Ponaganset High School Faculty Meeting May 3, 2010

1. Ponaganset High SchoolFaculty MeetingMay 3, 2010 Thomas P. DiPaola Ph.D. Associate Professor Doctoral Program in Education LeadershipJohnson and Wales Universitytdipaola@jwu.edu401 598 2026

2. Who is that Masked Man? LifeChanging Experience LifeFriendly Schedule Johnson & Wales University School of Education M.A.T., M.Ed., Ed.D., Professional Development R.S.V.P. Jaime DiPaola 401-598-1993, Jaime.DiPaola@jwu.edu The Alan Shawn Feinstein Graduate School at JWU

3. Session Purpose and Goals • Purpose Define and Discuss range and type of supports and services for students • Goals Define and Discuss Response to Intervention (RTI) Distinguish between an IEP and an accommodation plan under section 504 of the rehab act

4. Monday May 3, 2010 • 2:20 Welcome and introduction • 2:25 You make the call • 2:30 Context • 5:00 How did we get here from there? Rehab Act Section 504 Accommodation Plan IDEA- Individual Education Program • 5:45 Dinner • 6:15 RTI Response to Intervention • 6:30 Being proactive: taking action to meet the learning needs of all students • 7:00 Adjourn

5. Monday May 3, 2010 • 2:20 Welcome and introduction • 2:25 Context – Federal and State and Local • PHS Mission and NEASC Self Study • 2:35 Rehab Act Section 504 Accommodation Plan IDEA- Individual Education Program • 2:45 Being proactive: taking action to meet the needs of all students • Response to Intervention, Universal Design and Differentiation of Instruction • 3:05 Adjourn

6. ContextFederal and State • Accountability for Performance of All Students • Research Based Instruction-Evidence Based Practice • Educator Evaluation based in part on student performance results • Multiple Measures of Student Performance

7. ContextPHS Mission Statement “Ponaganset High School students will be reflective learners, critical thinkers, problem solvers, independent researchers, and effective communicators. Our students are taught to live a healthy lifestyle and to respect the dignity and rights of others so they can succeed at life, work, post-secondary pursuits and citizenship.”

8. “…respect the dignity and rights of others so they can succeed at life, work, post-secondary pursuits and citizenship.” • Most effective instruction and learning environment: active engagement (learn by doing) role models and simulation (do as others do)

9. ContextNEASC-Self Study • Over 72% of students feel comfortable asking for help • Over 2/3 of parents feel their child receives appropriate help • 80% of faculty report knowing the law and requirements re: IEP and 504 Plan

10. NEASC- Self Study • Self study strengths and needs Standard 6 • P. 120 • Strengths: • Support personnel are trained to offer support, professional development, and strategies to use in the classroom or throughout the school with students to help enhance the educational process

11. Needs • A system for improved school-wide communication and collection of data related to student progress to ensure better academic, career, and personal/social support.

12. Range and Variety of Supports for All Students • Develop, maintain and evaluate a school wide system for providing timely supports for all students, and • Develop, maintain and evaluate a system for collecting and using data on student progress

13. PHS • NEASC self study and response from students and parents suggest that “customers” perceive support is available and provided when needed • Self study also identifies the need to make these practices systemic and to use data for instructional decision making

14. Response to Intervention(RTI) • As an example of such a systemic approach: “..With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness..” • National Center on RTI

15. Systemic Support for All Students

16. For the 5-15% of students who need more intensive supports • Accommodation Plan under Section 504 of the Rehabilitation Act (504 Plan) • Individual Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA)

17. Section 504 of the Rehabilitation ActC.F.R. Part 104The IDEIAOffice of Special Education Programs (OSEP) - Home Page basic legal overview/comparison

18. Rehabilitation Act-Section 504 Requires: “No otherwise qualified individual with disabilities in the United States shall, solely by reasons of her or his disability, be excluded from the participation in, be denied the benefits or, or be subjected to discrimination under any program or activity receiving Federal financial assistance...” (29 USC Sec. 794)

19. Otherwise Qualified Individual: • has a physical or mental impairment • which substantially limits one or more major life activities, • has a record of such impairment, or • is regarded as having such an impairment.

20. Purpose of Section 504 of the Rehab Act • "level the playing field" • eliminate impediments to full participation by persons with disabilities of all ages • prevent intentional or unintentional discrimination against: persons with disabilities, persons who are believed to have disabilities, or family members of persons with disabilities.

21. Purpose of IDEA • ensure a free and appropriate education (FAPE) (IEP) • for children with disabilities ages (Birth)3-21 who fall within one of the 13 specific disability categories as defined by the law • disability adversely affects the child's educational performance and/ or ability to benefit from general education (not limited to academic performance)

22. 504 • Requires schools to eliminate barriers that would prevent the student from participating fully in the programs and services offered in the general curriculum. IDEA • Provides individual supplemental • educational services and supports in • addition to what is provided to students in • the general curriculum to ensure that the • child has access to and benefits from the • general curriculum.

23. How did we get to where we are exclusion integration accountability for results • How do we make this work well being proactive policies and procedures initial and ongoing PD • Where do we go from here universal design and RTI removal from general education as a last resort completion of the cultural shift

24. The 504 Process • Child Find • Referral • Evaluation • Placement • Reasonable Accommodations Don’t forget employees, family members and members of the community

25. Being Proactive • Universal Design for Learning (UDL) CAST Primer on Universal Design • Differentiated Instruction (DI) Differentiated instruction is a teaching philosophy based on the premise that teachers adapt instruction to student differences ASCD Differentiated Instruction Differentiated Instruction Examples

26. Addressing the gap between legal requirements and staff and/or customer expectations • How to avoid needless conflict Prevention: Training and Technical Assistance • Addressing conflict Intervention: Stop, Look, Listen • Developing and maintaining relationships between the school district & parent(s)

27. Common Mistakes of Educators and School Districts • Failing or refusing to communicate and actively coordinate with outside experts working with a child • Assuming a patronizing and/or antagonistic and/or insulting attitude toward parents • Failing to observe procedural timelines and notice requirements • Failing to modify an Individual learning plan, IEP or a 504 Plan that is not working • Failing to implement an Individual learning plan, IEP or a 504 Plan, and worse • trying to cover up that failure

28. Resources • Disability Discrimination 504 ADA IDEIA • 504 FAQs Protecting Students with Disabilities • Disability Resources USDOE • US Access Board • New England ADA Center • 504 and ADA Wrightslaw

29. Resources • Student Progress Monitoring • Research Institute Progress Monitoring • National Center on Response to Intervention • RI Technical Assistance Project Progress Monitoring

30. Q&A • Be Proactive: Don't Wait for the Ball to Come to You