start spring leadership day 2018-19 - gvsu.edu · history lesson of caseloads •traditional...
TRANSCRIPT
START Spring Leadership Day
2018-19
Today’s Agenda
• Caseload Analysis
• Elementary and Secondary Examples
• Coaching for Complex Students
• Creating a Culture of Inclusion
• Family Engagement Resources
• What’s Happening at START
REMINDERFind START on Social Media
• Facebook• Closed RCN Group (START Project – RCN Group)
•Twitter: @STARTProjectMI
• Instagram: startpeertopeer
• Hashtag: #STARTProject
Caseload AnalysisStrategies for Implementation
Elementary Examples
Secondary Examples
History Lesson of Caseloads
• Traditional Special Education Delivery Model
• Evolved to Team Teaching
• Innovative Delivery Model
Dilemma with the Traditional Special Education Delivery Model
• Parallel Curriculum
• 3 or More Grade Levels in One Program
• Special Education Core Content
• Limited Social Opportunities with G.E. Students
• Distribution of Students
• Gain Rate vs. Time Spent
Dilemma with (Team) Co-Teaching
• Special Education Teacher Responsible for 18+ Students
• Special Education Teacher is Scheduled Bell to Bell in Team Taught Class
• 10 Caseload Students Scheduled in Team Taught Class
• Who is Responsible for Other 8 to 10 Caseload Students During Team Taught Class?
• Other 8 to 10 Caseload Students are Scattered Across Other Various Classes without Support
Caseload Teacher and (Team) Co-Teaching Model
(Team) Co-Taught Class 10 Caseload Students Scheduled in this Class
8 to 10 Caseload Students Scheduled in Various Classes
• Who is responsible for the Differentiation?
• Who is responsible for the Self Management, Visuals, Behavioral Systems, Peer to Peer Support, etc.?
• These 8-10 Students are left without Support
General Education Teachers Masters at Curriculum
Special Education Teachers Experts at Individual Student Needs and Differentiation
Innovative Special Education Integrated Programming
• LRE Hours Supporting Caseload Students in the General Education Classrooms
• LRC Support for Academics and Organization
• Collaboration between Special Education and General Education
• Integrated Programming
Glossary of Terminology
•LRC – Learning Resource Center –Students with Learning Disabilities, ASD, and Emotional Impairments (Usually 20+ Students on Caseload)
•Basic Classroom – Students with Cognitive Impairments, ASD and Low Incidence Disabilities
•LRE – Least Restrictive Environment
How Many Times Have We Heard?
• “I don’t have time to implement a peer to peer system for him”
• “I don’t have time to differentiate the curriculum for all of the students on caseload”
• “I can’t implement a behavior plan for her”
• “I have too many students on my caseload”
• “There is no way I can do that for all the students on my caseload”
• “That is all the services the student can get on my caseload”
Contrary To Popular Belief…Not all Students on a Special Education Teachers Caseload Need the Same Thing
Individualization
How Does the LRC Caseload Teacher Meet the Individual Needs of 20+ Students?
Caseload Analysis
How Does the Basic Caseload Teacher Meet the Individual Needs of 15+ Students?
Caseload Analysis
Contrary To Popular Belief…Not all Students on a Special Education Teachers Caseload Need the Same Thing
Caseload Analysis - Demographics
• Objectively the Caseload Teacher determines the Individual Needs of the Caseload Students
• Organization of the Caseload
• Provides both Demographics and Delivery
• Demographics can change based on Building Need
• Share with Other Special Education Teachers Supporting Students on Caseload
• Share with General Education Teachers
• Create Individualized Student Systems based on Need
Caseload Analysis - Demographics
• Caseload teacher should not complete the Demographics Section
• Completed by support staff, Psychologist, Social Worker, Speech, OT, etc.
