Orientation and Recruitment for Teams Cohort Two

1. Project MAXMaximizing Access and Learning: PA Core Standards Orientation and Recruitment for Teams Cohort Two

2. Objectives • To assist you in understanding the purpose of Project MAX: Maximizing Access and Learning • To provide an in-depth understanding of the roles, responsibilities, supports and expectations of Project MAX • To surface clarifying questions

3. Overview Project MAX

4. The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. PaTTAN’s Mission

5. BSE/PDE Vision Statement “…when students with disabilities are provided appropriate instruction and supports, they can learn grade level academic knowledge and skills and communicate in ways that are commensurate with their same-age peers without disabilities and have the same learner outcomes as their nondisabled peers.” The Pennsylvania Department of Education, Bureau of Special Education, is committed to improving the quality of instruction in Pennsylvania schools for all students with disabilities including those with complex instructional needs.

6. Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. PDE’s Commitment to Least Restrictive Environment (LRE)

7. Project MAX Logic Model • Process to make logical links from project activities and strategies to student improvement. • Measures impact of activities on system, LEAs, educators and students.

8. Project MAX: Maximizing Access and Learning Purpose: Increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access and learning of the general education curriculum and the PA Core Standards

9. Impact: Long-Term Goals • Educators: • know and can effectively teach to the PA Core Standards; • plan and deliver effective instruction that meets the needs of diverse learners in PA schools; • School leaders: • have the competencies to implement policies, practices and procedures that support the learning of all students;

10. Impact: Long-Term Goals • Parents have high expectations of achievement for all students; and, • Institutions of Higher Education prepare educators and leaders with these competencies.

11. Impact: Long-Term Goals • Students: • demonstrate growth and achievement in academic content. • engage in standards-aligned instruction using communication supports and assistive technology when needed;

12. Impact: Measurable Improvements • 142 LEA teams will have the needed skills and knowledge to maximize access to the Pennsylvania Core Standards for all students • 155 coaches who provide targeted assistance to LEA teams as they implement Project MAX • 300 administrators will demonstrate the competencies needed to lead schools that maximize access to the Pennsylvania Core Standards for all students

13. Outcomes: Measurable Improvements • One statewide network created in partnership with PTIs and CPRCs to build advocacy and leadership skills in parents of students with complex support needs, in order to foster high expectations of achievement for all students. • Twelve (12) institutions of higher education will integrate core content related to students with complex instructional needs into pre-service and master’s level work for teacher candidates.

14. Focus: Students with Complex Instructional Needs… …are a heterogeneous group of students who comprise approximately1- 3 % of the total student population in PA schools. • Parents and schools who support and educate these students may: • Have limited expectations about the possibilities for learning academic content and • Be significantly challenged regarding how provide access and learning of the Pennsylvania Core standards/general education curriculum in the least restrictive environment.

15. Focus: Students with Complex Instructional Needs • Often require significant adaptations and/or modifications to the general education curriculum in order to access and learn; • Often have significant difficulty reading and accessing grade level texts; • Often demonstrate a pattern of inconsistent progress on academic and functional skills; • Often have difficulty expressing what they know and are able to do; • May have a limited means of verbal and written communication; and • May require augmentative communication and/or assistive technology in order to access, participate and make progress in learning.

16. Goal: Educational Programs • Students with complex instructional needs should, regardless of setting and program: • Be engaged in a school schedule and program similar to peers in the same grade • Be expected to learn challenging academic content • Have an IEP that includes both academic and individualized goals with a clear description of how access to general education curriculum will be provided • Have access to instructional materials, communication supports, including AAC and AT that promote active and meaningful engagement in academic instruction.

18. Scaling Up Process

20. Project MAX Practice Profile • Standardized, systematic tool for summarizing the areas of practice, core components and requirements of Project MAX. • Describes what maximizing access and learning of the general education curriculum looks like for students with complex instructional needs.

21. Project MAX Practice Profile • Serves as a roadmap/blueprint for the implementation of Project MAX • Describes the core components of Project MAX implementation • Professional development will support the implementation of all six areas of practice • Teams will identify areas of strength and areas for improvement for customized support

22. Project MAX Practice Profile Six Areas of Practice • Leadership • Curriculum, Assessment and Instruction • Least Restrictive Environment • Individualized Student Supports • Family and Community Involvement • Collaboration and Problem Solving

23. Project MAX Practice Profile Project MAX will support teams in gaining skills and knowledge over time that move them toward optimized practice across the 6 areas of practice over time.

