Transcript Special Education For Administrators

Special Education for
Administrators
Setting Directions
Welcome Introductions –
Who’s in the group?
• Meet someone who you don’t know
• Find out things about that person
• One Professional
• One Personal
• His/Her personal goal in taking this course
• You will introduce your partner
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Student Engagement
Talk to me, principal, and I’ll listen for a little while
Show me, and I’ll listen longer
But come alive; Care; Laugh;
See my point of view without abandoning
your own standards;
Be warm and real;
Show me that you know me!
And teacher, don’t ever give up on me.
Then principal, then I am your pupil.
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Impact on the family
– See through our lens
From interview: The Family Study (CAMH)
My daughter needs support too, the rest of the family
needs support. My husband has depression and I’m
sure that it would be different if his life wasn’t so
stressful. And I feel like I’m an Atlas holding up the
world … I am holding the family together and I need
a break but I can’t. I need to be strong enough until
what? Never ends.
Parent of a child with ASD
 If your school had a District Review what would
your Supervisory Officer say about what you have
in place for your students with special needs?
 If given the voice, what would your students with
special needs say that you have in place for them?
 Think, pair, share
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What Ought to Be…
• “. . . , listening . . . requires not only open eyes and
ears, but open hearts and minds. We do not really see
through our eyes or hear through our ears, but
through our beliefs. . . . It is not easy, but it is the only
way to learn what it might feel like to be someone else
and the only way to start the dialogue.”
– Lisa Delpit
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It takes a whole village...
• Every student is entitled to learn to the best
of his or her ability.
• Every student is entitled to a safe and caring
learning environment.
• Safety is a precondition for learning.
• Safe schools are the responsibility of a
community partnership among government
ministries, administrators, teachers, trustees,
support staff, students, parents, police and
community partners.
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Without a competent caring individual in the
principal’s position, the task of school reform
is very difficult.
– Lou Gerstner, 1994
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Agenda – Day 1
 Welcome and Introductions
 Leadership Framework:
Professional Goals for Special Education
 The Law
 Learning For All K-12 Philosophy
and Our Shared Belief
 Change Theory
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Agenda – Day 1
 Culturally Proficient Leadership – Equity and Inclusive Education
 Treasure Hunt re: Special Education Legislation
 Special Education Tribunal
 School Visioning Activity – Building Your School House
 Action Research, Practicum Review and Planning
 Context and Relevant Theory and Research Around the Learner
– Group Assignment – Categories of Exceptionalities
 Post Assignments
 Next modules: Dates and Location
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Norms of Operation
 Go slow to go fast
 Listen and speak with an open mind
 Take risks
 Respect others and ourselves
 Leave positions at the door
 What we say here stays here
 Begin, end, and transition on time
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K-W-C
K
W
C
What do I KNOW?
What do I WANT to
do, find, or figure out?
Are there special
CONDITIONS?
“I’m trying to …”
“I need to …”
“I know that …”
•
How can you use this in your work environment?
•
What is your personal goal for Module 1 related
to the Leadership Framework?
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Module Overview
 Theoretical Foundations of
Special Education
 Setting Directions
 School Culture – Building
Relationships and Developing People
 Developing the Organization
– Shared Support for Learners.
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Outcomes ~ Module 1
Theoretical Foundations
• Examine your philosophy and shared beliefs related
to “All Children Can Learn”
• Understand the Law – Special Education Focus
• Explore change theory in the context of Special Education
• Build your school/board vision inclusive of Special Education
• Plan your practicum using action research
• Investigate current, relevant theory and research
around the learner
• Explore ethical dilemmas in Special Education
• Introduction to Culturally Proficient Leadership
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Special Education: The Law
Mask Movie Clip – School Registration
http://www.youtube.com/watch?v=C1kZTfHldfY
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Special Education: A Guide
for Educators – October 2001
This guide provides comprehensive information
about legislation, regulations, policies, program
planning, and resources pertaining to the
education of exceptional pupils in Ontario.
