Minutes from December 2016 SEPTA Meeting

Thanks to SEPTA Secretary, Karen Sosnoski, and SEPTA member and friend, Tauna Szymanski, for reporting on last week’s very informative Student Roundtable and Superintendent Chat!  A video from the meeting is at least temporarily available via Twitter.

2016 SEPTA Superintendent Chat

December 8, 2016

Arlington Education Center

1426 N. Quincy Street, Arlington, VA 22207

Moderated by SEPTA President Caroline Levy

Caroline Levy, President’s Introduction

• Thanked the Students in the PEP program for providing food
• Introduced SEPTA Board Members including Maria Votsch, VP of Communications and Karen Sosnoski, Secretary
• Introduced Student Roundtable members (below)

Student Roundtable

• Adriana Asef-Sargent: HB Woodlawn senior, has ADHD and anxiety
• Sara Jane Owens: Yorktown sophomore, has dyslexia
• Kelvin Cifuentes-DeLeon: in PEP Program, graduated from Yorktown in 2014, graduating from Arlington Career Center/PEP in June 2017. Taking Culinary Arts I, II, and III. (Using PowerPoint slides to facilitate his communication and answers)
• Huan Vuong: 19 years old at Wakefield. Has autism and cannot speak. I am taking regular classes.  I spell to communicate but my aide is not trained to help me. “People see me but they don’t know me or my potential.” He is a passionate advocate for those with autism.  (Using a letterboard to communicate)

Questions for Students

What are some of the things that teachers do to help you learn the way you need to?

• Adriana: Reports teachers at HB have been amazing. She says, “you can talk to your teachers about your problems and they understand what you are going through.” Government reading is hard for her. Her teacher Patty at HB reads for her and transforms the words so she can understand. At HB, she says, you can talk to your teachers and be friends with them. When she was at Williamsburg, however, she cried, had panic attacks, ate lunch with the nurse, and no one paid attention to her. They told her nothing was wrong with her.
• Huan: “The teachers have tried ways to help me, such as preparing the lessons the way that I can learn.  But all I really need is to be able to communicate. The people are trying to help. But instead of trying so hard all they need to do is listen.”
• Sarah Jane: “My special education story is different. They didn’t understand I was dyslexic until after sixth grade.” She used to hate reading. In 7th grade she got an IEP. Last year Sarah had to write a personal essay which described going through the IEP process.  She read the essay which relates her former dread (pre IEP) of being called on in class. She reports having “acted” in class, “pretending” to read and to pay attention so as not to be noticed. She would attend meetings at the school once a month. When everyone was situated, the school would tell her parents she didn’t need help. They thought she was average and ordinary. At one of the meetings, her mother asked her to explain her thoughts: at school she felt like a different person, unable to speak or be herself. Finally she got accommodations and school became painless. A teacher told her she’d inspired her to be a better teacher, to modify her classes for other students. Sarah realized how speaking up could make a difference.
• Kelvin: “All my teachers know I have a visual impairment and they provide me with large print materials. They encourage me to use technology to access my education. They help me learn better when they always encourage me to work hard to achieve my goals.”

What might have been done differently or is there anything that could be done differently to improve?

• Adriana: “Currently it is great [at HB]. At Williamsburg, the teachers need to be educated better about special needs. Teacher at Williamsburg didn’t know what to do with me. They just dumped me off at the nurse.”
• Sarah Jane: “Help teachers know why [students] need accommodations.”
• Huan: “They need to let my school aide be trained in my communication method.” What is your experience with the other kids at school? “I know the other kids at school, but I can’t communicate, so my relationships are shallow.”
• Kelvin: “I’d like my teachers to continue to support me in accessing technology tools such as an iPad, GoogleDocs, desktop computer with Microsoft Word, Excel, and Internet Explorer.” Kelvin: Do you have a program that goes text to speech for you for reading? “Yeah, I have Reading to Go, a book read to me with voice.” Kelvin’s PowerPoint presents his interactions with classmates: “I enjoy interacting and socializing with my classmates. We share activities such as working together at ENDependence Center of Northern VA, going on field trips and participating in group projects.”
• Sarah Jane: “I think that people are surprised to know I have an IEP.” She tells people she’s dyslexic, but didn’t know anyone else who was dyslexic until she was diagnosed. She met other people who struggle to read after she started getting pulled out for read-aloud.
• Adriana: She knows a lot of kids at her school who have IEPs. At Williamsburg, she put mental health above her school work. She chose not to take any APs for that reason. It saddens her to see classmates taking 7 APs and becoming stressed out.

