Steve Rains, Director
1. As Director of The Burwell Program, what data do you deal with the most?
Program wide CRCT data, restraint data, moving to less restrictive settings, attendance.
2. How do you select members of the CIMP (Continuous Improvement Monitoring Plan)?
Members are selected to represents a cross section of people that includes community, educators, agencies, students and parents.
3. How often to you and the CIMP committee review the SIP?
The team reviews the SIP annually. Burwell reviews on a continuous basis.
4. What goal(s) do you feel are the most important this year?
a. Raising Math CRCT scores
b. Reducing restraint- (we are very good at this)
c. Increasing graduation rate
d. Increasing least restrictive environment (return to school)
Susan Middlebrooks, Social Worker/Assistant Coordinator
1. Briefly describe your duties at The Burwell Program.
This is my fifteenth year working with the Burwell Program. Until this year, my job was primarily to provide social work services to both our school age program and our high school program, which is located at Callaway High School. As social worker, my main role has been to act as a liaison between the school and the families. My work includes collaborating with the other agencies who serve the children (probation officers, therapists, doctors, etc), advocating for the families, conducting and updating social histories, etc. This year my work has taken on a more administrative role and I have been involved with things like the placement of new students, assisting in the development and implementation of educational learning plans, and standardized testing. Basically, I do everything but teach in the classroom!
2. Briefly describe your role and the data you use.
In my social work role, much of the data that I use is qualitative. The information I gather when I do initial social histories helps our psychologist and teachers better understand the student’s home environment. I also use more quantitative measures, such as the Achenbach Child Behavior Checklist and the Vineland Adaptive Behavior Rating Scale. Every time I work with a family, I consider the information they give me to be “data” that can be used in helping their child. When I am trying to relay to the parents how their child is doing in school, I rely on data such as grades, behavior reports, and CRCT scores. Data sources that I use daily include attendance sheets, student restraint reports, and other behavior write-ups. Data sources I use on a monthly basis would include grades and CRCT scores. Occasional sources used are the SWIS (School-wide Information System) reports and GRASP (Georgia Resa Assessment of Student Progress) results. 