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primacy
The Ontario Human
Rights Code has Primacy
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If other laws conflict with the Code,
in most cases, you must comply
with the Code first.
OHRC Policy – Competing Rights
www.ohrc.on.ca/en/policycompeting-human-rights
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Ontario Human Rights Code
compliance and primacy
Boards must comply with the Code in:
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Policy
Procedure
Forms
School-based implementation
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Ontario Human Rights Code
compliance and primacy
 Code informs:
 Interpretation of the Education Act, regulations,
PPMs, Guidelines and other Ministry
documents (including IEP forms)
 Equity Strategy, PPM 119 and Guidelines
 OESC templates
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Protected
classes
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race
citizenship
place of origin
ethnic origin
colou
ancestry
disability
age
creed
sex / pregnancy
sexual orientation
family status
marital status
receipt of public assistance
record of offence
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Effect not Intent
Must look to the effect or result of
the demeaning words or actions
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Duty to Accommodate Short
of Undue Hardship
a. Principles of Accommodation
Respect for dignity
 Individualization - IEP is accommodation plan
 Integration and participation
 Barrier-free design
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b. Standard of Accommodation
Undue Hardship:
• Costs
• Outside sources of funding
• Health and safety requirements
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Ontario Human Rights Tribunal
www.hrto.ca
This web site is your gateway to the HRTO application
process. On these pages you will find How To File An
Application or a Response using the online SmartForms.
The SmartForms are easy to use. They assist in ensuring
completed forms are filed with the HRTO which increase our
processing efficiencies. You will also have access to our
Rules of Procedure, Practice Directions, Policies, User
Guides, Forms, Legislation and more. All the information you
need to complete and submit an application or response is
available here.
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Ontario Human Rights Tribunal
www.hrto.ca
All case processing functions of the OSETs are now integrated
with the HRTO. Collette Dowhaniuk severs as Associate Chair of
CFSRB/CRB and Vice-chair of the French and English OSETs.
Richard Hennessy is Registrar of HRTO and Secretary of the
OSETs.
The two OSETs (English and French) are independent adjudicative
agencies that hear appeals from parents regarding the special
education of students with exceptionalities in a school board. The
OSETs operate under the Education Act, and receive appeals from all
Public and Catholic school boards in Ontario. The OSETs are the last
step in a dispute resolution process that includes an Identification and
Placement Review Committee and a Special Education Appeal
Board.
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Human Rights Model at
Work in Education
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Full inclusion
Barriers to learning removed
Equitable education opportunities
Student needs are accommodated for success
Copyright © November 2011 Toronto District School Board
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OHRC Case Study
The Special Education Tribunal and the Human Rights Tribunal:
Competing Jurisdictions - 2010
 What are the issues?
 What is the legislation that you need to know about?
 What action would you take? How do we transform
requirements on paper into lived rights?
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Reach every student
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Realizing the Promise
An equitable education system
is one in which barriers to
learning have been identified
and removed, discrimination is
rejected in all of its forms, and
every student is provided with
the necessary supports to
bring about improvement in
learning and achievement.
Realizing the Promise of
Diversity…Ontario’s Equity
and Inclusive Education
Strategy (2009)
We appreciate that the
promise of diversity can be
realized only in a society that
strives to be free of systemic
biases and barriers. There is
widespread support among
education stakeholders to
address these issues in our
schools, and to meet the
challenge of making ours a
truly inclusive system that
supports success for every
student.
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The Big Idea
• On a fundamental level, the Equity Strategy and
the Code have the same intentions
… just worded differently
– Equity & inclusive education
– Substantive equality and integration
• Alignment of the goals of the Ministry of Education,
Inclusive Education Branch with those of the Ontario
Human Rights Commission
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Learning For All K - 12
Shared Beliefs and Guiding Principals
K-12 document designed to provide further guidance
to increase student achievement for all students
1.All students can succeed.
2.Each student has his or her own unique patterns of learning.
3.Successful instructional practices are founded on evidence-based
research, tempered by experience.
