\Woold like fe Sec « fesult cone out for staff fo See and SFM “Uni The feed « [at dishes Treworkcompewpens ” 178 clog June 10, 2016 ISD 112 Eastern Carver County Schools 11 Peavey Road Chaska, MN 55318 Attn: Laura Pingry-Kile, Ed.D. RE: Special Education Staff Interviews Dear Laura, ‘Thanks again for supporting and helping to coordinate my visits with Chaska Middle School West, Chanhassen High School, Bluff Creek Elementary and Chanhassen Elementary Special Education staff this school year. And the District's PT/OT support staff as well. I very much appreciated the comfortable and open dialogue as well as the pleasant hospitality extended to me by those I engaged throughout the experience, The primary purpose of my visits were to evaluate potential opportunities for enhanced risk reduction approaches by having an open and safe conversation with staff about perceived needs, challenges, what if any adjustments might be beneficial, and so forth, Chaska Middle School West I'll start by highlighting some of the positive comments and approach visit, followed by other comments and suggestions. I met with staff ind thared with me during my dually. + The District is good about listening to staff needs. + Staff appreciated that there is a dedicated response team and that all affected employees take a refresher CPI course during the summer. They didn’t think additional training is required ‘over the course of the school year, as they find themselves using the skills frequently enough to maintain competency. +» Teachers and Paras meet as a group once per month to collaborate, discuss challenges, receive updates, et + Staff debrief following student-involved incidents, + Teachers have computers and there is one computer available for shared use by Paras in the breakroom. + ASD student locker keys are attached to a wrist bracelet as opposed to a lanyard, the purpose of which is to eliminate the opportunity for students to whip staff with the lanyard, + ASD staff feel they do a good job concerning positive reinforcement approaches. + Substitute Paras are assigned the least challenging students and are informed about student tendencies, what works, what doesn’t, etc. + ASPIRE staff appreciate when ample staff are available to team manage behavioral episodes, depending on the nature and duration of the episode. Ample staff help to prevent a single teacher/para team from getting worn out, making mistakes then getting hit, etc. They feel their training and access to technology is OK.SEM Chaska Middle School West, cont'd. + Detailed student transition meetings take place between applicable Case Managers, students tour the HS and the future HS teacher might visit the student while still MS. + There isa height-adjustable changing table in the Nurse's office + PT staff have been very helpful in providing training + The Nurse will advise staff on a student’s changing conditions, such as a change in medications. The information provided wouldn’t violate HIPPA in terms of personal health detail, just simply advise that behaviors may change as a result. + Danielle said that she and the Para stay 30 minutes late Wednesday this year, they meet ‘weekly for 35 minutes and take 10 minutes at the start and end of each day to debrief (which is new this year), She also said that Paras attend monthly 30 minute staff meetings, all of which I think is very positive! was also interested in hearing about anything that staff felt could be done differently. Of course, the limits of time and financial resources are well understood by all, however adjustments might be possible if we believe the “return on investment” will be there. And that return might relate to more successful hiring, fewer behavioral episodes, better management of behavioral episodes, reduced staff stress and mental fatigue, enhanced staff job satisfaction and retention, etc. Therefore the following summary of comments and suggestions shared with me by staff, largely in their own words, is provided for considera + The student area consists of a long narrow room and two sensory rooms, with 11 doors in total which can provide for many vantage points where students can “escape” from. Staff feel one large room appropriately configured, as compared to three separate areas would be much easier to manage. “JAA Projectile management is considered by staf ( suggest that perhaps a more formal approach Ferree. could be helpful. Maybe a periodic “projectile audit” and standardized way to address 54,2854 fa projectiles, such as using cables or other means to secure items tightly to their base). tana. 7° all, + Staifhave gym mats and one blocking dummy they use as physical barriers against ~~; cpp? Codd be Feces) aggressive behaviors. They would like two more blocking dummies with grab handles and jy *4 sayy Probate “yfPrert four or more feet tall-full body. (I believe devices like these could be purchased with Health “34 a, whe Pole Maps Safety flnds as a means of personal protective equipment). fyi] > eect he op, 7 Geo Staff feel that general education and support staff would benefit by educatiofr in terme oe fe ‘why Special Education staff do what they do, ASD/DCD student characteristics and tendencies, signs of student escalation, when not to crowd ASD/DCD students, etc. Qoabticetten ; «Can non-Special Education staff be told which students are ASD/DCDYEBD, as unknowing bow te rete Strong ? 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