Transcript Welcome and Introductions - Waterbury Public Schools

Welcome and Introductions
Special Education Administrative Staff
Michael Paul Yamin
Director of Special Education and Pupil Personnel
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Roberta Abell- Speech and Language Department
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Wendie Rodriquez- Autism-Preschool-5, Bilingual Evaluations
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Jennifer Kinne-Out of District, Alternative Programs, Crisis Team Elementary, School Social Workers
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Wendy Owen- Elementary Behavioral Disorder Learning Centers, CPI
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Lisa Brown- Autism 6-12, PBIS Secondary, School Climate
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Open - Crisis Team, School Psychologists
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Bob Delaney- OT/PT, CIC-Elementary, PBIS Elementary, School Climate
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Melina Rodriquez-Sp Ed Teacher Caseload, Essential Skills Program
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Denise Derenches- Lead Transition, NAVIANCE MS/HS, Guidance Counselors
Video
I’m Tyler
Definition of Special Education
• From the federal law
– The term means special designed instruction, at no
cost to parents, to meet the unique needs of a child
with a disability including: a) instruction conducted in
the classroom, in the home, in hospitals and
institutions, and in other settings; and b) instruction in
physical education.
Special Education is NOT a place.
Special Education IS a Service
Inclusion
• Definition:
– Education of student’s with disabilities in the general education
setting
– Mainstreaming vs. inclusion
» Critical difference – general classroom is the primary
placement for the student identified as having the disability
» Not a “One Size Fits All”
• Home school (neighborhood) or school of choice
• Moving with classmates through the grades
» Student have the right to be educated with age appropriate
peers
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Inclusion
• Participating in the core curriculum and
activities in general education classrooms
with classmates
• Receiving special education services
through collaborative teaming
• Receiving specialized services (e.g., Braille)
as needed
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Inclusion
• Receiving planned facilitated social network
building with peers with and without disabilitiesTWNDP
• Receiving opportunities for building family
networks and social relationships with peers
with similar disabilities, adult role models, and
self-advocacy/consumer advocacy groups
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Differentiated instruction
Differentiated Instruction Is
• Based on the premise that teaching strategies and content
should vary and be adapted to individual differences, since
students have differing sets of skills, abilities, strengths, and
learning rates
• A way of thinking about the classroom with dual goals
honoring each student’s learning needs, varying backgrounds,
interests, etc., and maximizing each student’s learning
capacity
• Demonstrating flexibility with up-front thoughtful planning
necessary for all learners to experience success, rather than
expecting the students to modify themselves to fit the
curriculum.
» (Tomlinson, 2001)
Classroom Elements that Can Be
Differentiated
• Content – what we teach
• Process – how students come to understand and
obtain knowledge and skills
• Products – how students demonstrate what they
have learned
• Affect – how students link thought and emotion in
learning
• Learning Environment – how the class is structured
and functions
» (Tomlinson, 2001)
Collaboration
Student’s Collaborative Teams
Parents
General Education Teachers
Special Education Teachers
Related Service Providers (e.g., OT, PT, SLP,
Psychologist, Nurse, etc.)
Student
Administrator*
Working Together
• Collaboration – a relationship or partnership
between two or more individuals.
– Process to ensure FAPE for all identified students
– Involves:
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Cooperation
Effective communication
Shared problem solving
Planning
Finding Solutions
Cooperative Teaching or Co-Teaching
A restructuring of teaching procedures in which two or
more educators possessing distinct sets of skills work
in co-active and coordinated fashion to jointly teach
academically and behaviorally heterogeneous groups
of students in educationally integrated settings, that
is, general [education] classrooms. (Bauwens &
Hourcade, 1995, p. 46).