24. Questions and Discussion

25. Implementation and Capacity Building Model Project Max

26. Purpose • Designed to increase the capacity of schools to provide all students with maximum access to and learning of the PA Core Standards and the general education curriculum • Three to Five Year Process

27. Goals of Project MAX • Develop a culture of teaching, learning and high expectations for all students to be successful in the general education curriculum • Empower school teams with the competencies needed to support the learning of all students • Build and support schools in achieving improved academic results • Build capacity for implementing strategies and techniques that engage parents and families

28. This means, your team will.. • Be able to identify learning targets aligned to PA standards for all students • Measure and make decisions on the quality and quantity of the instruction that you are providing to all students • Engage all students in meaningful and rigorous instruction • Provide all students with skills and abilites to communicate and demonstrate what they know and are able to do

29. Who will support your LEA? • Each LEA will work closely with the PaTTAN and IU TaCs. • Provide support to LEA Leadership, Internal Coach and LEA Program • Customize the professional development and technical assistance to the school team

31. Building Capacity: Regional Teams Use of the Cascading Model for capacity building

32. Multi-Year Implementation Process

33. Multi-Year Implementation Process

34. Professional Development Cycle: Year One of Implementation PD Topics: Components of Standards-Aligned Unit Planning Process December Instructional Materials

35. Questions and Discussion

36. Developing the Team Project MAX

37. Participation Criteria • Readiness: • Success in implementing school-wide practices (e.g., PBIS, RTII) • PD related to academic instruction for students with complex instructional needs • Agree to develop and use a Project MAX implementation plan to analyze progress and problem solve barriers. • Interested in ensuring that all students have access to and is learning the general education curriculum and the PA Core • Able to commit the project for a minimum of 3 years • Able to identify and provide release time for an internal coach

38. Project MAX Team Members LEA IU Full team involvement Internal coach Special Education Leader Curriculum Leader Supervisor(s) Special Educators Content Expert Related Service Personnel Family • Full team involvement • Internal coach • Special Education Leader • Curriculum Leader • Principal • Special Educators • General Educators • Related Service Personnel • Family

39. Team Composition • Carefully and thoughtfully crafted • Each member plays a meaningful and active role in Project MAX implementation • Including parent/family member • Project MAX will start implementation within one building or program but want the team to have a systems view to result in long-term change across the LEA or IU

40. Family Role on Project MAX Teams • Ensure that the family perspective is included: • Needs assessment and prioritization of improvement • Develop and engaged in implementation of Project MAX • Encourage and support engagement of other families in the LEA/IU through leadership and advocating for positive systems change

41. Family Role on Project MAX Team • Should be a family member of a student with complex instructional needs • Authentic, respected and valued member of team • Perspective is included in decision making • Participation in meetings

42. Commitment • Participate in the project for a minimum of three years. • Introductory webinar • Full team involvement and participation in the Intensive Summer Institute: August 4th to 7th in Hershey • Monthly 2 hour On-Site Professional Development • Monthly 2 hour On-Site Team Meetings LOTS OF WORK BUT LOTS OF SUPPORT

43. Commitment • Ensure that the team is comprised of required team members • Identify at least one individual who will serve as the internal coach • Additional training for internal coaches • Full team participation in the ongoing professional development

44. Role of the Internal Coach • Works closely with IU TaC and PaTTAN to build capacity within team • Coach teachers on effective standards aligned instruction • Provide professional development • Assist in the collection and analysis of data • Support planning and problem-solving • Non-evaluative

45. Internal Coach Time Commitment • At least 3-4 days/month serving in this capacity. • 1-2 days/month – coaching the teachers and staff • 1-2 days/month – receiving or providing professional development • 1-2 days/months – analyzing data to assist the team

46. Commitment • Submission of baseline, ongoing and end of year data • Maximize access to the Pennsylvania Core Standards for all students with complex instructional needs, regardless of educational placement • Recruit parents of students with disabilities to receive training and to participate in the statewide network of parents.

47. Commitment • Complete the Project MAX Practice Profile Implementation Rubric (August – Dec) • Create an Implementation plan that identifies at least four substantive action steps that will move the school/program closer to optimized practice. (by December) • Schedule monthly PD sessions, monthly team meetings and suppot

48. Stipends • Participating LEAs and IUs will receive funds to support collaborative team meetings, professional development, summer professional development, instructional resources and technology

49. Questions and Discussion

50. Data and Evaluation Project MaX