4.Universal Design and DI are effective interconnected means of
meeting the learning and productivity needs of any group of
students.
5.Classroom teachers are the key educators for a student’s literacy
and numeracy development.
6.Classroom teachers need the support of the larger community
to create a learning environment that supports all students.
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7. Fairness is not sameness
For equitable outcomes some students require:
“More or different support than others to work at a level
appropriate to their abilities and needs.”
The 3 Ps
 Learning for All was created based on three core
components:
 Personalization
 Precision
 Professional Learning
“The glue that binds these 3 components is moral
purpose: education for all that raises the bar as it
closes the gap.”
- Fullan, Hill & Crevola, 2006
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Focus of Document
 Learning For All K-12 defines the Achievement Gap to be the
difference between the achievement of a student’s actual
achievement and his/her potential for achievement
 “This document is focused on the importance of helping every
student reach his or her potential – and, as a consequence, on
closing the ‘achievement gap’ between different groups of
students” Learning For All, June 2009
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Personalization
• Personalization is education that puts each and every
child in the centre and provides an education that is
tailored to the students’ learning and motivational
needs.
• It has to provide motivation to learn and employ
pedagogical experiences that hit the mark particular for
the individual.
– Michael Fullan Breakthrough
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“Progress is seen where there has been a
sustained and deliberate focus on individual
student’s strengths and needs, assessment
for learning, and precision in instruction
through evidence-based learning.”

Precision: links assessment for learning to
evidence-informed instruction on a daily basis.
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Support from the
Larger Community
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Principal/Vice Principal/Guidance
Community Based Resource Teacher (CBRM)
Other classroom teachers, Teaching Learning
Coaches, Instructional leaders, Consultants,
Coordinators
Other professionals – Psychology, Social Work,
Speech and Language, Occupational Therapy,
ASD Team, Behaviour Team
Family
Community Agencies
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The
Leadership
Framework
1.
2.
3.
Inspire a shared vision of leadership in schools and boards
Promote a common language that fosters an understanding
of what leadership and what it means to be a leader
Identify the competencies and practices that describe effective
leadership and guide professional learning
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Leadership Framework
Personal Learning Pathway
 Covey The 4 Disciplines of Execution
 Wildly Important Goals (WIGS)
http://www.youtube.com/watch?v=LHHj5Q7ep3k
 Reflect on what your Wildly Important Goal (WIG) is for
Module 1 related to the Leadership Framework
Theoretical Foundations and Setting Directions and
the School Effectiveness Framework Component 3 –
Student Engagement for students with special needs.
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Professional Learning
 Focused, ongoing learning for every educator
“in context.”
 Learning that helps educators develop the particular
knowledge and skills they need to provide focused
assessment and instruction for the students in their
classrooms.
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Moral Purpose of Education
 All students can achieve high standards given
significant time and support.
 All teachers can teach to high standards given the
right conditions and assistance.
 High expectations and early intervention are
essential.
 Teachers need to be able to articulate what they do
and why they do it.
Learning For All 2012
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Understanding Achievement Gaps
 From the Learning For All (2012), the term achievement
gap commonly refers to the disparity in achievement
between groups of students.
 Gaps in achievement can be measured in terms of various
factors, such as gender, ethno-cultural background, socioeconomic status, special education needs, language
proficiency, or number of credits accumulated by the end
of a particular grade.
 Achievement gaps can also be defined according to
combinations of these factors, such as gender and special
education needs, or gender and socio-economic status, or
ethno-cultural background and credit accumulation by year
and grade.
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Focus of Document
 Learning For All K-12 defines the Achievement Gap
to be the difference between the achievement of a
student’s actual achievement and his/her potential
for achievement
 “This document is focused on the importance of
helping every student reach his or her potential –
and, as a consequence, on closing the ‘achievement
gap’ between different groups of students”
Learning For All, June 2009
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What’s a Family?