Co-Teaching Models
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One Teach, One Observe
One Teach, One Drift
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching/Interactive Teaching
Co Teaching Models
Collaborative Co-Teachers
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Capitalize on each others strengths
Compliment each others teaching styles
Negotiate all practice
Respect what each “brings to the table”
Exhibit comfort and trust with one another's
teaching style
• Establish good rapport
• Demonstrate evidence of co-planning and
personal commitment to the co-teaching
relationship
Collaborative Co-Teachers
• Both teachers are viewed as the teachers
• Share and value all students and have high
expectations for all
• Share roles and all responsibilities equally
• Demonstrate Flexibility
• Exhibit smooth transitions and flow between
teachers during instructional lessons
• Alternate roles continuously during instruction
while both exhibit a teaching role at all times
Collaborative School Teams
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SRBI Teams/ EIP Teams
Data Teams
PBIS Teams
Step by Step Teams
School Improvement Teams
District Improvement Team
Benefits of Collaboration
• Opportunity to work with specialists and receive expert advice
on working with the student
• Opportunity to participate in planning and gain knowledge of
all goals and strategies
• Student stays in general education
• Additional support brought to the general education
classroom
• Opportunity to work in the environment where the skills will
be used
• Opportunity to use “teachable moments”
• Opportunity to assess the student in a natural environment
Early Intervening Services and
SRBI
Core Principles of Response to
Intervention (RtI)
• We can effectively all children
• Intervene early
• Use a multi-tier model of service delivery
• Use a problem-solving method to make
decisions within a multi-tier model
Purposes of SRBI
• To re-orient service delivery to provide early
intervention
• To instructionally support all students who
maybe experiencing difficulty
• To provide an alternative way to identify
Learning Disabilities
• RTI eliminates poor instructional quality as a
potential explanation for learning difficulties
Essential Components of SRBI
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Universal Screening
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Multi-tiered Interventions
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Progress Monitoring
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Fidelity of Implementation
National Research Center on Learning Disabilities
Core Principles of SRBI Assessments
• Screening - applied to all children to identify those who are
not making academic or behavioral progress at expected rates
• Diagnostics - to determine what children can and cannot do
in important academic and behavioral domains
• Progress monitoring - to determine if academic or
behavioral interventions are producing desired effects
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www. Rti4success.org
Response to Intervention: Policy Considerations and Implementation (2005); National Association of State
Directors of Special Education
Designing School-Wide Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Key Terms
• Progress Monitoring
• Benchmarks
• Curriculum Based Measurements
• Fidelity of Implementation
• Universal Common Assessments
TIER 1
• Core Curriculum
• receive high-quality, scientifically based
instruction,
• differentiated to meet their needs,
• screened on a periodic basis to identify
struggling learners who need additional
support
TIER 2
• students not making adequate progress in the
core curriculum
• provided with increasingly intensive
instruction matched to their needs on the
basis of levels of performance and rates of
progress.
• Examples:
– Guided Reading
– Small Group Instruction
Differentiated Instruction
Differentiation of Instruction is not a TIER II
Intervention
TIER 3
• individualized
• intensive interventions
• target the students' skill deficits for the
remediation of existing problems and the
prevention of more severe problems.
Levels of Prevention: Academic
Interventions
Secondary Level—The focus is on some students who
are not responsive to the primary level.
Evidence-based practices or small-group tutoring on
academic subjects, typically conducted by trained and
supervised tutors;
Link to IDEA: Early Intervening Services
Levels of Prevention: Academic
Interventions
Tertiary Level—The focus is on those few students needing
the most intense interventions
Individualized instruction on modified instructional
content and materials, related to the general
education program. Instruction is delivered in smaller
groups than at the secondary level, is more tailored to
individual needs or skill deficits, with longer and more
frequent sessions. The tertiary level also requires
ongoing progress monitoring to inductively
formulate instructional programs.
Is not synonymous with special education
Levels of Prevention: Behavioral
Interventions
Primary Level -school-wide and classroom
management strategies;
Secondary Level - targeted social behavior
interventions which typically focus on
students’ specific skills (Link to IDEA
EIS) and
Tertiary Level - specific, time-intensive
assessments to (a) determine individual
skill deficits and (b) develop an individual
intervention.
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Goal
Charting Progress
Student’s Current
Progress
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Baseline/Current Level of
Performance
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It is assessment which helps us distinguish
between teaching and learning.
The Planning and Placement
Team Meeting
THE PPT
• IEP Team
• Collaborative of content specialists and regular
education
• Purpose- designing individualized education plans
• TEAM
» Members
• Non-jargon loaded language
• Asking for clarification
• Valuing the parents role
Preparing for the Planning and
Placement Team Meeting - PPT
The PPT meets to:
Initiate and discuss evaluations
Determine eligibility for special education and
related services
Develop, review and/or revise a child’s
Individualized Education Program (IEP).
