Supporting Charter Schools to
Serve Increased
Numbers of Students with
Disabilities
Presented by DirectEd Specialized Serv...
Warm Up
 On your index card answer the following
question:
 What are the current services that are offered
for students ...
Objective:
APWAT:
Identify steps that will need to be taken to
expand the continuum of services offered to
support studen...
BRIEF HISTORY AND
BACKGROUND OF
CHARTERS
History of SELPA’s and
Charter Service Delivery
Models

 Full Inclusion Model
 Embedded interventions for ALL students
b...
Growth in Charters
 Independent vs Dependent
 Start Up vs Conversion/Transformation
 SDP’s at larger charters

 SELPA ...
Charter Schools in CA
CONTINUUM OF SERVICES
AND LEVELS OF
SUPPORT: RESOURCE
PROGRAM
Continuum of Services:
RSP Example

*Students can receive any combination of the
above depending on their needs and the IE...
LEVEL 1: CONSULTATION
What Does Consultation Look Like?
Consultation is an indirect service where the special education
and general education t...
When Should Consultation Occur?
Consultation needs to occur regularly and systematically
(Conference periods, weekly meet...
RSP: LEVEL 2:
CO-TEACHING/COLLABORATION
MODELS
Models of Co-Teaching
 Joint Delivery*

 Small Group Station Teaching*
Models of Co-Teaching
 Parallel Teaching

 One Teach/One Assist
How Do You Choose a Model?
What works best for the students should be the primary
consideration
Different models can be ...
LEVEL 3:
DIRECT INSTRUCTION FROM
RST
Pull out during Advisory, HR, PE etc
Direct Instruction:
Advisory, HR, PE etc
 Providing support to students in achieving their IEP
goals and accessing genera...
LEVEL 4:
DIRECT INSTRUCTION FROM
RST
Learning Center/Resource Elective
Direct Instruction:
Learning Center Elective Course

A Learning Center Elective Course should be a structured class
desig...
SYSTEMS OF
COLLABORATION
Systems of
Collaboration
 As a resource teacher, the success of
students with IEP’s relies heavily on the
collaboration b...
Systems of
Collaboration
 Systems of collaboration with general
education teachers can include:
 Weekly Assignment Templ...
Systems of Collaboration
continued..
 Planned frontloading, reinforcement or
re-teaching of content based on
feedback fro...
Systems and Logistics Required for
Effectiveness for Schools with
Learning Center Elective Courses
Determine:

#1: Where w...
Systems and Logistics Required for
Effectiveness for Schools with
Learning Center Elective Courses
Determine:

#2: If a st...
Systems and Logistics Required for
Effectiveness for Schools with
Learning Center Elective Courses
Determine:

#3: If a st...
Identify Changes
Desired
 What are the steps that would need to
take place to expand the services
provided within your re...
SUPPORTING STUDENTS
WITH ADDITIONAL NEEDS
Hybrid Model-SDP/RSP
 Full Inclusion Model
 ELA + Math in Special Education Setting

 Developing Qualifications/Criteri...
Certificate of
Completion
 What do I do to further support my
students who are earning their Certificate
of Completion?
...
Example Schedule







English Intervention
Math Intervention
Learning Center Elective
Learning Center Elective: Tr...
Planning for
Implementation
 What are the steps that would need to
take place to expand the services
provided to students...
Reminders:
Successful Inclusive Model
Components






Trained GE and SPED staff
Buy-in from all stakeholders
Adapted ...
THANK YOU!
PLEASE COMPLETE THE
EVALUATION!
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Christine suh friday

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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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