A useful tool: That’s A Family
http://www.youtube.com/watch?v=lnYWCtX3Us4
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Theoretical Model
Overlapping spheres of influence of family, school
and community on children's learning
External Structure
Force B
Experience,
Philosophy,
Practices
of Family
Force C
Experience,
Philosophy,
Practices
of School
Force D
Experience,
Philosophy,
Practices
of Community
Force A
Time/Age/Grade Level
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“Gaps in student achievement can be closed
if the responsibility is shared by all partners in the
education system: students, parents, educators,
and community partners.
Learning For All, June 2012
Think-Pair-Share how you have supported wraparound
services for your students with special needs.
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Closing the Achievement Gap
“Current data continue to show that achievement gaps exist between
low-income students and students of color and their white
counterparts. Developing school-family-community partnerships has
been shown to be an effective avenue that school personnel can take
to mitigate these academic deficits that currently exist.”
“The key to increase student achievement and to ensure more
equitable practices in schools is to increase parent and community
involvement.”
Module – Closing the Achievement Gap Click here
Discuss as a large group
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Learning For All…Chapter One
“…in the past four years, there has been an overall shift
from an implied to an explicit and highly intentional focus
on the learner as the focal point in Ontario’s schools.”
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Instructional Approaches
 Instruction that both responds to the various
needs of a diverse group and precisely tailored
to individual needs isneeded for student
achievement for all students
 Three instructional approaches form the
basis of this document
 Universal Design for Learning
 Differentiated Instruction
 The Tiered Approach
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Group Collaboration
1. Within your groups, choose the instructional strategy that you
would like to know more about.
2. Break down the section in the Learning For All document on that
strategy and have each person from your group read about one
of the instructional strategies.
3. After everyone has finished reading, discuss your understandings
together to gain a better grasp of the three instructional
strategies.
4. Write down your findings on the chart paper provided and be
prepared to present what you have read using MI (see handout
in binder). Present on Saturday AM – 5 minute limit per group.
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Planning & Next Steps
DOING
KNOWING
Please keep your recorded work as we will revisit this in the next module
and you will be in the same group.
Group discussion/sharing session:
1. What SMART goals are part of your School Improvement Plan/Board
Improvement Plan that address instructional approaches to close the
achievement gap and further the learning of students with special needs?
2. In what ways do the current instructional practices incorporate the
principles of Universal Design, differentiated instruction and the tiered
approach?
3. What further steps can we take to ensure that they are implemented?
What resources do we need?
4. If your school had a District Review what would your SO say about
what you have in place for your students with special needs?
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Learning For All
Chapter One – Focus Activity
 Small groups: discuss this quote in relation to your
personal feelings about “all children can learn”
 Discussion will be targeted on the following questions:
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Learning For All
1.
2.
3.
4.
5.
Work in groups of four using cooperative group roles.
Share your reflections on chapter one. Discuss your written reflection.
The recorder will write down your responses.
You will hang up your chart for a Gallery Walk.
The presenter will stay with the chart and act as curator, answering questions and providing
explanations to each new group.
6. As you learn about each groups’ work, record your responses and questions on the sheet .
7. Return after visiting the three other groups to your original group. Review comments. (Debrief
in large or small groups)
Your discussion should be targeted on the following questions:
•
What equity issues are the most significant challenges for you as an administrator in special
education?
•
•
What do you feel are your greatest successes and barriers?
•
What interconnections have you made between Learning For All, the Equity and Inclusive
Education Strategy, and the TDSB’s Equity Foundation Statement?
•
How do you feel you can best sustain staff/parent/community engagement in this philosophy?
What have you found successful in your current school practice for building staff capacity
around the concept of “all children can learn” which incorporates the concept of universal
design and differentiated instruction?
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School Effectiveness Framework
…Student Voice…
 a support for school improvement and student success!
Goal
3.1
3.2
3.3
3.4
Indicators Where we Where
are now? do we
want to
be?
What
student
work/ev
idence
will tell
us we
are
there?
What do
Who
Who is
we have to can
monitordo
help us? ing?
differently?
What?
When?
How?
