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History

History. Funded as a UAP in 1993 Paul V. Sherlock Center on Disabilities in 2002 Bond Referendum Approved in 2007 Permanent Home to Open in 2009. RHODE ISLAND COLLEGE PAUL V. SHERLOCK CENTER ON DISABILITIES. Rhode Island College. Founded in 1854 – Oldest Public College

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History

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  1. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  2. History Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community • Funded as a UAP in 1993 • Paul V. Sherlock Center on Disabilities in 2002 • Bond Referendum Approved in 2007 • Permanent Home to Open in 2009

  3. RHODE ISLAND COLLEGE PAUL V. SHERLOCK CENTER ON DISABILITIES

  4. Rhode Island College Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Founded in 1854 – Oldest Public College Four Year Institution Awards Bachelors, Masters Degrees Joint PhD Program with University of RI 8900 Full Time Students 60% are First Generation College Students Housed in the Feinstein School of Education and Human Development

  5. Sherlock Center Facts Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community • 51 Faculty and Staff - 35% are Family Members • Collaborative Relationships with Six Colleges and Universities • Cooperative Agreements/Contracts with Six State Agencies

  6. Mission Promoting Membership in School, Work, & Community Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  7. Sherlock Center Facts Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  8. Sherlock Center Facts Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  9. Sherlock Center Facts Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  10. Sherlock Center Facts Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  11. Sherlock Center Facts Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  12. Evolution Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Development of the 2007 Five Year Plan was the Stimulus for re-visioning Our structure and procedures

  13. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Changes in Structure

  14. DD Council RI Disability Law Center DIRECTOR A. Antosh Sentinels CAC Associate Director M. Pallack Office Support Core Function Coordinators Interdisciplinary S. Eagle Dissemination M. Pallack Research Evaluation Community Service Work Groups and Leaders Transition Employment Adult Life V. Ferrara C. Rosenbaum Higher Education S. Dell S. Eagle Leadership J. Susa A.. Antosh Marketing Dissemination M. Pallack J. Iovino Educational Advocates P. Beede EI Education J. Dyson D. Mitchell Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Projects

  15. Individuals Families Providers Administrators/Policy Makers Researchers

  16. Workgroups • Provide mechanism for projects to integrate • Opportunity for feedback and support from peers • Common outcomes • Some joint responsibilities • Active participation is expected. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  17. Sherlock Center Operating Principles • Focus onindividuals who have disabilities, family members, and those with direct daily contact with people with disabilities • Individuals who have disabilities and/or family members should be actively involved in all Sherlock Center activities (e.g., not just as “recipients”) • Collaboratewith state and private agencies to implement Sherlock Center projects and activities. • Use a interdisciplinary model – building specialty services on a generic base • Use local generic services (e.g., regular education, real employers, etc) • Describe the outcomes for each project and a strategy for measuring those outcomes • Specify the dissemination strategy (e.g., training, product, etc) Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  18. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Changes in Consumer Advisory Committee Structure

  19. The Sherlock Sentinels Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Sentinels are: “the watchmen” “the first to experience the change” “those who report on happenings in society”

  20. The Sherlock Sentinels Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community The Core Committee The General Membership Work Group Members

  21. The Sherlock Sentinels Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community What Sentinels Recommended Annual Report to Sentinels Evolution of Leadership

  22. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Programmatic Focus

  23. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Five Year Plan

  24. Goal 1 – Early Intervention - Education Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community To improve the outcomes achieved by children with disabilities in early intervention and education settings. • Increase in the percentage of time children with disabilities are educated with typical peers from birth through graduation or age 22; • Improved developmental, academic and social/emotional outcomes; • Increased graduation rate and decreased drop out rate for children with disabilities.

