Christine suh friday

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  • Historical section: In SW we did not allow for any SDC's to be developed at charters. Translated all SDC IEPs into other services and SELPA handled any litigation. We trained staff and then just made it work for the SH students we had on a case by case basis.
    Utilized the many non-special education options that charters seemed to have: Instead of SDC we did RSP; lunch bunch groups, zero period; afterschool interventions (and wrote them into the IEP) and lots of accommodations. (We need something to show on how schools track accommodations). SELPA also provided lots of services during first three years of charter (and now Direct Ed does a similar approach with providing our services and coordination until they school evolves and can hire own teachers, etc.) We also did a mini-compliance review for each new charter and set up a place for them.
    Over time as the capacity of schools improved, we focused on the principals (Administrators' checklist) since many schools were too small to have a director or coordinator for special education. This helped the special ed programs to be central to the school and the awareness of the principal rather than something on the fringe).
  • Later, SDC's became an option as the population grew such as the SDC at Locke for ED.
    Features of support for a charter to take on more special education students is training; technical assistance (don't just leave them to their own devices); modeling; supplying key staff (either from SELPA or agency) and targeted case management for more complex placements.
  • Refer to “RSP Support Level Matrix” handout-Review 1st level and ask students to check off boxes. Have them then identify what is needed to implement/improve this level and write this on the blank table, think/pair/share
  • The following slides can be provided to each individual group for background inforamtion
    Model Poster Set up:
    Model:
    Description:
    T-Chart: Pros and Cons
    Resoures/Systems Required
  • Joint delivery of instruction involves both teachers actively engaged in direct presentation of material and/or monitoring of student work
    Co-Teachers divide the lesson into segments and take turns delivering the instruction
    The other teacher can insert clarifying comments or restate the information in a different way or provide extra alternative examples
    Considerations:
    Planning time
    Developing common understandings of roles and
    expectation
    Keeping instruction flowing
    Teacher expertise
    Small group station teaching is both teachers leading small group instruction and having students rotate between groups
    Students can be divided in a variety of ways
    According to skill level to present differentiated lessons
    Mixed abilities to present different parts of the lesson with more individual attention
    Flexible grouping depending on the lesson and the objectives
    Considerations:
    Planning time
    Common objectives and agreements
    Organizing groups and managing rotations
  • In parallel teaching both teachers present content to groups of students simultaneously
    Students are divided in groups according to needs and the presentation by each teacher is adapted to best meet the needs of the group
    The teachers can plan differentiated lessons for each group including activities uniquely designed around the skills and/or interests of the group
    Considerations:
    Planning time
    Noise created by concurrent presentations
    Management logistics
    One teach/one assist involves one teacher presenting the lesson and the other teacher circulating to provide individual assistance, prompting, and re-direction
    The second teacher observes at times in order to see how students are responding to the instruction and plans ways to address students who are not responding
    Teachers switch roles in order to maintain equality, provide students with alternative sources of input, and to give each teacher the chance to observe and deliver instruction
    Considerations:
    Maintaining equality
    Reflecting on adjustments needed
    Maximizing teacher time
  • Refer back to RSP Support Level Matrix Handout and review Level 2 and have students check off boxes and complete the blank table for Level 2, think/pair/share
  • Refer back to RSP Support Level Matrix Handout and review Level 3 and have participants check off boxes and complete the blank table for Level 3, think/pair/share
  • Refer back to RSP Support Level Matrix Handout and review Level 4 and have students check off boxes and complete the blank table for Level 4, think/pair/share
  • Ask students to look at what they have included on their blank template in the RSP Support Level Matrix handout. They have indicated all of the items they need to implement/improve their levels of support to students with IEP’s. The following will be a few ideas that will support them in addressing their needs.
