christine suh friday
Post on 04-Jul-2015
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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.com323-391-1622
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?
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.
BRIEF HISTORY AND BACKGROUND OF
CHARTERS
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
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
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 IEP team
decision.
LEVEL 1: CONSULTATION
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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
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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
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
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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.
Pull out during Advisory, HR, PE etc
LEVEL 3: DIRECT INSTRUCTION FROM
RST
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/Tests-
Frontloading Reinforcing/Re-teaching instruction that has been
provided in the general education setting
Learning Center/Resource Elective
LEVEL 4: DIRECT INSTRUCTION FROM
RST
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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
SYSTEMS OF COLLABORATION
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.
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
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
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
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
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.
Systems and Logistics Required for
Effectiveness for Schools with Learning Center Elective Courses
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
SUPPORTING STUDENTS WITH ADDITIONAL NEEDS
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
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?
Example Schedule
English Intervention Math Intervention Learning Center Elective Learning Center Elective: Transition Skills Vocational Pathway Art/Computer/Tech Elective
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
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!!
THANK YOU! PLEASE COMPLETE THE
EVALUATION!
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