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Illinois Regional Consultants: AKA Model Classrooms and Mentor Teachers

Illinois Regional Consultants: AKA Model Classrooms and Mentor Teachers. Michelle Clyne, Coordinator Project Reach: IL Deaf-Blind Services. Welcome to Illinois!. Largest city - Chicago. But also very rural. There are 3.2 FTEs to cover the state.

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Illinois Regional Consultants: AKA Model Classrooms and Mentor Teachers

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  1. Illinois Regional Consultants:AKA Model Classrooms and Mentor Teachers Michelle Clyne, Coordinator Project Reach: IL Deaf-Blind Services

  2. Welcome to Illinois!

  3. Largest city - Chicago

  4. But also very rural

  5. There are 3.2 FTEs to cover the state

  6. Universal, Targeted and Intensive services are offered • Universal – especially trainings through collaborative partners, articles in others’ newsletters, IS-TAC library… • Targeted – trainings to specific groups • Intensive – child-based coaching in homes and schools

  7. Classroom Observation Instrument • Used to guide student-specific TA in classrooms • Provides measurement of adult behaviors and environment • Can be used to determine “scores” in various areas

  8. Why develop Model Classrooms? • Extra “bang for the buck” for project’s intensive TA • New type of targeted technical assistance • Develops natural supports for professionals throughout Illinois

  9. Current Model Classroom locations

  10. Training for current Mentor Teachers • Provided through specific child-based technical assistance in their classrooms • June 2010 training with WDBTAP – optional college credits provided by Reach. Topics included intensive deaf-blindness training and coaching • Gift bag included flash drive loaded with NCDB Teacher packet and Project Reach Mentor Teacher Coaching Manual

  11. Teacher Packet Begin with a Letter Customize this letter template as an introduction. All Packets NCDB Brochure or Contact NCDB directly for brochures.    In Spanish NCDB Bookmark or Contact NCDB directly for bookmarks. State Project Brochure/Info State Project Information State Resource Fact Sheet State Project Newsletter Children Who Are Deaf-BlindIn Spanish Overview on Deaf-BlindnessIn Spanish

  12. Customize With Information on Communication Talking the Language of the Hands to the HandsOther Languages Harmonious InteractionsIn Spanish Communication Interactions: It Takes TwoIn Spanish Developing Concepts with Children Who are Deaf-Blind In Spanish Customize With Information on Educational Programming Teaching Strategies and Content Modifications for the Child with Deaf-Blindness The Roles and Responsibilities of Team Members for a Student Who is Deaf-Blind Documenting Modifications in the IEP for the Student with Deaf-Blindness IEP Quality Indicators for Students With Deafblindness Developing an Effective IEP for Children with Deaf-Blindness: A Parent Mini-Guide TransitionIn Spanish Customize with Information from Selected Topics Communication Assessment - Overview Educational Practices Interveners IEP Development

  13. Project Reach Mentor Teacher COACHING MANUAL • Definitions of coaching • Characteristics of coaching • Reflective questions list • Mentor Teacher/Model Program Procedures • References • Mentor Teacher/Model Program Letters and Forms (individualized signed forms)

  14. How are visits arranged? • Generally, project specialists “introduce” potential visitors to mentor teachers • Each building’s and classroom’s visitor procedures are followed. • Visitors complete CPDU reflection paper and evaluations of experience, as well as evaluation of total TA.

  15. Costs involved – NONE! • Model Classroom staff and teachers all volunteer to receive visitors • Visitors pay own transportation costs individually or through job • Visitors receive professional development credits

  16. What’s worked? • People eager to be selected • Cooperation of all levels of staff • “Carrot” for programs that would LIKE to be included • Having this as one of many TA options

  17. What has not worked • Teachers/students moving/moving on • Difficulty getting a “variety” of students and programming options • Visitors getting release time • Visitors being able to travel

  18. Future plans • Selection of more classrooms/teachers to invite to participate • Videoing highlights from model classrooms to be sent to TA recipients • Possible product – link videos to COI so people have a visual representation of “achieved” for many items (include student footage and teacher interview) • List serve for participants to continue collaboration • Continue to look for flexible ways to use these rich resources

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