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Rhode Island Department of Education

Office of Special Needs

School Support System Report and Support Plan for the

Jamestown Public Schools

January 20-26, 2004

SCHOOL SUPPORT SYSTEM

Introduction

The purpose of the School Support System (SSS) is to provide a means of accountability for delivery of programs and services for students with disabilities. The School Support System model is designed to promote the involvement of the whole school district, regular educators as well as special educators and parents. It is designed to learn of the district meets the minimum regulations and what effects the program and services have on student performance. Finally, the SSS develops a school support plan for training and technical assistance.

To accomplish this the SSS includes these components:

• The Orientation Meeting The Rhode Island Department of Education (RIDE) staff meets with the Local Education Agency (LEA) to plan the site visit and identify issues or initiatives that may influence programs or service delivery.
• Data Analysis Meeting The RIDE staff meets to review LEA demographic information on selected reports including: the LEA annual plan, census information, and information collected through record review, staff questionnaires and parent interviews. To ensure that the child is at the center of the study, all analyses begin with the child. Thus, a sample of approximately 30 students with disabilities is selected; the records of these students are reviewed; their parents, teachers and related service providers are interviewed, and their classrooms are observed. The result is an in-depth, unified examination of the actual provision of programs and services for students with disabilities. The RIDE staff compiles a preliminary summary of their analyses of this data.
• Presentation by the LEA and School Site Review The site review begins with a presentation of programs by teachers and staff. The presentation provides the review team with general and specific information on delivery of programs and services to students. Following this presentation, visits to all schools are made. The team members interview school administrators and teaching staff. Parents and central office staff are also interviewed. The team gathers sufficient information and works with the LEA personnel to generate a report, covering the following:
• The district’s compliance with the state and federal regulations, relative to the education of students with disabilities.
• The quality and effectiveness of programs and services provided by the district.
• The need for professional development and technical assistance that will enable the LEA to improve programs and services.
• The Support Plan The RIDE team, LEA central office and building administrators meet to review the data and complete a report of results. The group designs a professional development/technical assistance support plan with timelines for implementation. This plan enables the school and district to correct areas of non-compliance and to strengthen promising programs and correct areas of weakness in order to improve services and programs for all students.
• The SSS Report The report summarizes the findings from the various data sources. The format of the report uses four divisions: Indicators, Findings, Documentation, and Support Plan. Indicators describe either performance or compliance. Findings can include a variety of some twelve categories, from school improvement to the least restrictive environment. The Documentation section of the report distinguishes the source of the finding. The support plan reflects the responsive to the described findings. The support plan describes the corrective action required by the district as well as ways that RIDE will assist the district to improve programs and services.

TABLE OF CONTENTS

1. School Improvement

2. School Climate

3. Teaching Practices

4. Free Appropriate Public Education (FAPE) in the

Least Restrictive Environment (LRE)

5. Teacher Support Team (TST)

6. Evaluation/Individual Education Program (IEP)

7. Transition

8. Parent Involvement

9. Professional Development

10. Facilities

Jamestown Public Schools

School Support System Review

January 20-26, 2004

Team A: Anne Landry, RI Technical Assistance Project, Susan Wood, RI Department of Education

Trish McGrath, Newport Pubic Schools

Team B: Jane Keane, West Bay Collaborative, Laura Jones, Parent Support Network of Rhode Island, Robert Vincze, North Kingstown Public Schools,

