Transcript Special Education For Administrators

Special Education For
Administrators
Module 3
Building Relationships and Developing People
Securing Accountability
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Norms of Operation
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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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Module 3 Agenda:
“Let’s have faith that right makes might;
and in that faith let us, to the end, dare
to do our duty as we understand it.”
-Abraham Lincoln
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Welcome Back
Intro: Building Relationships
Leadership Framework
Assessment & Evaluation:
Securing Accountability
PLC’s& Learning For All
School Effectiveness Framework
– Components 1 and 5
Exceptionality Group
Presentations
Shared Solutions
Alternative Dispute Resolution
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Building Relationships of Trust
The Case for Trust – Stephen Covey
http://www.youtube.com/watch?NR=1&v=Cciecb
zzH-g
http://www.youtube.com/watch?v=9J4oxmqLsBY
&feature=related
TRUST how do you create a culture of trust?
– Think of a time when you were successful in
creating a professional relationship of trust.
– How will a culture of trust support students with
special needs?
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Managing Change and Building
Relationships
Inclusive and exclusive educational change:
emotional responses of teachers and implications
for leadership (Andy Hargreaves)
• “What, then, can we conclude about the
emotional dimensions of self-initiated change
and its distinctions from mandated change?”
• When we have to implement mandated
change how can we have teachers “own” the
change?
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The Leadership Framework
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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
• DVD on the Leadership Framework slides 19 and 27
• Review the WIG that will impact your students with
special needs that you set in Module 1
• Think-pair-share your progress
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Professional Learning Communities
Supporting Learning for All
• In Professional Learning Communities there is a culture of
high expectations that supports the belief that all students
can learn, and the school responds in a timely fashion to
students who require intervention and support
• Learning for All K-12 (Draft 2011) notes that PLC’s have the
potential to close the achievement gap for students
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The Learning Leader
Douglas Reeves
• “Do we know the names, the faces, and the
stories of students who are in danger of
failure nine months from now?”
• “We know…the only relevant question is
whether we have the will to apply that
knowledge to meet the needs of our
students.”
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The Reflective
Administrator
On –going
self analysis
Professional growth
targets for
improved
practice
Evidence based
Researched
Practices
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The Role of PLC’s
Key Questions for teaching/learning:
– What is it we want our students to learn?
– How will we know if each student has learned?
– How will we respond when students do not
learn the identified expectation/big idea etc.?
– How can we extend and enrich the learning for
students who have demonstrated proficiency?
i.e., gifted
– How do we build in the regular, ongoing
monitoring of students with special needs?
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School Effectiveness Framework
Making a Difference for Students with Special Needs
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DATA / EVIDENCE-BASED
ALIGNED
Depth
Board
(BIP)
School
(SIP)
Classroom
(planning for teaching and learning)
collaborative inquiry –
professional learning cycle
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SEF Component 1 Assessment for, as and
of Learning
The primary purpose of assessment and
evaluation is to improve student learning.
Taken from Growing Success, page 6
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Getting to Know Our Students
Learning Styles
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Assessment Cycle for Learning
BIG IDEA
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Professional Learning Community
Teacher engagement in the change process –
why is descriptive feedback so important for
students who have special needs?
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Area of Focus for Feedback
Feedback Strategies
Timing - when/how often
Amount – points that relate to major learning goals
Mode – oral , written, visual demo
Audience – individual versus group
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Clear Target - Analogy of archery - If students are beginners at archery, they cannot be
expected to hit the bull’s eye the first time. It is fine if they miss the target as long as they
understand what they need to do in order to improve. With ongoing practice and feedback,
students can gradually witness their own improvement
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Assessment for Learning: Feedback
•Identify what is done well
(encouraging)
General
(“need more
practice”)
•Connect to learning goals and
success criteria
Specific,
Focused
•Provides both oral and written
•Describes what needs
improvement and how to get
there
•Involves follow up
http://www.edugains.ca/resourcesAER/VideoLibrary/index.html?
movieID=20
How can effective feedback make a difference for students with
special education needs and how will you ensure this happens
in your school (accountability)?
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School Effectiveness Framework
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http://www.curriculum.org/secretariat/framework/assessment3.shtml
secondary example for 4 minutes
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http://www.curriculum.org/secretariat/framework/curriculum5.shtml
Grade 4-6 2 minutes
• What are current practices in your school regarding
assessment for students with special needs and what
technical and adaptive changes need to occur?
