Why New Jersey Tiered Systems of Supports (NJTSS)...Why New Jersey Tiered Systems of Supports (NJTSS) In 2014, the New Jersey School Boards Association studied the efficiency and effectiveness

Why New Jersey Tiered Systems of Supports (NJTSS)

In 2014, the New Jersey School Boards Association studied the efficiency and effectiveness of special education.

The report issued as a result of the study emphasized the need for early intervention and included a recommendation for a state model of a multi-tiered system of supports.

New Jersey began to review research on Response To Intervention Model (RTI) Multi Tiered System of Supports models in place across the country

Development of New Jersey Tiered Systems of Supports (NJTSS)

NJTSS offers a systematic, consistent approach to prevention and intervention

NJTSS prepares teachers, through a focus on providing explicit, evidence based and direct instruction, to address the academics and behavioral variability among learners in every classroom;

NJTSS also relies on teachers and other specialized personnel to analyze data and identify needed interventions using a professional learning community (PLC) structureL students.

Essential Components of New Jersey Multi Tiered Systems of Supports (NJMTSS)

Staff Development (TIER 1 & 2 & 3)

Universal Screening (TIER 1 )

High-quality learning environments,curricula,and instructional practice (TIER 1-2-3)

Data based decision making (TIER 2 & 3)

Collaborative Problem Solving teams (TIER 2 & 3)

Progress Monitoring (TIER 1 & 2 & 3)

Ongoing Professional Staff Development for ALL

Staff College (6 hour and 15 hour)

Interventions and Referral Team Trainings

95%Group

Differentiated Instruction

Technology

Administration and Data Analysis

Curriculum-Based MeasureDIBELS or AIMSweb®

Assessment Instrument

Universal Screener

Diagnostic

Purpose

Informal ScreenersPhonological Awareness (PASI™) or

Phonics Screeners (PSI™)Below-Benchmark

Students

ALL Students

TIER 1 - UNIVERSAL SCREENING

High Quality Learning Environment, Curricula, and Instructional Practice

TIER 1 & 2 & 3

Groupings for Instructional Environment

National Reading Panel & What Works Clearninghouse

Phonological Awareness and Phonics

Direct & Explicit & Evidence Based Instruction

Gradual Release of Responsibility

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Tier 1 - In Classroom Environment

Teacher with Small Group

Instructional Support

Teacher Small Group

Computer Workstation

Writing Workstation

Library

Listening

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Tier 2 & 3 = Walk-to-Intervention (WIN) –Grouping Across a Grade Level

Phonological Awareness and

Letters5 students

Spec. Ed. Teacher

Grade 1 = 80 students7 staff members

Benchmark Group

28 students

Classroom Teacher #4

CVC Blending Group

20 students

Classroom Teacher #3

Phoneme Segmentation

5 students

Literacy Support

Alphabetic Principle

12 students

Classroom Teacher #2

Phoneme Isolation 5 students

Classroom Teacher #1

Phonological Awareness and

Letters5 students

Literacy Support

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Sequential PresentationTIER 1 & 2 & 3 Curriculum Grade K Core Curriculum Expectations

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12

TIER 1 & 2 & 3 Curriculum Grades 1-2-3

Is in a small-group format

Provides scaffolding through the use of a structured gradual release model (I Do, We Do, You Do)

Targets lowest deficit skill by direct instruction

Enables more corrective feedback

Is instructor driven

Pacing varies by group or skill

Provides for extra learning time outside of Core

Tier 2 & 3 Intervention Instruction

TIER 1 & 2 & 3

Tier 1 & 2 & 3Progress Monitoring

Utilized to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction.

Can be individual or whole class

TIER 2 & 3 Collaborative Problem Solving Team

Intervention & Referral Services

Lisa Vitale -Stanzione K-5 & Building Administrators

Stephanie Orr 6 -8 & 9-12 & Building Administrators

Interventions determined by student data

● Viking Academy/MAP (6 -12)○ WAMS and RHS general education

program for individual students designed to motivate academic performance

● English as a Second Language for English Language Learners (K-12)○ Programming and services for students

with limited English● Instructional Support (K -12)

Overview of the Instructional Support Program

• Mission of the Program: To provide a comprehensive and balanced general education intervention program that is grounded in curricular expectations but driven by student need.

