MSEC Beginning of Year Updates

1. MSEC Beginning of Year Updates September 2016 MSEC

2. Session Outcomes • Welcome • Staff Introductions • eSPED Updates • State Performance Plans • SPP 7, 11-14 • PBMAS Report • Differentiated Instructional Strategies • Learning Inventories • Supplementary Aids Binders • Co-Teaching Models • Vertical Alignment • IEP Development • Progress Monitoring • PLAAFPs • Data Based Goal Writing • Accommodations & Modifications • Frequency & Duration • Schedule of Services • Progress Documentation • Weekly ARD Logs • Transition Information • FERPA • Other Pertinent Information MSEC

3. We Will Take Some Brain Breaks! Disclaimer • Brain breaks refocus our neural circuitry with either stimulating or quieting practices that generate increased activity in prefrontal cortex where problem solving and emotional regulation occur. • Research indicates that the attention span of a person is that of one minute per year of age plus 1 but not more than 20 minutes regardless of age. • Ie: 10 yr olds = 11 minute attention span MSEC

4. Staff Introductions • Welcome to MSEC • Vanessa Soto, Sam Houston • Jaime Munoz, Tony G. SMMS • Victoria Rodriguez, MHS • MSEC Teachers • Mercedes • La Feria • Santa Maria • MSEC Staff Introductions • Delia Castillo, MSEC Director • Front Office Staff • Assessment Staff • Speech Staff • Technology & SERS Staff • Instructional Staff • Related Services Staff MSEC

5. GENERAL INFORMATION Basic Information – Rosie Ramos IEP Start Dates – Jeffra Gutierrez SERS – Mimi Noriega MSEC

6. Teacher Share MSEC

7. eSPED

8. eSPED Updates • Diana Sova, LSSP, is the main administrator for eSPED, however the assessment person assigned to your campus is the first contact with questions regarding eSPED. • Updates • Draft form ONLY for annuals • Reminders • Make sure to close progress on IEP goals under the active form. • Make sure to have only your last best reports visible. • Ex: 1 Notice, 1 Meeting Report, 1 AT Report, etc. MSEC

9. State Performance Plans

10. State Performance Plans • SPP 7 • SPP11 • SPP12 MSEC

11. State Performance Plans • SPP13 • SPP14 MSEC

12. State Performance Plans • SPP 7 • 100% All MSEC • SPP11 • Mercedes - 1oo% • La Feria - 97% • Santa Maria – 100% • SPP12 • 100% All MSEC • SPP13 • Mercedes 95% • La Feria 92% • Santa Maria 100% • SPP14 • 100% All MSEC • Non-compliance • 11 MSEC

13. PBMAS

14. PBMAS Report Focus will continue to be on instructional interventions that will promote student success! MSEC

15. Differentiated Instruction

16. MSEC

17. Differentiating Instruction • Research shows differentiated instruction is effective for high-ability students, as well as students with mild to severe disabilities • When students are given more options on how they can learn material, they take on more responsibility for their own learning • Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons. MSEC

18. Differentiated Instruction MSEC

19. Differentiating Instruction • Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: • Content • Process • Products • Learning environment MSEC

20. Differentiating Content • Content – what the student needs to learn or how the student will get access to the information • Examples of differentiating content include the following: • Using reading materials at varying readability levels; • Putting text materials on audio format • Using spelling or vocabulary lists at readiness levels of students; • Presenting ideas through both auditory and visual means; • Using reading buddies; • Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners; • Match vocabulary words to definitions; • Read a passage of text and answer related questions; • Think of a situation that happened to a character in the story and a different outcome; • Differentiate fact from opinion; • Identify an author’s position and provide evidence to support this viewpoint; • Create a PowerPoint presentation summarizing the lesson. MSEC

21. Differentiating Process • Process– activities in which the student engages in order to make sense of or master the content • Examples of differentiating process or activities include the following: • Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity • Offering manipulatives or other hands-on supports for students who need them • Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth • Provide textbooks for visual and word learners • Allow auditory learners to listen to audio books • Given kinesthetic learners the opportunity to complete an interactive assignment online MSEC

22. Differentiating Products • Products– culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit • Examples of differentiating products include the following: • Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels); • Using rubrics that match and extend students' varied skills levels; • Allowing students to work alone or in small groups on their products; and • Encouraging students to create their own product assignments as long as the assignments contain required elements; • Read and write learners write a book report; • Visual learners create a graphic organizer of the story; • Auditory learners given an oral report; • Kinesthetic learners build a diorama illustrating the story. MSEC

