Special%20Education%20Advisory%20Committee.pdf

Text

(6

DAYNA JURASCHEK
SECRETARY

PARENT OF 2 NEVRODIVERGENT
JCS STUDENTS, NEVRODIVERGENT COMMITTEE
HERSELF, AND SCIENCE EDUCATOR y
FOR ICS LEADERS

to serve the BOE and JCS in
an advisory capacity in

serving their
neurodivergent community
members



COMMITTEE INFO

Focus Statement: To develop Best Practices for Outreach,
Communication, Accessibility and Resources for all
individuals.

Met Roughly minimum 1x per month
Established Spring 2023

Started with limited guidelines

As a committee we determined that the root of all concerns
brought up were connected by a sole idea:

Communication


WHAT HAVE WE E

EEN DOING?

Determined our focus: Communication
Surveyed Central Office Staff
Held Open Houses to collect information
Developed Survey for our families with
‘Students with special services’ to gain
insight in understanding of system
Constructed Bylaws for a lasting committee
to provide advisory role to the board
Collected and Reviewed data from Survey
Attended North Jefferson Closure Meetings


Communication

PROPOSED 5 TIER APPROACH:
COMMUNITY
SCHOOL LEVEL PERSONNEL (TEACHERS, CASE MANAGERS, AIDES)
CENTRAL OFFICE STAFF


SURVEY

SPED Community Forum

This form is designed to allow for all to have their voices heard. Our forum focus is on communication between familie:
of exceptional students and JCS schools. We are attempting to capture what is going well and what needs
improvement. Ultimately, we would love to have a collective voice to present to the JCS Board of Education on the mos
optimal ways for communication for our community.

Some of these questions are designed to track and see if there are certain school feeders or certain exceptionalities tha
are experiencing the same types of successes and challenges related to communication. We are attempting to align

how the district feels they are communication with how parents feel the district is communicating and develop an actior
plan to help improve overall communication.

1. What age level is your student with exceptionalities. You may check more than one. *
[| elementary

[| middle school

| | high school

ie ee a ee — Se a 5a)

HH Q. Search ogy Le a @ ai cd

With the assistance of the Jefferson County
Schools Board office we were able to disseminate
a survey to the families of Jefferson County Feb-
March 2024

Survey required participants to self report if they
were a family involved in special programs.

Disclaimer and limitations -
e only in English
e only electronic


RAW RESULTS

Participation:
190 surveys collected representing

e 116 elementary school
e 64 middle school
e 40 high school

Out of the 18 Schools (included brick and
mortar and virtual academy) 17 were
represented in the data. The highest
number of surveys being 24 for an individual
school and lowest being 2.

The Lally House and OLC were the only
schools not represented.

SCHOOLS INTERACTED WITH BY RESPONDANTS OF

NUMBER OF RESPONDANTS

a5

aur
in

ml

Ln

0

THE SURVEY

|

SCHOOLS


FORM OF SPECIAL PROGRAM
REPRESENTED

SAT
MULTITIERED INTERVENTION
TEP

904
NONE, BUT BEGINNING PROCESS |

ay,

Note: Not all of the programs are
considered Special Programs, however this
demonstrated the community's perception
of the umbrella of Special Programs



RESPONSES

COMMUNICATION: CURRENT VS. WOULD LIKE

HOW THEY COMMUNICATE WITH SPED DEPARTMENT
WHEN THERE ARE CONCERNS AND/OR QUESTIONS

METHOD

BLUE ~ EMAIL
GREEN ~ SCHOOL WEBSITE
PURPLE ~ FLYERS

RESPONSES

HOW THEY WANT TO COMMUNICATE WITH SPED DEPARTMENT
WHEN THERE ARE CONCERNS AND/OR QUESTIONS

120
100
30

60

METHOD

0

ORANGE ~ PHONE
RED ~ DISTRICT WEBSITE
BROWN ~— OTHER


OTHER

Current Communication:

e In Person
e DOJO
e Seesaw Qn D)
e Canvas
OO
O

e Parent chat groups

e We don’t

Preferred Communication: Since the SUrVEY, JCS Nas
e Robo Call or text . implemented ROOMS tO
~_Fiuprs/Hagdoers help with communication.
e Parents volunteering in schools Effectiveness and Impact

has yet to be established.


WHAT ARE SOME THINGS YOU
WOULD LIKE FOR COMMUNICATION?



WHAT ARE SOME THINGS YOU
WOULD LIKE FOR COMMUNICATION?

QUARTERLY TOWN HALLS TO EXPLAIN IEPS, RIGHTS AND RESPONSIBILITIES (INCLUDING FAPE
AND ADA), PRIOR WRITTEN NOTICES, AND RESOURCES AVAILABLE |

MORE DETAILED EXPLANATION AND PROGRESS REPORTS WITH DATA ON GOALS
EXAMPLES OF ASSESSMENTS USED TO COLLECT DATA
EARLIER INTERVENTIONS, AND LESS INSTANCES OF IEPS FALLING OUT OF COMPLIANCE


WHAT ARE SOME THINGS YOU
WOULD LIKE FOR COMMUNICATION?

INFORMATION AND POSTED LIST OF WHO TO CONTACT (FLOW CHART)
PROFESSIONAL DEVELOPMENT AND SUPPORT FOR ADMIN AND TEACHERS ON ACCOMODATIONS VS.
DIFFERENTIATION AS WELL AS SPECIFIC NEURODIVERGENT CONDITIONS OF STUDENTS (SENSORY
PROCESSING, DYSLEXIA AT SECONDARY LEVEL). AND THE LAW (IDEA, ADA, FAPE)

USING LABELS APPROPRIATE FOR THE STUDENT ~ OVERUSING “LD”

CLEAR UNDERSTANDING OF HOW PRESENT LEVELS ARE USED TO AFFECT THE TEACHING OF A
CHILD AND HOW MODIFICATIONS ARE BEING IMPLEMENTED.


COMMUNICATION WITH FAMILIES RATING: .

(UNSATISFIED 1~5 (SATISFIED)

CASE MANAGERS =)
races isl FO
CENTRAL OFFICE lS

PERC



SURVEY STATEMENTS
STRONGLY DISAGREE 1~S STRONGLY AGREE

I FEEL I GET SUPPORT FROM THE SCHOOL SYSTEM TO
UNDERSTAND THE SAT, IEP OR S04

I FEEL I AM IN PARTNERSHIP WITH THE
SCHOOL SYSTEM
I FEEL THAT I UNDERSTAND THE DATA AND —

REPORTS SENT HOME AND DOCUMENTED IN IEP,
904, SAT

Note: 5+ respondants stated they were parents and worked in SPED so they
were more aware than most of the data and process than most.


LIMITATIONS

1.Anonymous survey with no tracking

2.Sent over CANVAS - not all parents on

3.Small Sample for each school, even
though county was represented

4.Only in English and Digital


RECOMENDATIONS

THINGS THAT CAN

DONE BY JCS CENTRAL

OFFICE

TOWN HALLS: QUARTERLY/BIANNUAL

Special Programs Staff and PERC should be present
to answer questions. This can be in conjunction
with one of our Committee Open Meetings.

WHO'S WHO OF SPED PROGRAMS

Develop a Who to contact for questions and
information tor each school and central office. Post
School specifics on school website, and jcswv.org

ADVERTISE PERC

Develop a way to advertise PERC more effectively
and provide avenues for community to provide
input to what is needed by the students


"
t
, '
I
{
‘
“ye ~



QUESTIONS

THANK YOU