Goal Setting for
School Effectiveness Framework
Complete the School Effectiveness Framework
– Component 3: Student Engagement
Open in Adobe Acrobat Reader to edit fields
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Change Theory
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Milling to Music
Think of something in your school/board
in regards to students with special needs that
you would like to change.
Each time the music stops
find the nearest partner and share.
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Change and Culture
“If you intend to introduce a change that is incompatible
with the organization’s culture you have only three
choices: modify the change to be more in line with the
existing culture, alter the culture to be more in line with
the proposed change, or prepare to fail.”
– Salisbury
and Conner
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Change Theory
1. In groups of four use a graphic organizer to
illustrate the key points about change from the
following articles that you were to have read as
part of your pre-assignment.
2. Be sure to include some ways to bring about
change in a school/board setting in the area of
special education.
3. Be prepared to share. The graphic organizers
will then be typed up and emailed to you.
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Success and Change
Freedom Writers
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Agenda – Day 2
•
•
•
•
•
•
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Culturally Proficient Leadership – Equity and Inclusive Education
MI Presentations – Learning For All
Treasure Hunt re: Special Education Legislation
Special Education Tribunal
Four Corners
Vision Creation
Context and Relevant Theory and Research Around the Learner
Group Assignment – Categories of Exceptionalities
• Action Research
• Post Assignments
• Next modules: Dates and Location
I Believe…Do You Believe?
Dalton Sherman
http://www.youtube.com/watch?v=HAMLOnSNwzA
“Do we have the will to educate all students?”
Asa Hilliard (1991)
Culturally Relevant Pedagogy
 Recognize that teaching/LEADING is not a neutral act
 Personalize teaching and learning in order to better know
students/STAFF and their realities
 Differentiate instruction, assessment, and evaluation to
meet the interests, learning profile, and readiness of
all learners
 Ensure the content studied and the resources used reflect
students’ lived experiences and social identities (race,
gender, sexual-orientation, class, ability, etc.)
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Inclusive Leadership
 Module – Leading the Inclusive School, Part 1:
The Personal Journey
 Click here
 Reflective Questions – see questions at the
right of the video link.
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Human Rights Policy
(Individual & Collective Identities)
The Boards recognize that certain groups in our society are treated
inequitably because of individual and systemic biases related to:
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Age
Ancestry
Citizenship/Nationality
Colour
Creed/Faith/Religion
Disability
Ethnicity/Culture/Linguistic
Origin
Family Status
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Gender/Sex
Gender Identity
Marital Status
Place of Origin
Race
Sexual Orientation
Socio-Economic Status
Same-Sex Partnerships Status
Similar biases have also impacted on Canada’s
First Nation population.
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Reflect on …
What is Equity?
Provision of opportunities for equality for all by
responding to the needs of individuals. Equity of treatment
is not the same as equal treatment because it is acknowledging
historical and present systemic discrimination against identified
groups and removing barriers, eliminating discrimination, and
remedying the impacts of past discrimination.
Controversial and Sensitive Issues, p. 68
What assumptions and practices may create barriers?
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Inclusive Leadership
 Module – Leading the Inclusive School, Part 2:Culturally
Relevant and Responsive Leadership
Click here
 Reflective Questions – see questions at the right of the
video link.
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Keys to Success
 Whole school approach…
 Every student is my student…
 Building relationships is essential…
 Safe, caring and inclusive schools are everyone’s
responsibility
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I-P-R-C:
 Identification:
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Placement:
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Supports recommended
Review:
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Evidence to support designation of exceptionality
Progress reviewed at least annually
Committee:

Membership: 3 or more; 1 principal or supervisory officer
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Highlights of Regulation 181/98
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An IPRC determines the Identification and
Placement of exceptional pupils
School Boards must establish one or more IPRC
committees
An administrator must be a member of an IPRC
Parents’ Guide must be developed and be
readily available
IPRC process is governed by specific timelines
that administrators need to follow
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Arrange
IPRC Structures
for interpreters as required
 IPRCs
 Principal - Chair
 Psychological Services Representative (as needed)
 Central IPRCs (where applicable)
 Special Education Supervising Principal Chair
 FOS Special Education Coordinator
 Chief of Psychological Services
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IPRC: Identification
Definitions of Exceptionalities
Behaviour
Communication
Autism
Deaf and Hard of Hearing
Language Impairment
Speech Impairment
Learning Disability
Intellectual
Giftedness
Mild Intellectual Disability
Developmental Disability
Physical
Physical Disability
Blind and Low Vision
Multiple
Combination of learning or other disorders requiring services of
one or more special education teachers for learning.