1. SCHOOL IMPROVEMENT
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	The Jamestown School Department serves a total school age population of 941 (public and private). There are 545 students in the K-8 program between the Melrose Avenue School and the Lawn Avenue School. All student must go “off island” for their high school experience. The Jamestown school district is high performing and sustaining schools. There are currently 131 students receiving special education services. Jamestown School Department’s Strategic Plan was developed by various contingencies representing community leaders, families of students and school department personnel. The district mission statement embedded in the strategic plan, dated November 2003, seeks to partner with the community to provide a safe, nurturing learning environment in which each child is challenged to fulfill his/her unique potential. The district has established core values and beliefs that support their mission to address safety, responsibility, resourcefulness, respect and fiscal responsibility. Jamestown is in the first year of their five-year plan and is currently developing action steps to facilitate the process. Their vision for this plan will address instructional practices to meet each child’s individual needs, expanded learning opportunities, enhancing opportunities for community participation and ownership, improving the physical environment that supports health and learning, maintaining a position of excellence within the community, creating opportunities for intentional, holistic student social development, participating in proactive legislative agendas, and systematic K-12 articulation that meets the current high standards of the district overall.	Document Review Presentation Interviews
	2	Prior to the 2002-2003 school year, Melrose Avenue School and Lawn Avenue School had one School Improvement Team (SIT). This is the second year each school has a separate team. Melrose Avenue School’s SIT is active and functioning. Parents and the Special Education Director are active participants on the SIT and the Local Advisory Council has representation on the SIT. The primary goals are: Develop meaningful ways to broaden the partnership among parents, the community and the school. Continue to build effective instructional practices with a clear focus on the development of higher order thinking skills for all our students. Continue the commitment to a full continuum of service in order to provide the best education for all students. As a result of the Melrose Avenue School Avenue SIT looking at student assessment, math problem solving and geometry have been the focus of several professional development meetings. Childcare is provided at Melrose Avenue School during the SIT meetings for those that chose to access it.	Interviews District Presentation Document Review Review
Performance	3	The Lawn Avenue School is in its second year with a separate School Improvement Team (SITs). During this transition time the school has followed the 2002 school improvement plan. As the district revised their strategic plan, the Lawn Avenue School awaited the completion of their process to facilitate their own School Improvement Plan. The Lawn Avenue School is currently realigning their school improvement plan with the district Strategic Plan. They have established their school Mission Statement and Goals. Their primary goals are: Provide a challenging learning environment that values excellence and promotes high levels of performance. Support a culture that fosters the development of all middle school students and encourages their motivation. Promote citizenship and civic responsibility within the school and the community at large. The School Improvement Team meets monthly and is comprised of school administrators, general educators, parents and community members.	Interviews District Presentation Document Review
Performance	4	The superintendent of schools also serves as the principal of the Lawn Avenue School. The district is in the process of restructuring to include a Dean of Students. (see also Section 4 FAPE/LRE)	Document Review Interviews
2. SCHOOL CLIMATE
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	Staff, administrators and parents spoke about feeling supported by and having access to the Special Education Director, Principal and Superintendent (see also Section 8: Parent Involvement)	Observation Interviews District Presentation Document Review
Performance	2	There is a strong sense of collegiality and collaboration among faculty throughout the district.	Observation Interviews
Performance	3	The district’s mentoring program is active and functioning. Whenever possible, they are matched with mentors in their respective schools. There is a group meeting quarterly. Mentors meet with their mentor twice a month for the first 12 months then once a month for the remaining six months. Both mentors and mentees reported the mentoring experience to be a positive and productive one.	Interviews Document Review
Performance	4	Jamestown has a comprehensive Pupil Services Manual that is provided to all special education teachers and administrators. A copy is also in the library and all conference rooms. It states the overall goal of special education services in Jamestown as the following: “To implement researched based practices regarding effective teaching practices, service delivery models, and evaluation that improve educational performance and enhance life long outcomes.”	Document Review Interview
Performance	5	The Jamestown School Information Guide is a comprehensive publication for students and their families that details student expectations and governing district policies.	Document Review Interview
Performance	6	The Jamestown School District has an established Crisis Response Plan. For individual student crisis response, Jamestown Schools has a support team comprised of administrators, Superintendent of Buildings and Grounds, the school psychologist, social worker, planning center coordinator and school nurse who thoughtfully and collaborative plan for student and family interventions and support.	Interview