  25. Early Intervention Part C Outcome Measures and Targets still being developed Process Outcomes: • Services received in timely fashion (increase from 64% to 82%) • Evaluations within 45 days (increase from 72% to 80%) • Transition goals (increase 79% to 99%) • 89% receive services in natural environment Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  26. Academic Outcomes As part of a State Improvement Grant, Sherlock Center staff provided training and technical assistance to three cohorts of urban schools that had been identified as low performing. • 95% of these schools demonstrated increased test scores • One third of the schools improved their rankings to moderately performing • In 100% of the schools, teachers demonstrated use of an increased variety of instructional strategies that increased the percent of time students with disabilities were educated with their typical peers. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  27. Academic Outcomes Sherlock Center staff provide instate training and technical assistance re: Alternate Assessment There has an increase in: • Rate of Participation • Percent of portfolios that meet the standard Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  28. Behavioral Outcomes School Wide PBIS: • 66 schools and 18 early childhood centers are implementing SWPBIS • We are still developing procedures for aggregating data; however, SWIS data documents decreases in office discipline referrals in individual schools • 9 districts have identified trainers and district coaches; moving towards district wide implementation Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  29. Results for Veazie Street Elementary Year 1 School Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  30. Veazie Street 2006-2007 Behavior Triangle 2007-2008 Behavior Triangle Triangle Data Report 2006-2007 # All % All # Major % Major # Minor % Minor Students with 0 Referrals 331 50.92 % 390 60.00 % 426 65.54 % Students with 1 Referrals 94 14.46 % 112 17.23 % 72 11.08 % Students with 0 or 1 Referrals 425 65.38 % 502 77.23 % 498 76.62 % Students with 2-5 Referrals 128 19.69 % 97 14.92 % 94 14.46 % Students with 6+ Referrals 97 14.92 % 51 7.85 % 58 8.92 % Students with 9+ Referrals 68 10.46 % 29 4.46 % 36 5.54 % Triangle Data Report 2007-2008 # All % All # Major % Major # Minor % Minor Students with 0 Referrals 395 65.83 % 480 80.00 % 431 71.83 % Students with 1 Referrals 81 13.50 % 60 10.00 % 76 12.67 % Students with 0 or 1 Referrals 476 79.33 % 540 90.00 % 507 84.50 % Students with 2-5 Referrals 75 12.50 % 43 7.17 % 68 11.33 % Students with 6+ Referrals 49 8.17 % 17 2.83 % 25 4.17 % Students with 9+ Referrals 25 4.17 % 8 1.33 % 12 2.00 %

  31. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Focus on Children Who Have Low Incidence Disabilities

  32. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  33. Goals 2 & 3 – Employment , Community Membership, Independent Living Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Supporting Outcomes: • 69 adults and 145 families used statewide resources to seek employment - exceeds the target set in Objective 2. • Number of licensed vendors has increased from 29 to 31 during the past year. • 13 SME ACRE certificates  awarded. • Graduates developed 24 jobs in the six months prior to training and 66 jobs in the six months after training - an increase of 175%. • The number of hours spent on job development increased by 46% after training.

  34. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  35. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  36. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  37. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Goal 4 – Increase the Number Of Direct Support Professionals

  38. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Goal 5 – Information to Individuals and Families To facilitate decision-making

  39. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  40. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  41. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  42. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  43. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  44. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community Goal 6 - disseminate information about evidence-based practices

  45. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  46. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  47. Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  48. Goal 7 – Interdisciplinary Training Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community To increase the number of undergraduate and graduate students who are recruited into pre-service training programs, participate in interdisciplinary experiences, and begin careers in disability related fields. Focus on (a) individuals with disabilities, (b) family members, (c) persons from minority races and cultures, and (d) paraprofessionals.

  49. Recruits in Data Base 2007- 367 2008 - 359 Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

  50. Applied to College • 203 prospects have applied to college • 94 to Rhode Island College • 16 Persons who have a disability • 23 Family Members • 47 Persons from minority races/cultures • 95 Paraprofessionals Paul V. Sherlock Center on Disabilities @ Rhode Island College Promoting Membership in School, Work and Community

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