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IPRC: Placement

No statutory definition of this term
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Ranges from:
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Regular classroom with monitoring to
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Special education class and
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All points in between
Through Program

Level of instruction

School day

Timelines
Through Service

In-school

Community

Central
Through Physical modifications

Institution

Ramps
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Tools

Technology

Assistive devices
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Annual IPRC Review
 An IPRC Review must be held once within each
school year, unless the parent provides written notice
to the principal dispensing with the Review (waives)
 Annual Reviews operate under the same procedures
and timelines as the original IPRC process
 If a student has an original IPRC between January and
June, a subsequent Review is not required in that
school year
 Parents may request a Review at any time after a
placement has been in effect for three months
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IPRC Treasure Hunt!
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Page #: D4
Section Title: The IPRC
The regulation requiring all boards to establish one
or more IPRC is:
Regulation 181/98 section 10, subsection 11 (1)
(2)
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Page #: D4
Section Title: The Role of the IPRC
Outline three key areas as they pertain to the role
of the IPRC:
Identification
Placement
Review
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Page#: D4
Section Title: The IPRC
Name one of three people the Board must appoint
to the IPRC:
A Principal
A Superintendent or
A contracted Supervisory Officer
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Page#: D4
Section Title: The Role of the IPRC
When do parents have the right to request an
IPRC?
Once the child is enrolled
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Page#: D5
Title Section: Requesting an IPRC Meeting
Within 15 days of receipt of the written request
by the parent, the principal must provide the
following:
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Written acknowledgement of the parent’s request,
Approximate meeting date
Parent Guide
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Page #: D5
Section Title: Requesting an IPRC Meeting
Parents must be informed about the IPRC process.
Name four items they must have before the meeting.
Parent or Principal’s letter of request
Letter of invitation
The Parent’s Guide
All information received by the IPRC Chair
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Page #: D5
Title Section: Notice of the IPRC Meeting
Before an IPRC meeting, how many days before
the meeting must the chair give to the parent the
written notification about the date, time and
place of the meeting?
10 working days
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Page#: D7
Section Title: Attending the IPRC
Other than the principal name four people who
may attend the IPRC meeting:
• Parent
• Student (16)
• Family Advocate
• Board Staff
• Teachers - classroom, special education
• Educational Assistant, etc.
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Page #: D8
Title Section: Prior to the IPRC Meeting
Two things a staff member must do at a pre-IPRC
meeting:
Answer any questions
Share all reports and information to be used at
the IPRC
Discuss possible decisions the IPRC might
make.
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Page#: D10-11
Section Title: The IPRC Placement Decision
Name four possible placement options that may be
made by the IPRC.
A regular classroom - More than 50% of instructional time is delivered
in a regular class
with indirect support
with resource support
A special education class - More than 50% of instructional time is
delivered in a special education class
with partial integration
full time
A regular classroom with no support, the committee does not
identify the student as exceptional.
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Page#: D 14
Section Title: Disagreement With the IPRC Decision
Page #: D19
Section Title: The IPRC Appeal
If the parent disagrees with the IPRC decision he/she may:
Within 30 days file a notice of appeal
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IPRC: Appeals
A parent/guardian’s options
Request meeting with IPRC to discuss decision or have the IPRC
reconvened
Appeal identification/placement to:
• Special Education Appeal Board (Local)
• The appeal will hear the same case as the IPRC, in more depth.