Performance	7	The school psychologist and the school social worker provide a variety of positive behavioral supports to students throughout the two schools as well as the communities at large. They provide professional development opportunities for families, individual support for students, home visits, transition planning and maintain relationships with community support services for comprehensive student response.	Document Review Interview
Performance	8	Lawn Avenue School has a Student Assistant Counselor two days a week. The Student Assistant Counselor is currently reviewing ways that group activities can be facilitated for 7^th graders revolving around issues of substance abuse and problem solving. The role of the Student Assistant Counselor at the Lawn Avenue School is to provide support and referral opportunities for students and their families addressing substance abuse related issues and prevention opportunities. Additionally, the Student Assistant Counselor facilitated presentations in the 7^th and 8^th grade on Normal Adolescent Development with student follow-up discussions.	Document Review Interview
Performance	9	Crossing the Bridge at the Lawn Avenue School is an instructional program taught within the 8^th grade Health/Physical Education curriculum. The curriculum is co-taught by the Jamestown Police Department and the Physical Education Department addressing three core areas: Dealing with stress, anxiety, boredom and depression. Relationship skills and resisting pressures to use. Legal issues and community resources.	Document Review Interview
Performance	10	The Jamestown School District has established community linkages with Newport County and South Shore Community Mental Health Center, North Kingstown School Department, Early Intervention agencies, Valley Community School, Bradley School, Briggs School, Sargent Center, SORICO, RIDE, RITAP, Jamestown Early Learning Center, South County Montessori, Maher Center, Rogers High School, Newport Area Career and Technical Center, The Compass School, Quest Montessori School, Meadowbrook Waldorf School, RI School for the Deaf and the URI Hearing Center	Document Review Interview
Performance	11	Students at the Lawn Avenue School engage in a variety of civic and community activities. Students recently participated in fund raising project for the American Heart Association. Additionally, as part of the 8^th grade social studies curriculum, students investigate specific social justice issues and create potential solutions and/or strategies that impact positive change. Through this process, students identified a need for a teen center in Jamestown and are currently involved in planning for the Center.	Document Review Interview
3. TEACHING PRACTICES
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	For the past several years, Jamestown has engaged in standards based instruction. All classes are heterogeneously grouped with teachers engaging in differentiated practices. Teachers utilize professional development meetings to examine student assessment data to inform their instructional practices. Research based techniques and programs are implemented and utilized with carry over throughout all grade levels.	Document Review Interview
Performance	2	Jamestown Public Schools have a comprehensive website that students, parents and the community can access to find out a plethora of information on the district and grade levels, technology, parent engagement opportunities, Local Advisory Council, etc.	Interviews District Presentation Website Review
Performance	3	The district has engaged in standards based instructional practices and assessment for over the past five years. Evident practices throughout the schools included facilitated instruction, student problem solving, posting of student work, rubrics and standards. Students were engaged in multiple learning strategies and reported the process to be “fun”. The Jamestown faculty engages in a variety of assessment strategies to inform instructional practices. During grade level planning periods and through professional development teams faculty review and assess student work individually and collectively, they review the correlation of common assessments and classroom feedback and engage in research to differentiate instruction to meet individual students learning needs and styles. Student portfolios have been initiated at both schools this year.	Document Review Interview
Performance	4	The district has had standards-based report cards for several years. Art, music, library, physical education/health standards and competencies are detailed in an attached addendum to the report card.	Interviews Document Review Review
Performance	5	The Technology Department provides the district the ability to explore promising practices, manage and collect data, assist classroom instruction as well as overall maintenance and installation. Throughout the district there is evidence of instruction supported by technology through the use of computers, network servers, digital cameras, the Seelinger Computer Lab, the Epson Computer Project and the use of assistive technology with tools like the Alpha Smart and the IntelliTools, IntelliTools Keyboard. Additionally, the district web page is a comprehensive, current picture of the overall school activities, instructional practices and current events. At both schools students were engaged in technology supported instruction through the use of computer labs with laptops available for students to use, mobile computer carts that bring laptops to classrooms on an as needed basis as well as the library and individual classrooms having a good number of computers. Additionally assistive technology was evident throughout all classes and students appeared to be very comfortable with a wide array of devices.	Document Review Interview Observation
Performance	6	The Special Education Director meets with the special education faculty of both schools as well as individually to address special education reform initiatives, district service provision, and individual faculty and student planning.	Interview