23. Differentiating the Learning Environment • Learning environment – the way the classroom works and feels. • Examples of differentiating learning environment include: • Making sure there are places in the room to work quietly and without distraction, as well as places that invite student collaboration; • Providing materials that reflect a variety of cultures and home settings; • Setting out clear guidelines for independent work that matches individual needs; • Developing routines that allow students to get help when teachers are busy with other students and cannot help them immediately; and • Helping students understand that some learners need to move around to learn, while others do better sitting quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996); • Break some students into reading groups to discuss the assignment; MSEC

24. Differentiated Instructional Strategies • Learning styles are different approaches or ways of learning. • There are several types of learning styles. • Learning Styles Inventories • Multiple Intelligences MSEC

25. BRAIN BREAK MSEC

26. Co-Teaching

27. MSEC’s Continuum of Inclusion Services External Support Specialized Support In-Class Support • Support Facilitation ●Co-Teaching • Working w/ ALL Students • Working w/ Teachers • Working w/ Materials • Specialized Instruction • (in SP ED or GEN ED setting) • Life Skills • Monitoring Student • Progress • Working w/ Teachers • Working w/ Materials • Working directly • w/SE Students MSEC

28. Co-Teaching Two or more professionals jointly delivering substantive instruction to a diverse, blended group of students in a single physical space. (Friend & Pope, 2005;Spencer, 2005) MSEC

29. Let’s Play Across 2. The student-to-teacher _______ is lowered when using Parallel Teaching 4. During Station Teaching students ___________ from station to station 5. How often should One Teach, One Assist be used 7. This model allows teachers to work with every student in the class 8. This model is known as "tag-team teaching" 9. Using teaming both teachers must have a strong __________ knowledge 10. Teachers teach the same information at the same time 12. During One Teach, One Observe student and _________ data should be collected Down 1. This may be one challenge of using Alternative Teaching 3. Model where one teacher teaches whole group and the other teacher a small group 6. During One Teach, One Observe one teacher collects ____________ while the other teacher handles instruction 11. In all models of co-teaching teachers should ____________ roles Word Bank: stigma ratio alternate data rotate teacher alternative seldom teaming parallel station content MSEC

30. Parallel TeachingRecommended Use (Frequent) MSEC

31. Parallel Teaching When to use it Initial instruction Differentiate instruction Two strategies of same material Both teachers have adequate knowledge of material and pedagogy When the majority of students have mastered pre-requisite skills needed to meet the skill being taught When a smaller student to teacher ratio for whole group instruction would be beneficial To “mix it up” change the monotony of the classroom MSEC

32. Strategies for Implementing Parallel Teaching • Break groups by learning styles • Ensure heterogeneous grouping • Put a deck of cards over desk (on the ceiling) and call suits or matching cards for grouping • Include brain breaks • Teach with a timer to keep everyone on track MSEC

33. Station TeachingRecommended Use (Frequent) Implementation: Students are divided into equal-sized groups. Each teacher teaches a portion of the content in the same amount of time. Teachers prepare two or more stations in advance. Groups rotate from station to station. Secondary teachers may consider station teaching, especially if they are in block schedules. Opportunities: Work with every student in the class. Allows for a lower student-teacher ratio. Results in fewer behavior issues. Closely monitor student learning and behavior. Increased student participation. Use when content is complex but not hierarchical. Challenges: Identifying appropriate physical space Teacher instructional methods may differ. Teachers must have adequate knowledge of content and pedagogical skills to provide equally effective instruction. MSEC

34. Station Teaching When to use it: Practice and review Remediation or re-teaching for a small group Checking for formative understanding Exploratory learning on a concept that students should be able realize without explicit instruction Extension and expansion of knowledge for those learners who have mastered basic concepts Application of learning that has been taught Differentiated instruction MSEC

35. Strategies for Implementing Station Teaching Approach • Co-teaching partners divide instructional content into two or more segments, with each partner taking responsibility for delivery of instruction within a station • Students will access both co-teaching partners by rotating from one station to the next, with one station being for independent work • It is recommended that this approach be used 30% of the time • Co-teaching partners should not use this approach when content is required to be taught in sequential order MSEC