• Purpose of Instruction: To provide qualified students w ith the opportunity to develop and strengthen foundational literacy and mathematical skills in a small-group setting.

• Role of Instructional Support Teacher: Instructional support teachers target skill deficits w ith specific students in order help the students meet or exceed grade-level expectations.

• Identification: At each grade level we use multiple sources of data to try and capture the picture of the whole child to support their academic needs. These multiple sources of data could include: Classroom observations, Teacher recommendation, Classroom/District assessments, Marking period and end of year grades, MAP Assessment, Statewide assessments.

Overview of Instructional Support: K - 5English Language Arts Mathematics

What does it look like? Instructional support teachers push in to the classroom during math or ELA time to provide small-group instruction.

Who is supporting the identified students?

● 3-4 dedicated instructional support staff in each building

● At least two must have Reading Specialist certification; all must have Elementary Education Certification

● 1-3 dedicated instructional support in each building

● Elementary Education Certification

Number of students served

2018-2019CHS - 65OSS - 114MPS - 81LCS - 86

2018-2019CHS - 43OSS - 51MPS - 28LCS - 24

Overview of Instructional Support: 6 - 8English Language Arts Mathematics

What does it look like? Instructional support classes in addition to grade level math and ELA courses. Takes the place of a cycle course in a student’s schedule.

Who is supporting the identified students?

4 certified English language arts teachers and 1 Reading Specialist

3 certified mathematics teachers

Number of students served

2019-2020Grade 6 - 20Grade 7 - 12Grade 8 - 7

2019-2020Grade 6 - 31Grade 7 - 15Grade 8 - 6

Overview of Instructional Support: 9 - 12

English Language Arts Mathematics

What does it look like? Semester-based course taken in addition to grade level ELA course. Takes the place of an elective in a student’s schedule.

● Additional ‘seminar’ course in Algebra 1, Geometry, and Algebra 2 taken in conjunction with respective Mathematics course

● Meets 3 days a week

Who is supporting the identified students?

1 certified English language arts teacher

3 certified mathematics teachers

Number of students served

2019-2020

Fall Semester (grades 9 and 10) - 2

2019-2020Algebra 1 - 10Geometry - 17Algebra 2 - 19

Services for Classified Students

● Bernards Township offers a continuum of services for our classified students.

● Each student has his/her own case manager assigned to him/her. The members of the child study team are important links between the classroom and home.

New Jersey Administrative Code Title 6A Chapter 14 Special Education

• Major Considerations :• Parents are a MAJOR part of the IEP team• Testing every 3 years is not automatically completed• A general education teacher MUST attend IEP meeting• Transition services begin at age 14 - federal law is age 16

The IEP …..● Reviewed annually

– Progress monitoring 4 times a year● An IEP MUST be accessible to each teacher both special and general education ● An IEP MUST be implemented● An IEP is a CONFIDENTIAL and LEGAL document● The development and monitoring of an IEP is the case managers responsibility

with vital input from parents, teachers, and therapists. A team approach ….. ● All areas of deficit are addressed through goals and objectives ● The ultimate goal ……. LRE - general education

25

Placement in Special Education● Always LRE● General education classroom with modifications● General education classroom with ICS● General education classroom with ICR● RR ● Self-contained ● Out-of-District 2

5

Bernards Township Classified Students

● As of July 1:

• Students:• 693 Classified students • 69 Speech only students• 41 Transfers, Move-Ins, and Referrals

• Staff:• Special Education Teachers 107• CST Members - 17• District Behaviorist - 4• Therapists - 27• Transition Coordinators - 2• Aides - 131

• CDL Drivers - 7• Job Coaches - 10

• Unified Coaches - 4

Elementary Number …..