They may overrule the IPRC.
• Should the SEAB make a recommendation, in conflict with the
parents’ desires, or if the board refuses to accept the appeal
board recommendation, the parent may choose to file for a
Tribunal. The Tribunal’s decision is binding on the board.
• Special Education Tribunal (Ministry)
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Program & Services
Recommendations
• IPRC may discuss special education services
and/or program; however, the IPRC shall discuss
these at the request of the parent
• May make recommendations re: services and
programs, but shall not make decisions about
them e.g. refer for discussion at the School
Support Team
• May document a parental request or information
parents provide regarding agency involvement
or future assessment
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IPRC Statement of Decision
 Reasons for Deferring IPRC Decisions
 New professional report or diagnostic information pending
 Developmental or medical report pending
 Parent presents new information at IPRC and committee
requires more time to review
 Committee requires more time to consider its decision
 Parental request
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Ontario Special Education Tribunal
• Parent may appeal to the Tribunal within 30 calendar days of receiving the
board’s decision related to the SEAB recommendations.
• The Ontario Special Education Tribunal is now part of the Social Justice
Tribunals Ontario
• A panel of three (3) Tribunal members will hear the appeal appointed by the
Lieutenant Governor of Ontario. One (1) member will be the Panel Chair.
• A Tribunal hearing is more formal than IPRC and SEAB meetings.
• The Tribunal’s decision is binding on the board and the parents.
• J.K.& The Toronto District School Board, Ontario Special Education
(English) Tribunal Date of Decision (y/m/d)2009-03-12 http://www.osettedo.ca/eng/decisions.html
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Welcome Back
Focus Activity
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Special Education
(is) like…
because…
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Building Your School House
People who collaborate learn from each other and create
synergy. That is why learning organizations are made up of
teams that share a common purpose. Organizations need
togetherness to get things done and to encourage the
exploration essential to improvement!
…Handy
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Building Your School House
1. Keeping your own school/board success plan in mind,
candidates will work through a visioning activity.
2. Get into groups of 3 or 4.
3. Group completes the school house as outlined in the
instructions – with a focus on special education.
4. Each group reports back to the large group to share
the vision for their ideal school house.
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Reporting Back
Next Step:
Candidates take this exercise back to their staff/work site
and report back at the next module and may include some
of the following points:
1. What do principals and vice-principals need to know in
order to influence positive change for their school/board
in the context of special education?
2. Identify two or three goals that you will target for your
school/board as it pertains to your school (SIP)/board
improvement plan (BIP) in the area of special
education.
3. The need for learning in context.
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The Learner
•
•
Theory
Research
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Context and Relevant Theory
and Research Around the Learner
Group Assignment – Categories of Exceptionalities
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Ministry Categories
of Exceptionalities
• Behaviour (?? people)
• Communications
• Autism (?? people)
• Deaf and Hard of Hearing (?? people)
• Learning Disability (?? people)
• Intellectual
• Giftedness (?? people)
• Mild Intellectual Disability (?? people)
• Developmental Disability (?? people)
• Physical
• Physical Disability/Blind Low Vision (?? People)
• Please indicate on one of the post it notes your first three
choices in order of preference.
Group Assignment
Categories of Exceptionalities
 Research in a group of two an area of exceptionality as identified in
the Education Act
Include the following:
 Category of exceptionality including the Ministry criteria:
e.g., intellectual, deaf/hard of hearing
 Definition of the exceptionality: Ministry and Board
 Student learning: strengths and challenges
 Instructional, environmental and assessment/evaluation strategies for
accommodation integration and inclusion
 Differentiation of instruction and learning
 Differentiation of assessment for, as and of learning.
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Group Assignment
Categories of Exceptionalities
 Based on the exceptionality what are best practices?
 What would a demonstration classroom for this exceptionality look like, sound like,
feel like?
 How as the principal or vice principal will you utilize change theory to move your
school forward in terms of best practices for students with this exceptionality?