Performance	7	The district Speech and Language Pathologist provides student centered comprehensive therapeutic services and supports in collaboration with educators to address the individual needs of students with exceptionalities. Therapeutic instruction and support are provided through curriculum focused small group in class/pull-out activities, which are literacy-based and often include students’ peers. Folders are maintained for each student receiving speech language services and supports, which include student work, observations, student activities and progress reports. The Speech Language Pathologist works closely with families through notes to and from home, communication book noting the objective of the days therapy activities, weekly homework as well as a speech language web page.	Document Review Interview
Performance	8	The occupational therapist has a sensory integration room at the Melrose Avenue School that she utilizes with all students. The occupational therapist is currently doing a handwriting program with students in the 2^nd and 3^rd grade co-taught classes this year and the 1^st grade last year. A sensory-based program is utilized in the 4^th grade co-teaching room for all students. In addition, she also serves students at the Lawn Avenue School	Interviews Observation
Performance	9	At the Melrose Avenue School the music curriculum is performance based thus each student is on-stage at least once per year. It is teacher/grade driven. For example: one grade may do an international theme, another may do a retrospective of their grade’s year. The art curriculum is also performance based. Each student showcases at least three pieces of art that is exhibited in a culminating art show in late spring. The art curriculum works in conjunction with the general education curriculum and needs.	Interviews Observation
Performance	10	At Melrose Avenue School, all grades have weekly grade level planning sessions. In addition, all co-teachers have daily common planning time. Related service providers, as well as the psychologist and social worker are part of the common planning time. Teachers reported this opportunity strengthen and enabled them to collaboratively plan for overall student success. Each grade level has a teacher assistant. Each kindergarten has a full-time teacher assistant. At the Lawn Avenue School, grade level common planning time is scheduled three times a week for a 45-minute period. With this in mind, not all grade levels meet as often but at least once a week. Special education teachers will most often attend at least one meeting a week to discuss and plan for students with exceptionalities. Currently at the Lawn Avenue School, common planning time is not available to co-curricula faculty.	Interview Observation
Performance	11	Melrose Avenue School has a variety of after school programs. Some examples include: - Organizational Club - Dance Program - Robotics Club - Peer Mediation Club (training is after school and the peer mediation occurs during recess. - Tutorial - Art Club The Lawn Avenue School provides an array of after school programs facilitated by teachers and parents, from enrichment opportunities and clubs. These include: -Cooking -Sewing -Writer’s Club -Yearbook -Student Council -Tutorial -Science Olympiad -Computer	Document Review Interview
Performance	12	The Lawn Avenue School is a student centered high performing heterogeneous learning environment. The Lawn Avenue School facilitates an array of instructional experiences in a fully integrated inclusionary model. Students with exceptionalities participate in every aspect of their grade level curriculum with resource support as appropriate. Additionally, the Lawn Avenue School and classroom level structures and practices have established high expectations for all students, including students with exceptionalities.	Document Review Interview Observation
Performance	13	At Melrose Avenue School integrated standards-based learning units are evidenced in every grade. Examples of integrated units are Immigration, Native Americans, Island Life, Quilting, Inuit People and the Artic, Mexico and Insects. There are a variety of collaborative activities being facilitated at the Lawn Avenue School that students are engaged in such; as Building Balloons (8^th grade science class in collaboration with the 8^th grade social studies class), robotics are offered through the Visual Arts Program, musical presentations (Fiddler On The Roof) are planned through the Music Department, technology is integrated throughout the curriculum and a grant funded program with the Trinity Drama Department to provide technical assistance and instruction. McBeth in the 8^th grade English class is done in collaboration with the social studies and science class.	Document Review Interview Observation
Performance	14	At Melrose Avenue School and Lawn Avenue School, faculties are engaged in the review of promising practices and professional development to address improvement of student performance through the exploration of CORE, a reading initiative, Connected Math and the GEMS/FOSS curriculum.	Document Review Interview Observation
Performance	15	The special educators at the Lawn Avenue School follow students for a two-year period to provide informed observations, individual learning styles, and comprehensive individualized progress reporting for overall student’s success in an inclusive educational setting. Instructional supports include, pre-teaching/re-teaching, modeling, redirecting, using manipulative to reinforce concepts, study aids and organizational strategies to name a few. Additionally, special educators informally and through their common planning time work closely with the general educators to address standards based curriculum rubrics in the development of modifications assuring overall student success in the general education setting.	Document Review Interview Observation
Performance	12	Caseloads for speech and language pathologist and occupational therapy are calculated in 30-minute service units. Service units include both direct and indirect time spent with students. There are 54.5 available service units in a five-day week. If service supports exceed this time frame, per diem speech and language pathologist and occupational therapy will be provided to meet student need.	Document Review Interview