Preparing for the PPT Meeting
• Gather important and relevant information –
create a home file
• Think about the student’s strengths and needs –
use Positive Student Profile and Goals-at-aGlance
• See the big picture – consider Futures Planning as
an option
• Prioritize the most important issues
• Share your agenda with the team ahead of time
Some Examples of Related Services
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Assistive Technology
Audiology Services
Counseling
Physical Therapy
Parent Training
School Nurse Services
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Psychological Services
Occupational Therapy
Speech Language Therapy
Physical Therapy
Social Work Services
Transportation
IEP Includes Service and Supports that
Allow the Child to:
• Advance towards meeting annual goals;
• Progress in the general education curriculum;
• Participate in extracurricular activities and
non-academic activities; and
• Be educated and participate with children
who do not have disabilities.
Effective Classroom
Management Strategies
Basic Rules of Thumb
• You catch more flies with honey than with vinegar
• Behavior is
– a function of its environment
– strengthened or weakened by its consequences
• Past behavior is the best predictor of future behavior
• You can only know if a behavior has changed by
observing future behavior
Guiding Principles of Effective Classroom
Management
1) Explicitly defined desired behaviors
2) Integrated management strategies within
instruction
3) Students are active participants in the
learning environment
4) Being proactive, not reactive
Proactive Behavior Management
Involves:
• Clearly communicated rules and expectations for
student behavior
• Ongoing positive and corrective feedback
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Fair and consistent treatment of students
Developing and maintaining a schedule or routine
Monitoring peer interactions
Modeling desired behavior
Effective Classroom Management Context
1. Room Arrangement
2. Setting Expectations for Behavior
3. Managing Student Academic Work
4. Managing Inappropriate Behavior
5. Promoting Appropriate Use of Consequences
Room Arrangement
• Devise a seating arrangement whereby students’ names are
quickly learned
• The teacher must be able to observe all students at all times
and to monitor work and behavior. The teacher should be
able to see the door from his or her desk
• Frequently used areas of the room and traffic lanes should be
unobstructed
• Commonly used materials should be readily available
• Post daily schedules and assignments
• Set up learning centers, display tables, and student work areas
Setting Expectations for Behavior
• Identify expectations for student behavior and
communicate those expectations to students
periodically
• Rules and Procedures are the most common
explicit expectations. Rules should be posted
in the classroom and be monitored constantly.
• DO NOT develop classroom rules you are
unwilling to enforce
Managing Inappropriate Behaviors
• Monitor students carefully and frequently so that misbehavior is detected
early
• Moving close to the offending student (s), making eye contact and giving a
nonverbal signal to stop behavior
• Redirecting the student to appropriate behavior by stating what the
student should be doing
• Talk to the student in private to ascertain the reason for misbehavior
• Praise the students whenever they are cooperating with other adults and
or peers
• Encourage students to strive for greater self control in as many situations
as possible
• Maintain the appearance of control at all times. Use a clear, firm voice
• Do not use an accusatory tone upon approaching a student
Promoting Appropriate Use of Consequences
In classrooms, the most prevalent positive consequences are intrinsic student
satisfaction resulting from success, accomplishment, good grades, social
approval, and recognition
Frequent use of punishment is often associated with poor classroom
management and generally should be avoided
When used, negative consequences or punishment should be related to the
misbehavior. Be fair and just.
Consistency in the application of consequences is the key factor in classroom
management
Helpful Tips
ALWAYS point out the positive. Say 4 positives to every one negative comment.
Cheer the students on, get involved. MOTIVATE ! Behavior is always better when this occurs.
Keep a sense of humor- it will save many situations.
Be firm, but fair from the beginning. Control must be gained at the start.
Accept and apply suggestions- observations and suggestions are made to help.
Be calm, fear, excitement, anger, and frustration are contagious. A calm teacher is the key to a
calm
room.
Be aware of everything that is going on in the room
Do not do clerical work in class-the period belongs to the students, they are your first
responsibility
“Your Child…..”
• Is a leader
• At the top of group
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Having a good year
• Helpful to others
• At top of class
• Takes pride in work
• Enthusiastic
• High interest level
• All-around good student
• Cooperative
• Creative
• Especially talented in…
• Working at grade level
• Pleased with progress
• Mature
• Enthusiastic about learning
Questions
and
wrap up