How do you think your learning differences affect your family?

• Huan: “It is stressful for them.  I know they want excellence and I struggle.  I want to make them proud!”
• Sarah Jane: “My older brother is also dyslexic. It’s great to have someone to relate to. I know my family has spent a lot of money on reading therapy and for tutors and I thank them for that. I wouldn’t be where I am without them.”
• Adriana: “I know my parents are really proud of me. It used to be really hard for them when I was in middle school. They were super sad [because] I was crying all the time. But I really need them and am going to miss them next year.”
• Kelvin: “I have been very involved in Best Buddies and Rotary Club, which plans service events. My family supports me in everything I am trying to achieve.  I tell them what I need to be successful. I like people to simplify any directions so I would be able to follow. I like things explained to me in step by step directions. I prefer information to be given to me a little at a time. They need to be patient because I learn differently than most people.”

Superintendent Chat – 7:30 p.m.

Superintendent Dr. Patrick Murphy, Introduction:

• Picks up on the idea of listening from the student talks.
• Listening is the key that unlocks the door.
• Believes all the educators at APS want to help.
• Also believes there needs to be assistance sometimes to make that happen.
• Thinks professional development is important.
• Wants to learn from all the kids that are successful.
• Says that realistically there are frustrations and people get concerned.
• “One of the kids said people wanted to help but didn’t know what to do. In that case you need to reach out and say this is not working for me.”
• Emphasizes the need for responsiveness and timeliness. Quicker we can respond, the more we will help kids in the long run.
• Says that parents should not be running into roadblocks that are preventing their students from being successful.
• Congratulated the students in the roundtable for being strong advocates for themselves.
• Introduces Assistant Superintendent of Instruction, Dr. Tara Nattrass. Dr. Nattrass is focused on creating an integration of instruction with all of supports and services across the district. Her attendance at the chat is somewhat symbolic, but sends a message of where we are headed. A bit of a sea change. Whether it is related to student services or capital – everything relates to instruction and teaching and learning.

Dr. Tara Nattrass, Assistant Superintendent of Instruction

• Has been here since July.
• Digging into data.
• Has led to strong partnership with Student Services. Focusing on two key goals: Reading and literacy and tailoring instruction for each student. ATSS lives in both departments, entailing a lot of teaching and learning.
• Had a resource fair this morning to make sure we have the materials we need for teachers to support students.
• The other piece is making sure our students are learning at high levels. Looking at models of inclusion. Making sure teachers have professional learning they need to support all students in the classroom.

Brenda Wilks, Assistant Superintendent, Student Services and Special Education

• Applauds the students as fine examples of resiliency and overcoming obstacles.
• Thrilled to hear Adriana’s story about overcoming her mental health and tailoring her academic needs and schedule to what she needs.

Kathleen Donovan, Parent Resource Center

Kelly Krug, ATSS Supervisor

Colleen Koval, Compliance Procedural Support Specialist

Wendy Carria, Supervisor of Special Programs

Janet Quantrille, Consultant to Special Education Office

Paul Jamelske, Interim Director of Special Education

• Inclusion has been his passion dating back to undergraduate preparation.
• This is his 30^th year in education, but first year not being in schools. Big difference.
• Was at Drew, Barrett earlier today. Trying to have a positive impact county-wide. Looking forward to the journey ahead.

Our first topic is dyslexia. What is the plan to implement the recommendations of APS’s dyslexia consultant?

• Kelly Krug: So impressed by the four students. I never would have done that when I was a student. Dyslexia work is really exciting this year. Over the summer we worked through the report to outline and create a matrix and time frame for implementing dyslexia recommendations. A lot of that will be part of training this spring. Working with psychologists on assessments. Future summer trainings on instructional approaches.

How will progress be measured?

• Kelly Krug: Team of us really holding each other accountable. Going through each recommendation. 300 teachers have been trained in Orton Gillingham, with 45 more being trained in January. Another cohort in spring.

Is there data showing ATSS is achieving its goals, both for students with and without IEPs? 

• Kelly Krug: Yes, we look at a variety of data sources: SOLs, universal screeners. Look at that quarterly to inform targeted support that is needed.

Does the Superintendent believe that segregation of students with disabilities is a problem that needs to be addressed?