4. FREE AND APPROPRIATE PUBIC EDUCATION (FAPE) IN THE LEAST RESTRICTIVE ENVIRONMENT (LRE)
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	The program continuum at Melrose Avenue School is fully included. Services include: - Preschool program (on-site). There are three flexible half-day groups ranging from 2-4 days with full day options available to accommodate individual needs. The school is considering expansion of this program. Once a week there is a common planning time for the preschool team including speech and language, occupational therapy, teacher assistants, psychologists, etc. - Resource for kindergarten and first grade (pull-out and in-class support) - Co-teaching model where two teachers (general education and special education) teach together for all subject areas. These are at the 2^nd, 3^rd and 4^th grade levels. - Autism Spectrum Disorders (ASD) teaching and support. There is a teacher for students with ASD and other students with complex developmental needs who works with general education teachers to support students with significant challenges. Home visits are also an integral part of the program. Currently, this program is in the kindergarten and 1^st grade. The classes serve as a model for teachers from other districts looking to start a program for students with ASD. Two teacher assistants also provide support to students. Once a week, there is common planning time for the special education teachers, the special education director, occupational therapy and the speech and language therapist as well as general education teachers. Programming for students as they get older continues on an on-going basis. - The Planning Center provides behavioral/organizational support to all students and consultation to staff. There is a separate resource behavioral support space where the teacher works both in the general education class and in her/his own space to focus on behavioral and organizational needs. Students with and without IEPs can access this class. - Related services (speech, occupational therapy, physical therapy) are done both in-class and pull out -ESL services are provided on an as needed basis.	Interviews District Presentation Observation
Performance	2	The continuum at the Lawn Avenue consists of the following: (4 classrooms at each grade level, 2 special education teachers, 5 teacher assistants, plus 1 teacher assistant in library). - Four 5^th grade classes that are facilitated as a self-contained model where students attend special subjects (music, art, physical education and library) outside their identified classroom. - Four 6^th grade classes are facilitated where students rotate through their four core and co-curricula areas and have a constant homeroom reading and spelling teacher. - There are four 7^th and four 8^th grade level classes where students follow a rotating schedule for all subject areas. The scheduling of classes provides opportunities for faculty to facilitate collaborative as well as co-teaching instructional experiences. The special education continuum supports the inclusion of students with exceptionalities through a resource program that may provide in class or pull out specialized support for students. The special education teacher provides academic instruction and support, modification and accommodation planning in consultation with the general education teachers for students with exceptionalities utilizing curriculum standards, rubrics and student assessment. In addition, a self-contained 8^th grade math program is currently being facilitated for two students.	Document Review Interviews Observations
Performance	3	Jamestown does not have a high school. Their high school students attend the high school of record (See School Support System on North Kingstown 2003 for further information on the high school of record) The Special Education Director attends IEP meetings for Jamestown students who attend North Kingstown High School.	Interviews Info Works
Performance	4	Extended School Year (ESY) is individually tailored to meet the needs of students with input from teachers and parents.	Interviews
Performance	5	Teachers reported that substitutes are available for teacher coverage during IEP meetings or professional development experiences and they are supported by the administration.	Interviews
Performance	6	Teachers reported receiving copies of their students IEPs in the beginning of the school year. Informal information sharing between previous years teachers help inform instructional practices and accommodations for all students.	Interviews
Performance	7	The Lawn Avenue School Avenue is in the process of posting the position of “Dean of Students”, who will address and monitor student behavior, discipline, school suspension, transition planning activities for 8^th grade students, facilitating the student planning center and management of the school in the principal’s absence. The Lawn Avenue School will discuss the integration of the Planning Center model into this position once it has been filled.	Document Review Interviews
5. TEACHER SUPPORT TEAM (TST)
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	Melrose Avenue School has an active and functioning Teacher Support Team.	Interviews
Performance	2	The facilitation of a Teacher Support Team at the Lawn Avenue School is just beginning. The Teacher Support Team is chaired and comprised of two general education teachers and the principal. The team meets as needed and maintains meeting notes and follow-up activities.	Document Review Interviews
6. EVALUATION / INDIVIUDAL EDUCATIONL PROGRAM (IEP)
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	It should be noted that special education procedures and protocols were comprehensively addressed and found to be in compliance.	Document Review Observation
Performance	2	Teachers reported that Functional Behavioral Assessments (FBAs) are done via a team with the Planning Center teacher as the point person. Teachers reported that everyone is responsible for behavioral intervention plan follow-up.	Interviews