  • Think/Pair/Share (get up and find a new partner to come up with an answers to these questions using example as a model
  • Think/Pair/Share (get up and find a new partner to come up with an answers to these questions using example as a model
  • Think/Pair/Share (get up and find a new partner to come up with an answers to these questions using example as a model
  • Review Vocational Pathways
  • Primary instruction IMPORTANT, strong GE program (SPED is a “support service” supplemental to primary instruction)
  • Christine suh friday

    1. 1. Supporting Charter Schools to Serve Increased Numbers of Students with Disabilities Presented by DirectEd Specialized Services: Bob Farran, Consultant & former SELPA Director, SW SELPA Christine Suh, Ed.D, Executive Director of Program Development For More Info: Mihal Spiegel Info@direct-edss.com 323-391-1622
    2. 2. Warm Up  On your index card answer the following question:  What are the current services that are offered for students with disabilities at your school?  On a post it answer the following question and place it on the large poster:  What is 1 question you would like to have answered regarding serving students with disabilities at your school?
    3. 3. Objective: APWAT: Identify steps that will need to be taken to expand the continuum of services offered to support students with disabilities at their charter school after various models are presented.
    4. 4. BRIEF HISTORY AND BACKGROUND OF CHARTERS
    5. 5. History of SELPA’s and Charter Service Delivery Models  Full Inclusion Model  Embedded interventions for ALL students before, during and after school  Increased accommodations and training for General Education teachers  Collaborative effort and ownership by both General Education and Special Education teachers in serving ALL students  Focus on Administrator Training
    6. 6. Growth in Charters  Independent vs Dependent  Start Up vs Conversion/Transformation  SDP’s at larger charters  SELPA Support  Technical Assistance  Data Management and Compliance Reporting  Case Management Support for Challenging Cases  Provision and Delivery of Services
    7. 7. Charter Schools in CA
    8. 8. CONTINUUM OF SERVICES AND LEVELS OF SUPPORT: RESOURCE PROGRAM
    9. 9. Continuum of Services: RSP Example *Students can receive any combination of the above depending on their needs and the IEP team decision.
    10. 10. LEVEL 1: CONSULTATION
    11. 11. What Does Consultation Look Like? Consultation is an indirect service where the special education and general education teachers discuss a variety of topics related to support students with IEPs Consultation topics include: Student progress, Behavior supports, Instructional accommodations and modifications, Testing accommodations, Consultation should be planned on a regular basis, but can occur more frequently as needed 11
    12. 12. When Should Consultation Occur? Consultation needs to occur regularly and systematically (Conference periods, weekly meetings etc) and throughout the year: Weekly as teachers are planning their lesson plans to ensure special education teacher is aware of assignments/tests and that student’s IEP accommodations are implemented. Monthly or bi-monthly to reflect on student progress to determine if adjustments in services/supports are needed Quarterly to monitor students who are failing or are in danger of failing and make necessary changes via IEP process if needed. Before important assessments to plan testing accommodations At the end of the course to review grading plans and reflect on the semester 12
    13. 13. RSP: LEVEL 2: CO-TEACHING/COLLABORATION MODELS
    14. 14. Models of Co-Teaching  Joint Delivery*  Small Group Station Teaching*
    15. 15. Models of Co-Teaching  Parallel Teaching  One Teach/One Assist
    16. 16. How Do You Choose a Model? What works best for the students should be the primary consideration Different models can be utilized as needed and as they fit into lessons and subject matter with varying applicability Use of collaborative models should be flexible and adjustments should be made as teachers reflect on what is working and what is not. Teachers need to take subject matter and levels of expertise into account when planning support models Decisions should be made collaboratively and both teachers need to be open to adapting the model as needed. 16
    17. 17. LEVEL 3: DIRECT INSTRUCTION FROM RST Pull out during Advisory, HR, PE etc
    18. 18. Direct Instruction: Advisory, HR, PE etc  Providing support to students in achieving their IEP goals and accessing general education curriculum:  Specific Instruction that targets student’s IEP goals  Reviewing Grades  Assignments/Tests that need to be made up  Preparing for upcoming Assignments/TestsFrontloading  Reinforcing/Re-teaching instruction that has been provided in the general education setting
    19. 19. LEVEL 4: DIRECT INSTRUCTION FROM RST Learning Center/Resource Elective
    20. 20. Direct Instruction: Learning Center Elective Course A Learning Center Elective Course should be a structured class designed to provide direct instruction on needed learning skills, math and literacy intervention/remediation, and support with work from general education classes Learning Skills instruction includes: transition skills, organization skills, study skills, and test taking skills Intervention/remediation lessons are based on assessed needs in math and literacy General Education support through: Progress monitoring/Consultation with general education teachers for the purpose of pre teaching, re-teaching and reinforcing general education curriculum. Direct support with assignments, Extended time for assignments/tests 20
    21. 21. SYSTEMS OF COLLABORATION
    22. 22. Systems of Collaboration  As a resource teacher, the success of students with IEP’s relies heavily on the collaboration between yourself and student’s general education teachers.  Expectations must be clear as to roles/responsibilities of all parties involved.  Relationships must be built on trust and mutual respect.  IE General Education Teacher is the expert on the content in which they teach and Special Educators are experts on adapting content to ensure all students needs are met.
