continue to meet success.
• West Wing at Bloomfield College (formerly
Bridges) will be established as a partnership
with the College.
New Home of West Wing at Bloomfield College
Voorhees Hall – Franklin Street
Collaboration with Bloomfield College
Dr. Marion Terenzio, Office of Academic Affairs –
1. We want to help your at risk (Bridges) students
2. We can assist students who can benefit from a
college environment.
3. We have professors who are willing to work with
our teachers and staff.
4. We want your students to see themselves as
college material
5. We want your students to be part of something
bigger, see a future.
Where do our students go?
West Wing at College
• Any current Bridges
Students who perform
well in a small setting
• All teachers from Bridges
will move to college
• Crisis counselor will move
• College gives space and
support, help with
programs
West Wing at BHS
• Moving up BMS West Wing
students
• Any identified at risk
student
• Will need 2.5 teachers to
create a program
• .5 counselor (can be part of
CST)
Out of District - some students, based on needs may
require an out of district placement.
The continuum of West Wing has to be established
regardless of any decisions on Bridges. Students are
moving up to the high school from the middle school.
Once the West Wing at BHS is established we must
consider if any Bridges students can return to the
High school.
West Wing will mirror the current BMS program.
There will be 2 classrooms dedicated for the West Wing.
Students when appropriate will take electives within BHS
Students will have a counselor dedicated to their needs.
With any continuum we MUST provide options for all students.
We must estimate a number of students who may require OOD to meet their needs.
West Wing at Bloomfield College
Bloomfield College is not only giving the district
classroom and office space, their staff wants our
students to have college experiences, internship
sites and a mentoring program.
Their current academic program and teachers will follow them to the
college.
The Big Picture Learning will remain part of their program.
Students community internships will remain.
However, they will also partner with the college so students will now
be able to have college experiences while doing their internships.
I.E.P. meetings
• Beginning in late March all students currently
attending Bridges will have an I.E.P. meeting.
• Child study team and parents will discuss all
programs to determine which setting best
meets the needs of each student.
• This is done on an individual/confidential basis
as are all annual I.E.P. meetings.
Now we have an empty building??
• Create a consolidated PreK program
• Collaboration with Bloomfield College with their
Early Education Experts
• Create more inclusive classrooms
• Create a model Reggio Emilia
philosophy classroom
Why do we need this??
Why does Bloomfield need their own
Pre K Center?
160
140
120
All PSD
100
ABA PreK
80
ABA/PSD
60
Incl PSD
Typ. Peers
40
Trans. K
20
0
2010
Jan. 2013
Sept. 2013
Sept. 2014
Sept. 2014 numbers based on current growth trends – our current buildings
cannot keep up with these increasing numbers.
Why a PreK Center?
• All preschoolers when they enter the program will stay in one building
until they leave for Kindergarten. Currently a student may be in 1 bldg at
3, another at 4 and then on to their home school for Kindergarten.
• All our current buildings can not support any additional PreK, classrooms
in different buildings isolate teachers. They have no collegial support
because they use a completely different curriculum.
• Forest Glen was a K-3 building, one level, wheelchair/walker friendly. We
have 3 year old preschoolers entering who have physical needs. A 1 floor
building makes their movement around building easier.
• Our PreK therapists (Speech/OT/PT) spend time traveling. One building
eliminates travel meaning more time dedicated to student needs.
Why a PreK Center con’t
• According to Preschool Policy Report 2007 (NIEER), preschool
programs need to support parent engagement, well designed
preschools have a parent space for interaction. The library will
be maintained at the building for this purpose. Current
parents are NOT engaged in activities at their building level.
• NAEYC acknowledge 3 key areas: classroom, outside play and
multi-purpose room for children to meet, learn and play
together. Our current program not only does not have such a
room, there aren’t enough classrooms present in all bldgs. to
create such a room. Forest Glen has a full size gym that would
meet this need.
Reggio Emilia as part of a PreK Program
• The Reggio Emilia Approach is an educational philosophy
focused on preschool and primary education. The program is
based on the principles of respect, responsibility and
community through exploration and discovery through a
supported learning environment.
• The philosophy is based on:
•
•
•
•
Children must have control over the direction of their learning
Children must learn through experiences of touching, listening, seeing
and hearing (Multisensory approach to teaching)
Children have a relationship with other children (building Social skills)
Children must have endless ways and opportunities to express
themselves. (Non-verbal children need alternate means for expression)
Reggio overview con’t
• Reggio Emilia is a tradition of community support for families,
parents are a vital component. (Engaging parents)
• The term “hundred languages of children” refers to the many ways
children express themselves. Reggio teachers provide children with
different avenues for thinking, revising, constructing, negotiating,
developing and symbolically expressing their thoughts and feelings.
(all our non-verbal and language delayed students will have more
support for their language development)
• Reggio Emilia is based on developmentally appropriate practices
supported by NAEYC (National Assoc. for the Education of Young
Children).
What does the district gain at the
elementary level?
• 8 classrooms – buildings are overflowing and this will ease buildings
need for space.
• Continued continuity of services by building started last year, the first
year to comply with legislation.
• More flexibility with therapy schedules – since all PreK classes will
be in one location, less therapy hours will be required. This offers
more flexibility district wide for all therapists.
• Collaboration with Bloomfield College – experts in Early Childhood
Education.
PreK Program Configurations
Buildings
Berkeley
Programs
2013-2014
Programs
Sept. 2014
Class
Gains
Staff
3 PSD /Inclusion
1 Trans K
0
0
+4
To PreK
0
0
0
1 PSD
0
+1
To PreK - 1
0
0
0
0
0
0
0
0
0
0
0
0
1 PreK ABA
0
+1
To PreK
-1
2 PSD
0
+2
To PreK
-2
-4
Brookdale
Carteret
Demarest
Fairview
Franklin
Oakview
Watsessing
8 PreK Programs
in
District Bldgs
0 PreK
Programs in
District Bldgs
+8
8 staff to go
to 8 PreK
classrooms
Will we need additional PreK staff?
•
•
•
•
•
•
Pre K teachers and CST already in place
Secretary – Secretary who already handles PreK-6
Speech therapists already on staff
OT/PT already provide services
Custodian can be current Bridges
Admin. – current PreK-6 Supervisor will be housed at the
building for over sight.
NEED:
• Nurse – while not needed by code this is a safety concern
All Special Services programs will be
supervised without any additional
administrators, including all programs ?
What’s that going to look like??
Staff Overseeing Programs
• Kerry DiGiacinto – Principal
Special/Alternative 9-12 Programs
• Keri Regina – Supervisor – BMS, Brookdale,
Berkeley, Demarest, Franklin, Carteret,
Watsessing
• Ilene Cloughley – Supervisor – PreK Center,
Fairview and Oakview
All positions include self-contained programs, inclusion programs, staff and CST
within the buildings they oversee.
District now has complete continuum with
collaboration with Bloomfield College
Complete
More Inclusive
opportunities
Continuum
Improved
Programs with
Collaboration
Comprehensive
Bloomfield College
services
Staff
Development
But I still have questions
High School panel
discussion with high
school admin. and Dr.
Marion Terenzio, Office of
Academic Affairs
• Date: March 5th
• Time: 7:30
• Place: Forest Glen
(Bridges –Davey Street)
PreK panel discussion with
PreK Admin and Blmfld
College early childhood
experts Dr. Nora Krieger
and Mary Porcelli
• Date: March 20th
• Time: 7:30
• Place: Forest Glen
(Bridges – Davey Street)