Compliance	3	General educators for preschool students did not attend IEP meetings. Section 300.344(2) of the RI Regulations states, “At least one general education teacher of the child (if the child is, or may be, participating in the regular education environment.”) P.39 AL1	Document Review Interviews Record Review	Assurances will be provide to the Rhode Island Department of education, Office of Special Populations that all State and federal regulations are adhered to. Timeline: Immediately and ongoing
Compliance	4	AL1 Limited information on description of strengths and needs. AL1 No specific goals for goal #2. JK2 Math objective not specific or measurable/criteria. JK1, JK2, JK4, JK5 ESY not documented on IEP JK2, JK3, JK5 Box #39 not completed JK5 Evaluations to determining emotional disturbance not completed. FBA and psychiatric not facilitated.	Record Review	Assurances will be provide to the Rhode Island Department of education, Office of Special Populations that all State and federal regulations are adhered to. Timeline: Immediately and ongoing The special education teachers and related service providers as well as the technical support staff will be provided professional development regarding Individual Education Programs and updated software to improve the writing of Individual Education Programs. This effort will be coordinated by the Special Education Director Timeline: Immediately and ongoing
7. TRANSITION
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	Both schools collaboratively facilitate a comprehensive approach to transitioning students from the 4^th grade to the Lawn Avenue School. The 5^th grade special education teacher meets with the upcoming 4^th grade special education team to address the specific supports and services students may need for successful transition into the Lawn Avenue School. When appropriate, the speech and language pathologist, school social worker and/or psychologist participate in transition planning. Prior to the start of the school year the Special Education Support Team (psychologist, social worker, school nurse/teacher, speech language pathologist, principal, Special Education Director, respective grade level teachers as needed) reviews the students’ strengths and concerns. The transition process for all students transitioning from grade-to-grade and building-to-building is comprehensively planned for during a professional development day. This includes an extensive process to determine individual student learning styles, the social-emotional issues students may be experiencing and the academic and special education service and supports needed to insure overall student success for the up coming school year. Each spring the 4^th grade classes visit the Lawn Avenue School and meet the 5^th grade teachers. They receive a tour of the building. Most students are already very familiar with the Lawn Avenue School building as activities for all students are often held at the Lawn Avenue School. Students who may need additional transitional structure are taken to the Lawn Avenue School and receive small group tours and meet with the 5^th grade resource teachers. There is also Parent Orientation Night at the Lawn Avenue School for all 4^th grade parents to learn about the school programs and classes.
Performance	2	At the Melrose Avenue School, each year the students write a letter to the upcoming teachers detailing who they are and what type of learners they are.	Document Review Interview
Performance	3	Due to the unique transition needs for students in Jamestown, the Lawn Avenue School is currently in the process of redesigning their vocational and transitional planning for eligible students with exceptionalities. A transition planning team comprised of the district special education director, the 8^th grade special education teacher, a representative from the Southern Rhode Island Collaborative, and a representative from the RI Parent Information Network proposed a plan to initiate a comprehensive transition initiative for students with exceptionalities. The transition plan includes vocational assessments options, connecting to Southern RI transition activities and providing families with information regarding transition planning as well as legal concerns and IDEA. Currently the special education director, 8^th grade special education teacher, and at times the school social worker, school psychologist, and speech and language pathologist meet with the North Kingstown 9^th grade special education team to address transition planning for upcoming students. An 8^th grade teacher coordinates transition planning for students who will be attending North Kingstown High School. The high school facilitates three opportunities for students and families to become familiar with the overall school program. One orientation is specific to Jamestown students and their families and is held. As students and families discuss high school placements, the coordinator provides through small-group discussions, the support and guidance to enable students in thoughtful decision regarding high school transitions. High school choice is always in the best interest of the student with family support. For those students who transition to private schools, all special education services and support continue to be provided by the district. Vocational assessments for those eligible students with exceptionalities are facilitated through the Southern RI Collaborative.	Document Review Interviews
8. PARENT INVOLVEMENT
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	According to the Jamestown Strategic Plan between 50-70 percent of students’ families participate in volunteer activities in support of the schools.	Document Review Interviews