• What actions will you take?
• How will you secure accountability?
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Think-Pair-Share
• Assessment & Evaluation Symposium Keynote:
Dr. Douglas Reeves (Excerpt)
http://www.edu.gov.on.ca/eng/policyfunding/ocup
• In groups of four share your thoughts on what
Reeves says and why it is especially important for
students with special needs
• Share your graphic organizer showing how at your
school assessment as, for and of learning is used to
facilitate the success of students with special needs
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Assessment for Students with
Developmental Delays
• Assessment of Students with Developmental
Delays
• Brigance Inventory of Early Development II
(Curriculum Associates) yellow version
• Low Incidence DD Alternative Report Card
Authentic Learning
• Effective learning tasks lead to deep thinking
• Investigation is of real interest
• Students are active in designing the problems and the methods of
investigation
• Students engage with disciplined inquiry (student sees self in own
world related to the task)
• Tasks connects to the world outside the class
• Involves substantive conversation
• http://www.curriculum.org/secretariat/framework/programs2.shtml
Length 3:17 Grade 4-6
• Tangible product presented to a real audience Freedom Writers
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SEF and Assessment (Component 1)
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SEF and Pathways (Component 5)
• Select one goal ongoing in your school
related to special education and then
• Highlight one key goal and one key
indicator for your school. Work across the
chart in relation to students with special
needs
• Think, pair, share your insights
• How can this support your work with your
staff at your school?
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Critical Issues in Equity and Inclusive Education:
The Need for Action
http://www.principals.ca/stream/equity/part3/p
art3stream.html
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Where are you on the continuum?
• How have you utilized relationships to create an
effective PLC in your school related to special
education and/or inclusive classrooms?
• How do you provide individualized support for
teachers based on their needs to build capacity
around special education/inclusive classrooms?
• Disciplined entrepreneurship and collective self
efficacy in special education: How do staff/students
demonstrate that they truly believe they can make
a difference, grow and enhance their learning?
• How do you monitor the PLC’s and TLCP’s
in a timely manner with effective feedback
and accountability?
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Exceptionality Group Presentations
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Group Presentations Reminders
Group Presentations
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The research final product must include:
category of exceptionality including the Ministry criteria: e.g., intellectual, deaf/hard of
hearing,
definition of the exceptionality: Ministry and Board,
historical perspective/overview of the exceptionality,
key characteristics of the exceptionality that pertain to the specific syndrome or condition,
student learning: strengths and challenges,
instructional, environmental and assessment/evaluation strategies for accommodation,
integration and inclusion,
differentiation of instructional and learning,
differentiation of assessment and evaluation for, of and as learning,
community resources,
other resources to support student achievement and
web based links to learning
Conflict Triangle
Framework for analyzing a conflict
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Past history
Values, meanings
Relationships
Emotions
Behaviours
Abilities
Personalities
• Facts
• Interests, needs
• Consequences of events
•How people
communicate
issues and feelings
• Structures, system,
procedures, patterns
• Norms about how to
behave in a conflict
• Decision making
• Roles, jobs
Perceptions
Positions
Issues
Solutions
Consequences of possible outcome
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Principles of Conflict Resolution
Principle-Based
Power-Based
Look for solution
Focus on the problem
Take a non-adversarial approach
Use dialogue
Focus on interests
Try for a win/win solution
Focus on change
Conflict resolution is a long process
Not for blame
Not on the person
Not an adversarial one
Not debate
Not on position
Not a win/lose one
Not on control
Not a quick fix
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Power Bases…
• Think – Pair –Share:
• Can you identify where your power lies, from where
it comes?
• Reflect on how you should exercise your power,
when, for what purpose and under what
conditions?
• Reflect on how you should share your power, when,
for what purpose and under what conditions?
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Strategies for Responding to Anger
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Listen carefully with full attention Short Term
Assess point on anger cycle Leave Long Term
Stay
Acknowledge feelings
Check for understanding
Remain calm
Begin problem solving when anger is
diffused
7. Try to stay in the present, “What can we do
about what is happening now?”
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Phases of the Anger Cycle
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Physiological Arousal
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Base Line
Quality of Judgment
1. This is the event which triggers the rest of the cycle. The
extent to which a person feels provoked enough to explode is
related to both internal and external factors (stimuli from the
environment).