• Administration can assist in the completion
• Objectivity is critical at this phase
Caseload Analysis - Delivery
• Objectively the Caseload Teacher determines the Individual Needs of the Caseload Students
• Organization of the Caseload
• Provides both Demographics and Delivery
• Delivery can change based on Building Need
• Delivery can change based on Building Need
• Share with Other Special Education Teachers Supporting Students on Caseload
• Share with General Education Teachers
• Create Individualized Student Systems based on Need
Caseload Analysis –Demographics and Delivery
Demographics Delivery
Caseload Analysis –Demographics and Delivery
Demographics Delivery
Caseload Analysis Descriptors
Caseload Analysis Descriptors
Student Name
Eligibility Area
IQ LRE Stu- dent Data
Achievement Scores
Grades Behavior Referrals
Incident Reports
Absences Peer to Peer Support Needed Social/Independence Issues
Other
Danny Smith
Learning Disability in Reading Compre- hension
97 80% KTEA 64 Woodcock Johnson 68
ELA C Chemistry D History E Geometry D Support C Peer to Peer A
2 in 2015 0 in 2016
0 11
No
Tim Jones
Sally
Davis
Mark Lund
Steve Real
Jim Potter
John Stock
Lisa Canter
David Row
Leslie Spicer
Greg Sines
Kelly Brock
Caseload Analysis Delivery
Caseload Analysis Delivery
Student Name Individual
Behavior Plan
Individual
Academic Plan
Peer to Peer
Support
Visual
Schedule
Self-
Management System
Paraprofessional
Support
Iterant
Services
Other
Supports
Danny Smith No See attached Peer to Peer Support for ASD Classroom
See Attached
See Attached No Social Work 2 X a month
Tim Jones
Sally Davis
Mark Lund
Steve Real
Jim Potter
John Stock
Lisa Canter
David Row
Leslie Spicer
Greg Sines
Kelly Brock
Academic Plan Danny’s Grading Matrix
Name: Danny Caseload Teacher : Jones General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th Year: 2015-16
Subject Pass-Fail (PF) or Letter (L)
Grade
Accommodations (e.g., small groups, extended time,
alternative site, etc.)
Differentiated Output Hierarchy
(e.g., reduced content, choice format, etc.)
Other Criteria to Determine Grade
(e.g., attendance, participation, etc.)
English/Language Arts 10
Marking Period
L
Preferential Setting Internet used for projects
Open Ended Vocab. – Definition with a Word Bank – 20/ 20 Words Novel Exams – Closed Essay Questions – Visual Organization DVD of all books
Visual Organization X
Closed Strategy X
Semester L
Choice Strategy
Yes/No Strategy
Reduced Content
Chemistry
Marking Period
L
Calculator Select Peer Grouping for all lab activities. (Group 2 Jon and Karen) Mid-Term and Final – Extended Time
Open Ended Danny will use calculator for all formulas Each Lab will count as 25% of Grade. Hands on learner
Visual Organization X
Closed Strategy X
Semester L
Choice Strategy
Yes/No Strategy
Reduced Content
History 10
Marking Period
L
Computer used to complete assignments Group discussion/Danny’s interest areas highlighted
Open Ended Long term projects completed with support of internet High interest in History Book on tape
Visual Organization X
Closed Strategy
Semester L
Choice Strategy
Yes/No Strategy
Reduced Content
Algebra II Marking Period
L
Use Calculator to compensate for Processing Issues
Open Ended Assessments and Assignments will be presented in closed strategy Danny will use computer to determine comprehension of concepts
Visual Organization
Closed Strategy X
Semester L
Choice Strategy
Yes/No Strategy
Reduced Content
Guardian Signature(s) ______________________ ______________________ Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________
Danny’s Visual ScheduleDanny’s Schedule Date:____________
Subject Self-Management Plan (SMP)
Homework*
Yes/No Comments
(SMP) A Plan A Plan Prior to leaving for any class or lunch the following items are needed: 1. Put Pencil/Pen in Backpack 2. Hook Water Bottle to Backpack 3. Pick Up Binder 4. Pick Up Backpack 5. Leave for Class B Plan Before leaving classroom do the following: 1. Put Pencil/Pen in Backpack 2. Hook water bottle on backpack 3. Pick up binder 4. Pick up backpack 5. Leave for Class
---------------- (SMP) A YES NO
1st Hour 7:50 - 8:45 Chemistry Huard Room 305
(SMP) B Plan ----------------- (SMP) B YES NO
2nd Hour 8:50 - 9:45 Peer to Peer Stencil Room 321
(SMP) B Plan ---------------- (SMP) B YES NO
3rd Hour 9:50 - 10:45 ELA 10 Hoffman Room 222
(SMP) B Plan ---------------- (SMP) B YES NO
Lunch 10:50 -11:15
--------------
(SMP) B Plan ---------------- (SMP) B YES NO
4th Hour 11:20 -12:20 History 10 Malwin Room 303
(SMP) B Plan ------------- (SMP) B YES NO
5th Hour 12:25 - 1:20 Algebra Logan Room 221
(SMP) A Plan ---------------- (SMP) A YES NO
Go to Bus
*If there is homework "Yes," remember to fill out a homework slip and put it in the folder on the board at Danny's desk.