• Superintendent Patrick Murphy: I believe it is an issue we have been addressing. Fast enough? No. Aware of the spectrum of this. One of the things we have undertaken, and there have been bumps along the way, is to work with a consultant or evaluation team. Has not gone as smoothly as we would have liked. Once we have that in place, we hope we can begin with some model schools so we can build capacity. Want to give teachers the tools and capacity. There are inclusion practices in some schools – not as universal as we would like it. Integration or inclusion is helpful for all students. It is an asset to our system. It is something we need to grow and develop. That is a journey we are going to take.
• Brenda Wilks: Being integrated into the program with non-disabled peers is enriching to the non-disabled peers to help foster relationships and also helps the students with disabilities to access the instruction like their nondisabled peers. Number one priority for us. We need to assess where we are. Model pockets of greatness across the district.
• Paul Jamelske:  The state has 14 indicators of inclusion. Indicator 5 is LRE (least restrictive environment.) Going back six years: 2010/11 – 44% of students with IEPs were in regular classrooms 80% of day. We have been doing a lot of work moving in the right direction. Recognize there is more work to be done. 2014/15 – jumped to 58%. For 2015/16 expect to be at 66%.

What progress has been made on hiring of inclusion consultant?

• Paul Jamelske: Explains he has been a member of the workgroup on inclusive practices. Would have hoped they be would be further along, but are getting very close. Hope to have a consultant identified very soon. Has been a very good and deliberate process with a lot of comment, including partnership and collaboration with families to develop the vision. He hopes to have next steps ready soon.

What three actions will the Superintendent take personally to reduce the segregation problem in APS?

• Superintendent Patrick Murphy: First – We will have to enrich our professional development. Number one actionable. Number two – He has met with parents and members of the work group. Says he needs to begin to capture what is going on in our schools about inclusive practices. Document inclusive practices or otherwise institutionalize them so they are universal across the division. Third – There has to be an element of change involved in the process. References students mentioning the dynamics of change. “We have to have high expectations for kids. If you believe they can do it, they in fact can do it. Inclusion is about changing mindsets. But people need to be confident they can do it. The students tonight showed us that when given the right tools and time, they were able to communicate very clearly and articulately.

Two of the four students on the panel mentioned their disabilities were not identified until later in their life. What steps are being taken to strengthen the ChildFind obligation, and please talk about the status of Integration Station

• Superintendent Patrick Murphy: Asks to start with a discussion of the Integration Station. “Please help me communicate this – I was surprised when Caroline Levy raised this issue with me this morning.”
• Parent in audience explained she has a child at Integration Station now. She herself went to Reed as a 4^th grader the year the school was closed. So the issue feels extremely personal for her. Benefits to all of IS are so apparent every day. They adapt to the needs of the kids instead of the reverse. Son has neuromuscular disorder and autism. These children are making incredible advances. A lot will go from self-contained to regular classrooms by kindergarten. We found out APS has no room for Integration Station anymore and found this mind-boggling. “We are big enough and smart enough. I’ve never seen so many people dedicated to inclusion.”
• Patrick Murphy: Integration Station is not going away. Reed School is already in the Capital Improvement Plan to be turned back into a school. TCS, The Children’s School, is a nonprofit is not associated with APS. The Integration Station component is an APS program. He would like to see those two programs moved to be co-located. There are advocates you may not be aware of working on this, including County Board members. At no point in time has there ever been a decision to get rid of Integration Station. He supports keeping the two programs together.
• Paul Jamelske: ChildFind is located at Reed, but will now be relocated to Language Services (LSRC) in Syphax. PIE is also located there.

Why doesn’t APS allow all students with disabilities to enroll in programs like HB Woodlawn?

• Brenda Wilks: HB has a level of services that aren’t available for all students. Our department is looking at that right now. She credits Nick Walkosak with heading up a policy review committee with parents, members of ASEAC to look into potential revisions to Policy 25-2.2 – the school transfer policy. Enrollment in HB is addressed within that policy. Later in the year, a School Board work session will focus on that policy. Cintia Johnson is part of this effort and is actively involved. Want to turn policy into a PIP, Policy Implementation Plan. The PIP will guide the decision that will include the services of students in this program. Not a budgetary issue. Historically, programs don’t typically provide as high level of service as comprehensive schools. Our committee is looking at ‘why not’? We think there is a possibility we can do these things. I’m pretty optimistic it can happen.

Why have Twice Exceptional (2E) programs disappeared when there are so many 2E students?