    23. 23. Systems of Collaboration  Systems of collaboration with general education teachers can include:  Weekly Assignment Templates and supplemental materials from General Education Teachers  A re-occurring weekly meeting maker with this template should be sent out to remind teachers to submit necessary materials to the Resource Teachers.  Teachers can create Drop Box Folders and upload materials/share with RST
    24. 24. Systems of Collaboration continued..  Planned frontloading, reinforcement or re-teaching of content based on feedback from general education teachers and student assessments.  Knowledge of assignments, projects, tests, quizzes that need to be completed by individual students  Text books from each general education content area course as well as novels must be available in the Learning Center
    25. 25. Systems and Logistics Required for Effectiveness for Schools with Learning Center Elective Courses Determine: #1: Where will all submitted general education teacher work be placed? – Ex: Trays for each teacher to place materials for that week/Drop files or Binders for accumulated materials throughout the semester
    26. 26. Systems and Logistics Required for Effectiveness for Schools with Learning Center Elective Courses Determine: #2: If a student is sent to the learning center to take an assessment, where will this be placed if they do not complete it during the time allotted? (*refer to testing pass to support with logistics as well) – Ex: Drop file for each student by grade level/AS class period where these materials as well as other make up/goal related activities can be placed
    27. 27. Systems and Logistics Required for Effectiveness for Schools with Learning Center Elective Courses Determine: #3: If a student needs additional time to complete an assessment/assignment, how will this be communicated to general education teachers and what will be the system in which these items are returned to them? – Ex. Submission tray in Learning Center and all materials can be delivered to General Education teachers at the end of each day. *Computers need to be available in the Learning Center for essay writing/support for research projects etc.
    28. 28. Identify Changes Desired  What are the steps that would need to take place to expand the services provided within your resource program?  Step 1  Step 2  Step 3
    29. 29. SUPPORTING STUDENTS WITH ADDITIONAL NEEDS
    30. 30. Hybrid Model-SDP/RSP  Full Inclusion Model  ELA + Math in Special Education Setting  Developing Qualifications/Criteria for Participation in the Hybrid Model  Curriculum + Programs     Achieve 3000 System 44/Read 180 Unique Learning Etc
    31. 31. Certificate of Completion  What do I do to further support my students who are earning their Certificate of Completion?  What courses focus on developing basic ELA and Math skills?  What elective courses do you offer?  Vocational Pathways  What resources do you have access to?  Curriculum?  Computer Software?
    32. 32. Example Schedule       English Intervention Math Intervention Learning Center Elective Learning Center Elective: Transition Skills Vocational Pathway Art/Computer/Tech Elective
    33. 33. Planning for Implementation  What are the steps that would need to take place to expand the services provided to students who need additional support?  Step 1  Step 2  Step 3
    34. 34. Reminders: Successful Inclusive Model Components     Trained GE and SPED staff Buy-in from all stakeholders Adapted lessons for M/M and M/S students Continuum of service options (not just standard 2 X 60 min/week)  Informed parents  School-wide disability awareness and tolerance  Good Teaching!!
    35. 35. THANK YOU! PLEASE COMPLETE THE EVALUATION!

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