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Phases of the Anger Cycle
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Physiological Arousal
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Base Line
Quality of Judgment
2. Escalation Phase: During the phase the body’s physiological
arousal systems prepare for a crisis. The body prepares to
attack or defend. Physiological cues include:
• Muscle tension
• Increased respiration
• Increased heart rate
• Increase in voice volume and pitch
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Phases of the Anger Cycle
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Physiological Arousal
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Base Line
Quality of Judgment
3. Crisis Phase:
This phase begins as the body reaches the fight or flight
point. Since the body is at maximum stress, the person must
aggress or withdraw. Judgment is very poor at this point and
rational discussion is useless. Short, simple and nonprovocative comments are best.
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Phases of the Anger Cycle
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Physiological Arousal
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Base Line
Quality of Judgment
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Recovery Phase:
The crisis has passed, but the body must still recover from its high
level of arousal. Provocative communication at this point may cause
another crisis. Allow space during this phase if possible.
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Phases of the Anger Cycle
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Physiological Arousal
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Base Line
Quality of Judgment
5. Post-Crisis :
The body and judgment have now returned to normal.
Physiological signs are normal or depressed or selfdestructive during this stage. This is an important time for
discussion and problem solving.
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Active Listening Techniques
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
“Listening is probably the most cost effective element of a
conflict management system.”
Mary Rowe
“Seek first to understand, then to be understood.”
Stephen Covey, Habit 5
Seven Habits of Highly Effective People
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Shared Solutions – Case Studies
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In a group of four reflect on the case
studies of Paul, Jovan, Ziyaad, and Brigitte
Share verbally a conflict concerning a
student with special needs and describe
from Shared Solutions the specific
strategies that you used to resolve the
conflict effectively
Describe what you learned from Shared
Solutions and what you will be able to
apply to your work with students with
special needs and their families
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Communication Techniques
Paraphrasing
This technique is used to restate in your own words
the issues and concerns of the other person –
reflect first the feeling and then the content. It
helps that person know that she or he has been
heard, helps to clarify the problems, and helps the
Principal focus on the issues that must be resolved
within the mediation.
“You sound frustrated that…”
“Let me see if I understand what you are saying. “
“You felt…when…”
“What I hear you saying is…”
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Perspective
• The most recent IPRC occurred on March 8, 2011.
The decision was Behaviour exceptionality and the
placement was Special Education class, Intensive
Support Program/Behaviour. The parents were in
attendance and the statement of decision is signed
by a parent with the indication that they agreed to
both the exceptionality and the placement.
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Mother’s recent comments about wanting a regular
class placement are in opposition to the decision,
which she participated in, on March 8. The deadline
for appealing the IPRC decision has passed.
• What will you do following Shared Solutions?
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Alternative Dispute Resolution
(ADR)
• Processes and techniques that act as a
means for disagreeing parties to come to an
agreement short of litigation
• Conflict resolution is a major goal of all the
ADR processes
• If a process leads to resolution, it is a
dispute resolution process
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Negotiation
A dialogue between two or more people or
parties, intended to reach an understanding,
resolve point of difference, or gain advantage
in outcome of dialogue, to produce an
agreement upon courses of action.
(Shared Solutions Problem Solving)
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Resolution Meeting
Process Considerations
Preparation
– Flexible scheduling, location, seating, refreshments
– Clarifying participation, purpose, setting a collaborative tone
– Reviewing student’s records
Convening
– Agree on agenda, clarity in purpose, confidentiality, ground rules, breaks
– Remove distractions, communicate effectively, manage time
– Fully examine issues, ensuring equity in participation
– If dynamics are at issue do something different (e.g. change
representation, rethink offer/demand, etc.)
Implementation
– Clear agreement components (e.g., SMART – specific, measurable,
attainable, realistic, time-accountable)
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Principled Negotiation
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Separate people from problem
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Focus on communication with people, not to
people
What are the interests, motives?
Remember that the other party has feelings, too
Are you paying enough attention?
Watch you ego
Focus on relationships
What is most important to the party? What do they
want? Why?
What is most obvious? Now look behind it
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Principled Negotiation
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Focus Attention on Interests, NOT Positions
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Different positions – different interests
Acknowledge emotion
Watch for resistance. Pause to give the person a chance to object to
reframe.