Danny’s Self Management PlanDanny’s Schedule Date:____________
Subject Self-Management Plan (SMP)
Homework*
Yes/No Comments
(SMP) A Plan A Plan Prior to leaving for any class or lunch the following items are needed: 1. Put Pencil/Pen in Backpack 2. Hook Water Bottle to Backpack 3. Pick Up Binder 4. Pick Up Backpack 5. Leave for Class B Plan Before leaving classroom do the following: 1. Put Pencil/Pen in Backpack 2. Hook water bottle on backpack 3. Pick up binder 4. Pick up backpack 5. Leave for Class
---------------- (SMP) A YES NO
1st Hour 7:50 - 8:45 Chemistry Huard Room 305
(SMP) B Plan ----------------- (SMP) B YES NO
2nd Hour 8:50 - 9:45 Peer to Peer Stencil Room 321
(SMP) B Plan ---------------- (SMP) B YES NO
3rd Hour 9:50 - 10:45 ELA 10 Hoffman Room 222
(SMP) B Plan ---------------- (SMP) B YES NO
Lunch 10:50 -11:15
--------------
(SMP) B Plan ---------------- (SMP) B YES NO
4th Hour 11:20 -12:20 History 10 Malwin Room 303
(SMP) B Plan ------------- (SMP) B YES NO
5th Hour 12:25 - 1:20 Algebra Logan Room 221
(SMP) A Plan ---------------- (SMP) A YES NO
Go to Bus
*If there is homework "Yes," remember to fill out a homework slip and put it in the folder on the board at Danny's desk.
Uses of the Caseload Analysis
• Information to Other Special Education Teachers in the Building Supporting Student
• Information to General Education Teachers who has Student in Class
• Organization of the Strategies to Address Students Individualized Needs
• Caseload Teacher knows where to spend time
Tecumseh
Tecumseh
Howell
Howell
Coaching for Complex Students
What is your favorite inclusion strategy?
Choose one strategy and write it on a sticky note. Share it with us
by placing your post-it on the board.
Your strategy can be at the level of the:
Student
Classroom
Building
District
START Community Read2018
What were you in it for?
The snacks The new software?-or-
How did the Community Read Go?
Discuss and Share:
• Did you participate in the Community Read?
• What worked?
• Would you be interested in doing another Community Read?
Actions for Inclusion
• Developed based on Paula’s book
• Goal was to highlight some specific ideas and create a framework for actionable steps
• Some examples in the list are student level, some classroom level, some building level
• 10 examples, and an action plan
Small Steps: Big Outcomes • Briefly review the tool
• Begin developing your action plan to improve inclusion
• Identify at least one step that YOU can implement
• Add any additional inclusion action plan items from Paula’s presentation
• Are there other steps that require involvement of others? Who else will you engage in this process? Write it down, write it down, write it down…
• Share out with others at your table
Family Engagement
• Michigan Department of Education (MDE) Top 10 in 10
• MDE P-20 (Prenatal to Adulthood) Family Engagement Framework
• MDE Office of Special Education (OSE) Family Matters Resources
Family Engagement
• MDE Top 10 in 10 driving changes in family engagement in Michigan
Family Engagement
MDE P-20 Family Engagement Framework
• Initiative to provide a consistent statewide structure for engaging families in their child’s education and promoting positive outcomes for all children
• Representation from MDE, OSE, MDHHS, community partners, other statewide stakeholders
• Definition: family engagement is a collaborative relationship between families, educators, providers, and partners to support and improve the learning, development, and health of every learner.
• Compiled family based initiatives in Michigan and reviewed other states frameworks
• Survey to stakeholders regarding culture/climate, communication, support strategies, relationships, definition, principles, etc.
• Focus groups conducted statewide with families
Family Engagement
P-20 Family Engagement Framework
• Guiding principles defined in areas of: trusting relationships; families as partners, climate and culture; community
• Organized by age span: Birth-3 years; preschool to kindergarten; kindergarten to first grade; first grade to elementary; elementary to middle school; middle school to high school; high school to postsecondary education and life; transitions
• Subcommittees organized by age span conducting research, reviewing focus group input, and aligning to principles
• Goal: create a framework for engaging families that is based on best practice as supported by credible research and that is usable by all audiences including educators, administrators, families, community partners, etc.