● Each building in the district has In Class Support and Resource Room • Cedar Hill

• LLD classes - 2• ABA classes - 1• BD classes - 3

• Liberty Corner• LLD classes - 3

• Mt. Prospect • PALS (integrated) Pre-K - 4 Classes ½ day program -• Pre-school ABA - 1 • Elementary ABA - 7

William Annin & Ridge High School

• Annin• LLD classes - 1• ABA classes - 3• BD classes - 1 self contained class / students in RR and Gen Ed settings

• Ridge• Functional Life Skills / Vocational Skills classes - 3

• Students stay in the program through age 21 • ABA classes- 4 AND GROWING ….( using present numbers) ..

• Students stay in the high school program through age 21 • 2020- 2022 - 5 classes

• BD classes - no self contained classes / students in RR and Gen Ed settings

BD Program OverviewBehavior Modification System

Philosophy: Based on the need for each student to achieve his/her maximum social and emotional growth through positive reinforcement.

Helps students understand what they are doing RIGHT

BD ClassesElementary School - Cedar Hill School (3 self -contained classes) Students are also in General Education settings when appropriate

William Annin Middle School Self Contained Class and General Ed Classes

Ridge High Students are in Resource

Rooms and Gen Ed Settings

The ProgramA Point System is used to track student behavior and provide immediate/short - term feedback on targeted behaviors and academic effort

Students earn additional breaks / recess time and have access to a school store

LevelsThere are three levels a student can obtain.

Each level affords the students greater degree of privilege and is reviewed every month.

Students participate in incentive activities based on levels.

Debriefing Intervention (DI)When staff have exhausted all resources in the classroom and the student continues to be disruptive, the De-escalation Interventionist would be called to provide the student with additional supports

• Teaching experience —encourages the student to problem solve and work through/explain actions

• Helps students seek to provide a resolution

Social CurriculumsSocial Decision Making and Problem SolvingSocial Thinking

Common Language and ExpectationsSpeaker PowerListening PositionBe Your BESTKeep Calm

Counseling ServicesFor some students group counseling sessions are held to teach the Social Decision Making curriculum and coping strategies.

Teacher and aides will integrate lessons taught during the counseling session into the classroom to reinforce important concepts.

Parent ContactPlanned weekly phone calls• Last about 5-10 minutes• Briefly explain how the child did throughout the

week• Opportunity for parents to ask any questions

Parent questions are also asked and answered through email throughout the week

Learning and Language Disabled Classes (LLD)

Elementary - 5 classes total

Liberty Corner - 3 classes

Cedar Hill - 2 classes

WAMS - 1 class

LLD Classes● Mild / Moderate cognitive or communication

impairment● Wide range of learning and behavioral issues● Instructional programs are individually based● Mainstreaming opportunities into a general

education classroom are available when appropriate

LLD Focus• Focus is on what students need (academic, social, behavior,

life skills, confidence building)• Teachers articulate each year to make sure students have a

smooth transition• Teachers prepare students for general education

experiences so they can be positive members of the community

• The goal is for students to feel good about themselves and build confidence

In an LLD ClassroomYou will see teachers and aides teaching:All Academic Subjects AND• Advocacy Skills• Life Skills• Social Skills • Coping Skills

Benefits of the LLD Program

Students learn at their own pace in ways that are appropriate for each individual student in a safe and comfortable environment

Students are part of the school community where special education students and general education students benefit from working together

Examples of Proud Moments

Field Day Activities Final Basketball Game at LCSTalent Show at CHS School PlaysRecess Interactions AssembliesRunning WAMS School Store Making Afternoon Announcements

OUR MISSION……The Comprehensive Behavior Analytic Program strives to provide our students with an individualized public school education based on the principles of applied behavior analysis (ABA) and learning theory. Our program is dedicated to promoting independence to help students reach their full potential and to become contributing members of their families and the community. We develop ongoing, collaborative relationships with our students’ families and the community to provide the most effective educational environment. We work to develop, motivate, and retain a dynamic educational team within a supportive work environment. Together we will make a difference in the lives of our students.

