Q&A
Support for providers serving students with disabilities in Summer Rising
1:43:21
·
174 sec
Council Member Stevens inquires about the support provided to Summer Rising providers serving students with disabilities. DYCD and DOE officials outline the various supports and training offered.
- Professional learning opportunities were provided for CBOs, both in-person and remotely
- Training topics included creating routines, classroom rules, sensory supports, regulation strategies, and addressing challenging behaviors
- Biweekly check-ins and escalation protocols were implemented during the program
- Site staff received support from district special education administrators and the central special education office
- Regular office hours were held for CBO staff, paras, and teachers to seek guidance on supporting students with more intense needs
- The program has increased accessibility for students with disabilities compared to pre-COVID summers
Althea V. Stevens
1:43:21
What supports are given to providers who are serving students with disabilities?
1:43:27
This is the questions as a US CD.
1:43:31
What supports are given to providers who are serving students with disabilities?
1:43:37
And while you get that information, I just wanna also point out, I think one of the things that we were hearing, like, because of summarizing this has opened up an opportunity for students with disabilities to have access to camp where that wasn't something that was happening at this number before, which I think is a positive thing.
1:43:54
But I also want us to make sure as this is, I guess, still very new.
1:43:58
This is a place where I want us to kinda dig in a little bit more around, like, what does that really look like?
1:44:04
And, like, does it make sense that even in the afternoon portion, should they have differentiator things, and how are we supporting staff, and working with with the population, and what does that look like to make sure that it's even more fulfilling for everybody.
1:44:18
So I know you were looking through some stuff.
Daniel Guillén
1:44:20
Yes.
1:44:21
Thank you for giving me that time.
1:44:22
But to to a deep dive.
1:44:25
We did provide professional learning opportunities for our CBOs.
1:44:29
And as I've mentioned before, these this happened in person and remotely as well because that was feedback from last year when we implemented this that they wanted more in person opportunity, so we wanna make sure that that was available to them.
1:44:41
And some of the courses included trading routines and classroom rules, sensory supports, and regulation strategies, preventing and addressing challenging behaviors, and all of that really was all the work that we did with the office of special education.
1:44:57
We had biweekly check ins and escalation protocols as the program progressed to make sure that what was taught and what was support it.
1:45:06
Right?
1:45:06
During the program, we were able to address that and have folks on the ground, and then I'm gonna hand it off to Andy to walk through those pieces and look so forth.
1:45:15
This is
Althea V. Stevens
1:45:17
I don't think your mic is long.
UNKNOWN
1:45:20
I think this was a lesson learned from prior years.
1:45:23
We needed to start earlier.
1:45:24
We needed to talk more frequently, and we needed a very clear escalation protocol.
1:45:28
And all of those things were able to happen this year to a great effect.
1:45:33
When those escalations did occur, site staff received so support from the administrator special education, which is a district staff member, directors of special education who work for the district, and directly from the special education office.
1:45:45
And those supports for technical assistance, how do you do this thing?
1:45:49
Coaching.
1:45:49
Let me do it side by side with you.
1:45:52
Or on-site support.
1:45:53
Let me be right there in the room with you to support that particular child.
1:45:57
We also had regular office hours, and those replaces were CBO staff, where Paris, where teachers could call in each week.
1:46:05
I don't know how to support the student.
1:46:07
What do I what what should I do?
1:46:09
And had people who were specially trained to support students with our more intense support needs to be able to provide that support.
