Posts Tagged ‘Students With Disabilities’

School Reform Is Hot Topic For Philadelphia Schools

January 12th, 2010



Philadelphia Schools are in dire need of reform. In an effort to achieve this goal, two committees, The Right to Education Task Force and The School Reform Commission, have been formed to focus on improving the situation for all Philadelphia Schools students. A new mission statement, a Declaration of Education, an anti-truancy effort, and summer programs have all been implemented within the district of Philadelphia Schools.

The Right to Education Task Force, which focuses on special education and persons with disabilities served by Philadelphia Schools, strives to do the following:

• Review state and national legislation that affects improvements of special education classes

• Participate in active and meaningful discussion about education concerns, and give recommendations to resolve them

• Serve as advisors and advocates to protect the rights of students with disabilities

• Encourage and facilitate cooperation between public and private agencies and their officials to provide services to persons with disabilities

Philadelphia Schools has put a “School Reform Commission” in place in order to continue the improvement of Philadelphia Schools. The commission’s mission statement is as follows: “The mission of …Philadelphia Schools is to provide a high quality education that prepares, ensures, and empowers all students to achieve their full intellectual and social potential in order to become lifelong learners and productive members of society.” The Commission has set several target goals for themselves, teachers, administrators, and staff, which they hope to achieve by June of 2008. These goals include Early Literacy, Academic Achievement, a Safe and Orderly Environment, Community Collaboration, Equity, Efficient and Effective Philadelphia Schools, and improved Support Operations.

Among other efforts, Philadelphia Schools have teamed up with Mayor John F. Street to implement a citywide anti-truancy initiative. The program is designed to ensure that school-aged children and teens are actually present in their Philadelphia Schools, and that their parents are aware of truancy laws. The initiative also intends to assure that parents and students alike are aware that the City, Philadelphia Schools, and the Family Court plan to hold them accountable.

In addition, Philadelphia Schools offer numerous summer programs that both keep kids off the streets, and serve to help students who have fallen behind in their studies. The programs are focused on academic enhancement and enrichment, and are mandatory for any 1st – 8th grader who did not achieve proficiency in a core subject, such as Math or Reading. Eighth graders who need additional help meeting Philadelphia Schools promotion criteria and 12th graders needing additional credits to graduate are eligible.

Mark S. Schweiker, President and CEO of the Greater Philadelphia Chamber of Commerce sums it up by saying, “The reformation of the Philadelphia public schools serves as a model for the entire nation. As the Greater Philadelphia Chamber of Commerce touts the advantages of this region to the world, our rapidly improving public school system is an example that Greater Philadelphia is a progressive place to live and raise a family.”

By: Patricia Hawke

Students With Disabilities – Creating Collaborative Partnerships – Tips For Schools (Part 2 of 3)

January 9th, 2010



More than 6 million students receive exceptional student education services, according to the U.S. Department of Education. In 2004, the Office of Special Education Programs found that students with specific learning disabilities accounted for almost half (47.4%) of all students with disabilities, which was roughly 2.9 million students being served (U.S. Department of Education, 2004). Students with disabilities drop out of high school at about twice the rate of general education students (Thurlow, Sinclair, and Johnson, 2002). They are also less likely to go back and earn their high school diploma as compared to their counterparts without disabilities. School administrators and personnel are encouraged to create collaborative partnerships with parents and after-school programs to improve outcomes for these students. Recommendations for schools are provided in this 3-part series entitled “Students with Disabilities: Creating Collaborative Partnership.”

Tips for Schools

1. Minimize language barriers for parents and students by providing translators and translating necessary paperwork.

2. Hold a special orientation day for parents with students with disabilities before the

start of school.

3. Introduce key staff to parents and students and their respective job duties as they related to facilitating ESE services.

4. Include disability resources in the school’s student handbook. If there is not a
school specific handbook, provide parents with a packet listing relevant resources available at the school, in the community, and on the internet.