Don’t smooth over conflict rather let it be expressed to define the issues
and get the message across.
Most powerful interests are:
Human needs…security, economic well-being and sense of belonging,
recognition and control over one’s life. Interests should be openly
discussed and acknowledged as part of the problem
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Reframing
Reframing a position focus to an interest focus. Be sure your reframe contains the
key element of the original message.
“I’m not budging. Either my son stays in Mr. Smith’s math class, or I involve my
school trustees in this. He’s on an IEP and he has endured enough poor
math teachers without another lost year.”
Reframe to delete the specific demand and focus on the underlying interests:
Competent math teaching for the parent’s son.
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Principled Negotiation
3. Invent Alternate Options for Mutual Gain
THINK:
1. Mutual gain NOT win-lose
2. Shared interests NOT ONLY our interest
3. Seeking common ground instead of
settling interests on basis of will
Use brainstorming to separate inventing from
deciding
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Principled Negotiation
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Base Outcomes on Objective Standards and
Criteria
Use standards to move towards a principled
position
Assess objective criteria
Any precedent moral standards?
Professional standards
Process
Each issue is a joint search for objective criteria
Reason and be open to reason as to
appropriateness and application
Always ask for reasons for standards
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Negotiation
TEACHER:
A parent of a grade 3 child in your combined 2/3 class wants the child
moved to a different class. You disagree. This child needs time to
settle into a new school. It is only September. The child is able to
think divergently but is also quite reserved and has an
accommodated IEP. In a combined class you can make sure she
moves at her own pace, and you can assess her ability and
differentiate appropriately. She has already made friends in this
class, and you would not like to move her now. You shall be covering
the grade three curriculum this year just as the grade three class, but
first the class is doing review of last year’s work. The parent in this
case has been rather aggressive and rude to you and you are not
happy with the way she has spoken to you about this issue. She
seems unwilling to listen to your professional view as her child’s
teacher.
Discussion involving the Principal has now been requested.
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Mediation
• Form of alternative dispute resolution
• A way of resolving disputes between two or more
parties.
• A neutral third party, the mediator, who is not
directly involved assists the parties to negotiate
their own settlement (Shared Solutions - facilitator)
• The Three Little Pigs Go To Mediation
http://www.va.gov/orm/Mediation/VA_fable.html
• Role play
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Resolution Meeting & Mediation:
Components of Durable Agreements
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Clarify the issues and available options to resolve them
Identify what participants will do, not what they won’t do
Be specific: names, places, dates, times, amounts, actions
Use impartial, non-judgmental language that is future oriented
Avoid reference to past problems or blame
Avoid contingencies (e.g., "The school will do xyz if the parents
do abc”). Each discrete activity should stand on its own
Create conditions to monitor implementation of the agreement
and modify together if needed
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Restorative Justice
• Focuses on the needs of victims and offenders, instead of
punishing the offender
• Victims take an active role in the process, while offenders are
encouraged to take responsibility for their actions, "to repair
the harm they've done—by apologizing, returning stolen
money, or community service"
• Based on a theory of justice that considers crime and
wrongdoing to an offense against an individual or community
rather than the state
• Restorative justice that fosters dialogue between victim and
offender shows the highest rates of victim satisfaction and
offender accountability
• http://www.youtube.com/watch?v=lqaqrDnhzDw&feature=relat
ed Restorative Justice Introduction
• How does restorative justice support students with special
needs?
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Module 3 – Post Assignment
Complete the Exceptionality Post Assignment that you
began in class and be prepared to share using
multiple intelligences two changes that you made at
your school or work environment during Module 4,
reflecting on the impact that you see, hear and feel
as a result of your actions.
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Module 3 – Post Assignment
Complete the Self Assessment Rubric for this
module and return it electronically to the
instructor.
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Module 3 – Post Assignment
Reflect on how the concepts discussed in the articles for this
module, the online courses, Shared Solutions and ADR impact
directly on your own school; including next steps and
connections of learning from this module to your goals
identified in the Leadership Framework and the School
Effectiveness Framework. Write a two page response
integrating your learning and future application of these
concepts.
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Module 4 – Pre Assignment
1. Complete the OPC online Legal Issues Workshop…
Human Rights
2. Research ONE article on communication and building
relationships within our schools and be prepared to
make connections to special education programs and
students.
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