CHARACTERISTICS OF CHILDREN WITH AUTISMlearning deficits

language disabilities

behavioral disorders

attentional deficits

emotional deficits

social deficits

play deficits

sleep disturbances

toileting deficiencies

eating problems

SCIENTIFICALLY VALIDATED INTERVENTION FOR CHILDREN WITH AUTISM• Applied behavior analysis (ABA) was specifically designed and

researched for children with autism and behavior difficulties

• Empirically demonstrated to be most effective intervention for children with autism

• ABA treats the entire child• Every aspect/dimension of the disorder

COMPONENTS OF COMPREHENSIVE ABA PROGRAM

Individualized Curriculum• All curriculum are modified and written by the special education

teachers and the District Behaviorists specifically for the Bernards Township program

• Skills are taught in a systematic fashion (mastering pre -requisite skills before being introduced to more complex skills)

• Almost all curriculum materials are specifically modified for a particular child

COMPONENTS OF COMPREHENSIVE ABA PROGRAM▪ INDIVIDUALIZED DATA COLLECTION ASSESSING

PROGRESS OF EACH SKILL

▪ Ongoing monitoring of skill acquisition▪ Data are collected on every program approximately once a

week (some programs more frequently, some programs less frequently depending on a child’s skill acquisition)

▪ Accountability!

COMPONENTS OF COMPREHENSIVE ABA PROGRAMSCHOOL VISITS

• Weekly, bi -weekly, or monthly school visits in which parents receive hands-on training in teaching their child various skills

• During school visits parents will have access to discuss child’s data notebook to view progress

COLLABORATION WITH RELATED SERVICE PROVIDERS

• Speech Language Specialist• Occupational Therapist• Physical Therapists• Adaptive Physical Education Teacher• Teacher of the Deaf

INSTRUCTIONAL AIDESInstructional Aides

• Training in applied behavior analysis and autism• Continually receive hands -on training by teacher and District

Behaviorists• Will teach all children in the classroom rotating approximately

every half hour• Prepares individualized curriculum for one specific child• Attend workshop trainings in applied behavior analysis

PARENT INVOLVEMENTParents

• Active participation in annual home and school selection of goals and objectives for their child

• Receive hands-on training in how to effectively keep their child engaged in productive activity at home and in the community, increase child’s direction following skills, and maximize their child’s use of language at home and/or whatever other area parent requests training in

Student Integration• Specials, lunch, recess• Academics• Reverse Mainstreaming

• Peer Mentor Program• Adaptive PE

• Building specific activities - Assemblies, multi -cultural day, Teams at MP

• Music Buddies Program

Beyond the classroom…...• Goal is to integrate our students into the

community• Support students in job sampling• Grocery shopping at local Stop & Shop and

Shoprite• Dining out at local restaurants• Workout at YMCA, walking path at Dunham Park

Beyond the classroom…...• Greenhouse

• Work skills• Recording Greenhouse temperature• Planting, weeding, harvesting

• Farm to table• Plant sales

• Athletics, Band/Orchestra, Chorus

Parent Respite• Friday Night Events

• Pizza Night before Ridge Football Game• Movie Night• Game Night• Halloween Party

Swimming Program• October - May students swim 1x/week for 30 minutes at YMCA with

YMCA staff and District Staff

• Goals of the swim program for children with autism• To increase independence skills for community involvement • To teach safety swimming skills• To teach swimming for fitness or competition!

Swimming SafetyAccording to the American Pediatric Association:

• Drowning one of the leading causes of injury related death in children

• Children with autism may also be at increased risk of drowning

• Children with autism often engage in ‘elopement’ or running away. • Many are not able to respond to their name when called.• Increased risk for safety in neighborhoods with pools or unfamiliar

areas.

What do our students learn?• Learn water safety skills

• Swimming back to the wall after entering the pool

• Community Involvement• YMCA is a community recreational site

• Systematic increase in independence in an inclusion site.

• Teaches the child skills required to participate in a leisure activity, leading to potential participation with the whole family.

Bernards Township Special Education

As you can see ……. It truly takes a village ……