• Janet Quantrille: Last year APS had 275 twice exceptional students. This year the number is 311. The number of twice exceptional students is growing. Have had a 2E Work Group for two years, collaborating with special education and gifted services. Meets monthly. I feel good about where we’ve gotten. Know we have a lot more work to do. Cheryl McCullough has been wonderful to work with – Supervisor of Gifted Services. Wants to expand services across the county in all our schools. gifted resource teachers and special ed case managers at all the schools but want them to work together.
• Have social skills classes now in all the high schools. Have expanded social skills and executive functioning support in all of our secondary schools. Trying to collaborate and expand efforts in elementary school.
• Have a new website – take a look. Have developed a 2E strategies planning one-pager. Want the gifted resource teachers, special ed teachers, and general ed teachers to really know kids. Will start with 5^th and 8^th graders because that’s the perfect transition time. Form will be distributed in the spring with a nice profile of students.
• Donna Owens: Asks APS to consider expanding program to assist more gifted dyslexic students.

Forward thinking school districts  are getting rid of instructional silos like special education, gifted, etc.  What is APS doing about eliminating silos? 

• Tara Nattrass:  I would love to answer that question. References a TEDTalk about the myth of the average by Todd Rosen. She has used it a lot in the past few months. Not just Twice Exceptional, but all of our students have strengths and areas where they need support. It’s important to have teams of teachers meeting the needs of students. Grade level teachers are meeting with ESOL staff, gifted staff, etc. to identify what is needed to meet individual student needs. One teacher might work with decoding, another on reading comprehension strengths of the same student, for example.
• She has spent at least half a day in all our schools, sitting in on collaborative team meetings.
• We cannot eliminate the gaps unless we are working together. It’s a matter of ensuring team communication continues to happen regularly.

How do you plan to engage the disability community in this process of policy updates?

• Brenda Wilks: That’s the policy review community Nick is recruiting for.
• Patrick Murphy: We have a clear process whether related to special education or finance. The School Board’s expectation or mine is that that the policy revisions all go throuhg the constituency groups. Some policy change is just changing a code, others involve changes in more detail. This is going across the school division in that way.
• Parent Question: Would this be a place where the issue of nonverbal students communicating at school—will that be something that we’re able to address through this policy review process? There’s no uniformity. 
• Brenda Wilks: We want to be careful about what goes into the policy. The specifics aren’t added into a policy. It goes through your IEP team. As we gain new information and methodologies, then we implement those according to what the needs are and if we can fill the gaps. There might be a place in the “how to” portion of policy review, so speak to me later.

Patrick Murphy: I want to hear from Kathleen Donovan

Kathleen Donovan and Vicki Barr, Parent Resource Center: 

• Kathleen says they are able to be successful because they have great support from APS and from our involved community. We’re trying to do more and more family engagement. Putting parents in leadership roles is very productive and exciting.

Patrick Murphy: 

• Urges parents to pass on the word about the Parent Resource Center to others. “It’s our best kept secret and we need to get it out there.” Reports that he asks Kathleen what topics and needs are trending so that APS administration can provide professional development or greater capacity or push information on that topic. 

Caroline Levy: Final question is something of a fan letter. 

• At last year’s Superintendent Chat, the Superintendent opened the meeting by saying “there is always a solution” and that “no” is not an answer he ever gives. The special education parent community has been heartened by the appointment this past summer of Paul Jamelske as Interim Director of Special Education. He appears to be the embodiment of the Superintendent’s message from last year. Over the past few months he has personally engaged in tremendous efforts to collaborate with staff and families to design creative solutions to many longstanding problems in APS. He is a real consensus-builder and a real leader. Patrick Murphy, what efforts are you taking to clone Paul Jamelske?
• (laughter)

Closing Comments

• Maria Votsch: SEPTA is happy to announce that thanks to former Congressman Jim Moran, we will be offering the Sensory-Friendly Santa Event again this year, at the Mt. Olivet United Methodist Church on 1500 North Glebe Road.  Please join us for this free, festive, friendly event!  RSVP to Santa@arlingtonsepta.org to let us know you’re coming.
• Nick Walkosak: Will questions that weren’t answered be followed up? Yes. Caroline Levy has already scheduled a meeting with Brenda Wilks to do that.
• Nick Walkosak is recruiting for the Policy Review Committee. Contact him at walkosak@gmail.com if you are interested.

Meeting notes prepared by SEPTA Secretary Karen Sosnoski with thanks to Tauna Szymanski for sharing her personal comprehensive backup notes.