"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.