5. Support or provide general education teachers with training and support relevant to providing instructional services to students with disabilities.

6. Invite guest speakers to participate in PTA or parent meetings to educate parents about their child’s disability and/or available resources.

7. Encourage and stress the importance to parents regarding their participation in their child’s IEP meetings.

8. Encourage and allow parents to bring advocates to their child’s IEP meetings.

9. Don’t talk down or over parents. Instead of speaking in acronyms or technical language, try to speak in a way that facilitates parent understanding of the educational process.

10. Make sure parents understand the process, timeline and consequences of all decisions made regarding their child’s education.

11. Encourage parents to have their child to participate in either on or off-site
after-school programs.

12. Include a listing of local after-school programs in introductory packets sent out to parents during the first few weeks of school.

13. Network with community providers to create collaborative partnerships.

14. Invite community providers to speak with appropriate staff regarding their services to connect students with available community programs and services.

15. Collaborate with afterschool programs to reinforce instructional learning.

Resources:

Learning Disability Association of America (LDA)
4156 Library Road
Pittsburgh, PA 15234
http://www.ldaamerica.org/

National Information Center for Children and Youth with Disabilities (NICHCY)
PO Box 1492
Washington, DC 20013
http://www.kidsource.com/NICHCY/

By: Felecia Sheffield PhD

Special Programs Available in Las Vegas Schools

December 21st, 2009



Students attending Las Vegas Schools who are need of special programs need not fear they will be ignored. In fact, every single student attending one of the many Las Vegas Schools can count on the fact that there is at least one, if not more, programs in place to serve their educational needs. These are magnet programs, special education, accelerated/honors programs, as well as other programs to support transitional bilingual students, and specialty learning experiences including “Safe and Drug Free Schools”, “School-to-Careers” and “Math and Science Enhancement”.

MAGNET PROGRAMS

Available to all students, Las Vegas Schools magnet programs are schools where students have many different choices in areas of study. Choices include aerospace and aviation, information technologies, performing and fine arts, communications, law prepatory programs, health services, travel and tourism, and engineering. Any student may apply to attend one of these magnet programs. Of course, they are not all offered at every grade level; but students who have decided on a career pathway that matches with these offerings can attend one of these schools confident in the knowledge that they will be preparing themselves for the future. Offering a choice in which of the Las Vegas Schools a student attends helps make the learning experience more valuable, and one that students and their families are more likely to stick with.

SPECIAL EDUCATION

There are many students attending Las Vegas Schools that are in need of special education programs. Services are provided for Las Vegas Schools students with
disabilities ages 3 to 21. School teams collaborate with families to offer quality learning experiences and prepare students with disabilities for life after school. Neighborhood schools are the focus for providing services, and a full range of options are available
to meet students’ needs. Disabilities can include students with learning disabilities such as dyslexia, those with mental, physical, and emotional handicaps. These kids cannot be ignored by the school system, and deserve the best Las Vegas Schools education they can possibly get.

ACCELERATED/HONORS PROGRAMS

Beginning in 3rd grade, students attending one of the elementary Las Vegas Schools can participate in a “Gifted and Talented Education Program” offered to students in grades
3-5, students can be submitted to enter the program through parent or teacher request. Las Vegas Schools students being considered for this program are typically evaluated with an IQ test, teacher and parent surveys, as well as a general knowledge test. They are then granted access to one of these Las Vegas Schools program based on how well they have done on these assessments. In addition, all secondary Las Vegas Schools offer an “Honors Program” that provides a highly rigorous curriculum. Students may also select from Advanced Placement courses or choose to earn an honors or an advanced diploma. Participation in these programs also improves the success of the school overall.

SPECIALTY LEARNING EXPERIENCES

Las Vegas Schools offer transitional bilingual and English as a second language programs, as well as numerous alternative education options for high school students. The district also uses outside resources to meet students’ needs through supplemental programs mentioned above.

By: Patricia Hawke