• Status: subcommittees are compiling research and started content development
Family Engagement
Family Matters
Michigan Department of Education (MDE) Office of Special Education (OSE) special education resources
• Special Education Task Force identified need• New family resource materials developed• Outreach effort by the MDE OSE• Increase transparency from the OSE to families• Printed and online family-friendly resources• Available in Spanish and Arabic• ADA compliant• Collaborative content development
Family Engagement
Family Matters
• Fact sheets related to special education topics• Updates (distribution targeted every 3-6 months in 2018)• Flyer and postcards describing resources• Opt-in for electronic communication from MDE OSE• Broad distribution to internal and external agencies and list-
servs• Michigan.gov/mde>Special Education>Family Matters
• Select from gray column on left hand side of webpage• Completed fact sheets on web page and fact sheets in
development process• Web page at MDE OSE Family Matters
Passport Challenge
The top 10 most innovative ideas and the
top 10 success stories.
The RCN with the most top 10 entries will get the flag for the year.
The Two Winners of the drawing will receive a $100 Professional Resource.
START Connecting Newsletter
April 2018
Features articles
by Paula Kluth
Check out the article on
creating Personal Portfolios
Fall LEADERSHIP DAY
Monday, November 12th, 2018
Kellogg Center in Lansing
18th Annual START ConferenceMonday, April 29th, 2019
Kellogg Center in East Lansing
Save the Date
Spring Leadership Day 2018Tuesday, April 30th, 2019
Kellogg Center in East Lansing
Watch for the Date
Trainer Update Day for all Current and Prospective Trainers
Statewide Events
• Peer to Peer Statewide Training for next year is scheduled – October 16-17, 2018 at the Crowne Plaza Lansing West. Registration will open this summer
• Check the Events Page in the Fall for more Events
START IT Sites for 2018-2019
•Early Childhood
•CMAC at Shiawassee
•K-12
•OCAN at Oakland Schools
•BYF
•SMAC at Jackson
RCN Application 2018-2019
Changes
Goal 1: PD with Impact – Trainings to Post
Goal 2: Coaching - None
Goal 3: Transition - None
Goal 4: Peer to Peer – Data reporting
Goal 5: Family Engagement - None
Available on the START website RCN Applications and Report Forms
Goal 1: PD with Impact
The PD plan should include at least one RCN-provided stand-alone training per semesterusing START content delivered by START EPLI trainers. The training will be included in the events listing on the START website, and should be open to the RCN and the broader region, including families and community partners. A fee may be charged to attendees from outside the RCN to cover the cost of materials and food.
Goal 4: Peer to Peer
Provide data on the impact of peer to peer
support programs using the START peer
to peer data tools and surveys.
•Fidelity checklist
•Student impact data
•Survey data
End-Year Reporting
All forms can be found at:
RCN RCN Application and Report Forms
• Review and complete the end of the year RCN report forms including Financial Expenditure Report
• If you have questions, contact Jana Benjamin or your START RCN representative
End of Year Reporting:Submitting Target Student Data
• Use the Qualtrics link for the END OF YEAR Target student data for RCN K-12 and BYF
• For the link, go to the RCN Application and Report Forms page of the START website
•Available now and due by June 1st
Literacy
• Effort to enhance the existing literacy checklist to include strategies with specific examples
• Draft document created: Strategies for Improving Literacy for Students with ASD
• Added information on emergent literacy skills
• Added the START Reading Profile
• Organized by ASD characteristics:• Comprehension skill area: describes challenge related to ASD characteristic
• Resources to consider when implementing instruction: specific resources to consider when implementing literacy instruction
• Strategies and supports: specific examples referencing resources cited
Literacy Activity• Overview of ASD Literacy Strategies Document (10 minutes)
• Activity (20 minutes)
• Each table has a number assigned (1-10)
• Corresponds with the Literacy Characteristic in your ASD Literacy
Strategies draft document.
• Action:
• Each table reviews the literacy characteristic based on number
assigned to them their table.
• Come up with one “a-ha” in reviewing the strategies listed under the
characteristic number you are assigned. This could correspond with
what you are currently doing with literacy or how you could apply the
strategy that you may not have considered before, or may be
different than you have applied it in the past.
• We will call for a volunteer table for each characteristic number (1-10) to
discuss what their “a-ha” was, why, and how they will apply the
identified strategy.
Sexual Health and ASD – Kelly (lead)
•Meet via Technology
•Sexual Heath and ASD Liaison to Regions
P2P Support Coordinators Margie Mayberry (lead)
• Meeting via Technology to Support the RCN P2P Support Coordinators
• Building Peer to Peer across districts, piloting systems, collecting data