Performance	2	Families are significantly involved at both Melrose Avenue School and the Lawn Avenue School. Parents are participating in policy development (School Improvement Teams and district strategic planning), leading school extra curricular activities (ski club and coaching activities), and running fund raising activities (Book Fair, Chair Affair). The Jamestown School District has a web page that provides families and the community current information regarding student programming, academics links and activities. In addition, schools publish a weekly newsletter is published with news of upcoming events and messages from the various subcommittees.	Document Review Faculty and Parent Interviews
Performance	3	The Jamestown Special Education Local Advisory Council (SELAC) is a proactive, well-organized group that works closely with the Special Education Director. They have a series of goals outlined in their annual report. Their top priorities for the 2003-2004 including the following: - No Child Left Behind - HR 1350 - A responsible special education budget - Continued public awareness and education They have monthly meetings and have a parent newsletter three times a year. They have a website that parents can access from the Jamestown Public Schools website. They are also developing a parent resource section in each of the school’s libraries. In additional, there is a SELAC Liaison that attends PTO meetings and a PTO liaison that attends SELAC meetings. A School Committee liaison and a Jamestown Educational Support Personnel Association (JESPA) representative also attend the monthly SELAC meetings. At the monthly SELAC meetings, a portion of the meeting is set aside for parent-to-parent networking and informal support. In addition, there is a standing agenda item for Commendations. Individuals can be commended for their contributions to improve student outcomes. The SELAC has planned a community education and awareness day for late March in conjunction with the district’s Community Week. At the School Support System district presentation the co-chair of the SELAC read a letter of commendation citing the hard work and dedication of the Jamestown Special Education Director. A copy of this letter is on file with the final copy of the Jamestown School Support System report	Interviews District Presentation Document Review Website Review
Performance	4	Melrose Avenue School Parent Teacher Organization (PTO) that meets once a month. Currently they are planning the “Chair Affair”. Each class is going to decorate/design chairs. At an auction on April 3, 2004, the chairs will be auctioned off to benefit the schools. In addition, parents regularly volunteer to work in school and in the classroom.	Document Review Interviews
9. PROFESSIONAL DEVELOPMENT
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance	1	According to the district strategic plan, the district will provide teaching staff with opportunities to examine best practices within and outside the district through supportive instructional networks (i.e., learning walks, critical friends, etc.)	Document Review Interviews
Performance	2	Teachers reported having access to a wide array of professional development opportunities that are aligned with the district and school’s strategic planning. Substitutes are procured for teachers who are visiting programs in other districts or teachers who are benchmarking students’ work. Teachers are provided a stipend of $175.00 for professional development opportunities.	Document Review Interviews	The Lawn Avenue staff will be provided professional development to support the discussion and planning for the integration of a complete middle school program. This effort will be coordinated by the Superintendent and the Special Education Director. Timeline: Ongoing.
Performance	3	Once a month at both schools, the staff meets for professional development activities in addition to two professional development days during the school year. Some recent professional development opportunities include: - Literacy/Writing Assessments - Math Problem Solving - Developmental Assets - Reading Comprehension Strategies	Interviews District Presentation
Performance	4	As noted in the Article 31 Professional Development Plan, faculty at both schools are assessing student work through performance tasks and standards based units. As specific tasks for math and ELA are identified, faculty will then include the in student portfolios.	Document Review Interviews
Performance	5	Extensive professional development opportunities exists in the area of Autism Spectrum Disorders. Staff have attended week long training seminars each summer. In addition, the occupational therapist is pursuing certification in sensory integration and the team receives ongoing monthly consultation from the Autism Project and the RI Technical Assistance Project Autism Support Center.	Interviews
Performance	6	The administrators are in the first year of the University Pittsburgh Principles of Learning.	Document Review Interviews
Performance	7	There are a variety of connections with several area colleges. One example would be Melrose Avenue School teachers having student teachers and interns as active members of their school community.	Interviews

10. FACILITIES
Indicator		Findings	Documentation	Support Plan	Follow-up Findings
Performance/ Compliance	1	At Melrose Avenue School, evacuation plans were posted in all classes. Evacuation plans were inconsistently posted throughout the Lawn Avenue School. For students needing a more formal plan, faculty and administration were involved in developing personalized evacuation plans and support.	Interviews Observation	Evacuation plans at Lawn Avenue School will be posted. This effort will be coordinated by the Principal. Timeline: Immediately
Performance	2	The Lawn Avenue School recently completed in an environmental study directing the installment of lighting, color of paint and the use of space, which has enhanced the educational setting for students and faculty.	Interviews Observations
Performance	3	Melrose Avenue School and Lawn Avenue School are well-maintained schools with appropriate space and resources.	Interviews Observation