36. Team TeachingRecommended Use (Occasional) 2 Professionals Implementation: Both teachers deliver core instruction. Both teachers are responsible for classroom management and student behavior. Opportunities: Energizing model. Allows a variety of teaching strategies. Teachers work together collaboratively. Teachers can demonstrate individual expertise. Orchestration of instructional conversation. Teachers can introduce new topics/concepts. Challenges: Both teachers must have strong content knowledge. Maintaining pacing. Requires significant planning time. Teachers are required to collaborate effectively. May not be as aware of individual student needs. Demands the greatest amount of trust and commitment from teachers. MSEC

37. Team Teaching When to use it Both teachers are knowledgeable of the curriculum Both teachers are aware of the instructional strategy or process in which the curriculum will be taught Both teachers have agreed prior to instruction on this method Teachers are able to deliver instruction in way that is not confusing to students Teachers remain consistent and instruction strategy throughout Teaching teams have had to time to develop a relationship and observe the teaching styles of the other MSEC

38. Alternative TeachingRecommended Use (Limited) Implementation: Determine instructional/intervention needs of class Both teachers follow the same lesson plan. Small group instructor makes accommodations and/or modifications to meet the needs of students. Opportunities: Students’ content knowledge varies tremendously. Managing student behavior to focus student learning. Monitoring student performance informal assessment Pre/re-teaching, enrichment activities, and intentional observation time. Challenges: Students with disabilities may always be in the same group at the same time. Students may perceive a stigma. finding adequate planning time. One teacher may dominate the other in content and/or teaching style. MSEC

39. Alternative Teaching When to use: Intervention and re-teaching are appropriate Pre-teaching Extension and reinforcement activities Student projects or small group presentation work When students’ knowledge has a wide range Generally not used for initial introduction of new material unless in a pre-teach setting MSEC

40. Strategies for Implementing Alternative Teaching • Use mini dry erase boards • Have accessible computer station • Create individualized folders with appropriate work • Provide adapted classics or modified books available MSEC

41. One Teach, One ObserveRecommended Use (Limited) Implementation: Review instruction and mastery of concepts. Review and record student behavior(s) for decision making. Use this model to evaluate the effectiveness and delivery of instructional strategies. Opportunities: Focus on students’ needs more explicitly. Teachers may monitor their own skills. Data for Individualized Education Program (IEP) planning. Challenges: Teachers need to know how to collect and analyze appropriate data. Teachers’ trust level needs to be strong. Teachers may overuse. MSEC

42. One Teach, One Observe When to use: During formal observation of a particular student During data collection of teaching technique or classroom observation e.g. percent of student engagement Material or instruction strategy is new for one of the teachers During assessment IEP Planning During review or activity where students are working independently and gathering data needed MSEC

43. Strategies for Implementing One Teach, One Observe • Communicate in/out boxes that do not interrupt teaching • Behavior documentation charts • Posted homework charts • Materials station- both teachers need access • “See Me Later” Cards MSEC

44. One Teach, One AssistRecommended Use (Seldom) Implementation: Assisting teacher collects data and observes for understanding. Assisting teacher provides assistance to struggling student(s). Assisting teacher may monitor student behavior. Instructing teacher orchestrates learning tasks and classroom discussion. Opportunities: Students may silently signal an adult for assistance. Closely monitor students’ social and academic behavior. Challenges: Assisting teacher may act as a passive partner while instructing teacher maintains a traditional teaching model. Students may view one teacher as the “real” teacher and the other as an assistant or aide. Students may be distracted by teacher walking around. Students may expect one-on-one assistance. Special educators need to be experts in the content area. Teachers should use this model sparingly Teachers should alternate roles, balancing instruction and assisting. MSEC

45. One Teach, One Assist When to use: New material or concept is being introduced Behavior management for a small number of students Whole group discussion and or debate Assisting teacher can be unobtrusive to discussion or teaching strategy Needed for classroom management Assisting teacher may need a refresh on concept or instructional strategy being introduced MSEC

46. Continuum of Services

47. Continuum of Services • External Support • In-Class Support • Support Facilitation • Co-Teaching • Specialized Support • Resource • Partial Life Skills • Life Skills, Severe • Off-Home Campus • Homebound • VAC • Hospital • State School LRE Any decisions to make changes along the continuum must be supported with data. MRE MSEC

48. Vertical Alignment

49. Vertical Alignment MSEC

50. BRAIN BREAK MSEC