 What would be the best resources for students with this exceptionality? Include
community, school, and web based.
 Discuss the manifestations of behaviour that may be seen with this exceptionality.
How as a principal or vice principal would you mitigate discipline based on the
exceptionality? Develop a case study and discuss how you would mitigate based
on the case you develop.
 How will you engage parents? Use Dr. Joyce Epstein’s six types for parent and
community partnerships as your framework.
 Research and discuss the intersection of race, socio-economic status (SES) and
identification of a disability.
 Design a Walkthrough for ISP classrooms for students with this exceptionality.
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Categories of Exceptionalities
Presentation of Final Product
• Experiential activity so that the audience knows what it feels like
to have the exceptionality that you are presenting. (10 to 15
minutes)
• PowerPoint presentation to staff, parent community with
handouts. (10 to 15 minutes)
• Walkthrough with handouts (10 to 15 minutes)
• Each candidate will provide a one page personal reflection based
on key concepts from this exercise including next steps for
personal growth to be submitted to the instructor.
• Reflection and PowerPoint documents are to be submitted to the
instructor electronically.
• Be prepared to share your research and information with the
group during Modules 3 and 4.
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The Walkthrough as an
Instructional Leadership Strategy
Purpose
•Gives principals a real time opportunity to gain insight into the staff focus on
school goals and to use the information to engage the staff in conversations
to improve the level of classroom and school success.
Benefits
•Monitoring commitment to school and Board goals (SIP/BIP)
•Showing principal’s interest in classroom instructional strategies and student
learning
•Monitoring general conditions in the school (hallway behaviour, cleanliness,
ventilation, currency of displays, representation of the students, etc.)
•Visibility to students, staff, volunteers, parents and community
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Practicum Review –
Collaborative Inquiry
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What to consider with data
 Your inquiry question or investigation will determine
what collection is best
 Determine if the data will be collected from student
performance, teacher performance, or what others
are doing
 You want a variety of sources, triangulation of data
 Determine what your sample will be universal,
random, purposeful
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Forms of Data Collection
 Interviews
 Interview the individuals carrying out the action
(e.g., " Fireside Chat”)
 Reflective Diary
 Ongoing account of the process
 Ensures nothing is missed in the process
(e.g., Capture an aha moment during the action)
 Questionnaire
 Questions geared directly to questions you need answers to
 Anonymous
 Focus Groups
 Gathering of information from a larger group of people at one time
 Determine how you will collect the information
(e.g., Digital Recorder)
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Practicum Review
• Clarifying Your Vision/Targets
• Articulating Your Theory
• Implementing Your Theory
• Reflecting on Results
• Journal reflections including communication
with your critical friend
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Post Assignments
Option 1
Identify three key areas of learning from Module 1
and outline how you have implemented the content
or strategies in your daily practice and how each
demonstrates the connections to the personal
goals you identified in the OLF and the
component(s) reviewed in the SEF.
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Web Board Assignment
Distance Education/ Webcast: All Children Can Achieve – Equity of Outcomes
Candidates are asked to click on the following link to view the webcast
http://www.curriculum.org/k-12/en/projects/leaders-in-educational-thoughtsteven-katz-carmel-crevola-anthony-muhammad
• Using the Special Education for Administrators OPC website/my folder,
identify a time when your LEADERSHIP supported the needs of a special
education student and the family in your school. There are FIVE questions
listed below to help guide your thinking. ANSWER ONE OF THE FIVE
QUESTIONS.
• Read postings from your peers and respond to comments of at least two
course candidates.
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When we meet again…..
Post Assignments Module 1
• School House Activity: Next Steps
Take the “School House Activity” back to your school.
Be prepared to present your findings/results in Module 2.
Practicum Outline:
• Complete the Practicum Assignment outline and submit
to your instructor electronically before M2.
Assessment:
• Complete the online assessment of Module One:
OPC website/My Folder/SpecED Access
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Video
Shift Happens
“The principal with the commitment and capacity to make
a difference actually does so.” – Fullan, Breakthrough
click here
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