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Special Education For Administrators

Special Education For Administrators. Module 2 Improving The Instructional Program. 1. Module 2 Agenda:. Day One: Focus Activity Norms of Operation Exceptionalities and Action Research Assignment Walkthrough & Epstein ’ s Model of Partnerships Setting Direction

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Special Education For Administrators

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  1. Special Education For Administrators Module 2 Improving The Instructional Program 1

  2. Module 2 Agenda: Day One: • Focus Activity • Norms of Operation • Exceptionalities and Action Research Assignment • Walkthrough & Epstein’s Model of Partnerships • Setting Direction • Leading the Instructional Program • Future Trends in Special Education Day Two: • IEPs and Instructional Leadership examined • School Effectiveness Framework – Components 2 and 4 • Inclusion/Segregated Classes • Mental Health • Post and Pre Assignments 2

  3. Norms of Operation • Go slow to go fast • Listen and speak with an open mind • Take risks • Respect others and ourselves • Leave positions at the door • What we say here stays here • Begin, end, and transition on time

  4. Quote to share… • Read the following to yourself: Effective principals do not allow managerial tasks to consume their days. They create adequate time to focus on being the instructional leaders of their schools. It is the key part of their job. • Discuss with an elbow partner how you demonstrate that you are an instructional leader for your students with special needs. 4

  5. Voices of Our Students and Parents Reach Every Student • http://www.youtube.com/watch?v=vNZVV4Ciccg&feature=related • http://www.thestar.com/living/article/1126164--the-maternit21-ltd-test-could-make-people-with-down-syndrome-a-rarity • http://resources.curriculum.org/secretariat/framework/curriculum7.shtm Grade 7/8 Length 3:53l What’s your view?

  6. The Leadership Framework • Inspire a shared vision of leadership in schools and boards • Promote a common language that fosters an understanding of what leadership and what it means to be a leader • Identify the competencies and practices that describe effective leadership and guide professional learning 6

  7. Strategies For the Principal as Improving the Instructional Program in Special Education Walk-Through CrucialConversations PLTs GroupLearning FocusedTaskForces Leader’s Strategies BookReviews Talented and Gifted MentoringMatters CommitteeLeadership ThinkingBreakfasts PeriodicalsPeriodically

  8. Leadership Framework • Review the Leadership Framework • Improving The Instructional Program • On your own identify two or three goals that are personal to your work in your school today with a focus on special education. Wildly Important Goals (WIGS) • How will your Personal Leadership Resources – social, cognitive, and psychological drive your work? • Think- Pair- Share your goals

  9. Review of Group Assignment Categories of Exceptionalities • Research in a group of two/three an area of exceptionality as identified in the Education Act Include the following: • Category of exceptionality including the Ministry criteria: e.g., intellectual, deaf/hard of hearing • Definition of the exceptionality: Ministry and Board • Student learning: strengths and challenges • Instructional, environmental and assessment/evaluation strategies for accommodation integration and inclusion • Differentiation of instruction and learning • Differentiation of assessment for, as and oflearning. 9

  10. Group Assignment Categories of Exceptionalities • Based on the exceptionality what are best practices? • What would a demonstration classroom for this exceptionality look like, sound like, feel like? • How as the principal or vice principal will you utilize change theory to move your school forward in terms of best practices for students with this exceptionality? • What would be the best resources for students with this exceptionality? Include community, school, and web based. • Discuss the manifestations of behaviour that may be seen with this exceptionality. How as a principal or vice principal would you mitigate discipline based on the exceptionality? Develop a case study and discuss how you would mitigate based on the case you develop. • How will you engage parents? Use Dr. Joyce Epstein’s six types for parent and community partnerships as your framework. • Research and discuss the intersection of race, socio-economic status (SES) and identification of a disability. • Design a Walkthrough for ISP classrooms for students with this exceptionality. 10

  11. Categories of Exceptionalities • Presentation of Final Product • Experiential activity so that the audience knows what it feels like to have the exceptionality that you are presenting. (10 to 15 minutes) • PowerPoint presentation to staff, parent community with handouts. (10 to 15 minutes) (emailed to all) • Walkthrough with handouts (10 to 15 minutes) • Each candidate will provide a one page personal reflection based on key concepts from this exercise including next steps for personal growth to be submitted to the instructor. • Reflection and PowerPoint documents are to be submitted to the instructor electronically. • Be prepared to share your research and information with the group during Modules 3 and 4. 11

  12. Academic Success Cultural Competence Critical Consciousness Culturally Relevant and Responsive Pedagogy • Theoretical Underpinning: • caring for students (academic, social and emotional well being) • Growth is expected in academics and behaviour • Necessary supports are provided • High-Yield Teaching Strategies • Precise and Consistent Assessment AS & FOR Learning • Asset based approach to families/communities-not deficit • Utilize Students’ Cultures as a Vehicle for Learning • Connections to Knowledge of Families and Communities • Student’s Social Identities and Lived Realities are Valued and Respected Culturally Relevant Pedagogy Students develop a broader socio-political consciousness Students critique the cultural norms, values, mores, and institutions that produce and maintain social inequities Gloria Ladson-Billings

  13. Walkthrough Equity Walkthrough Template https://www.principals.ca/stream/video/launchVid.aspx?vidID=21Stop on It’s Up to You

  14. Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 THE KEYS TO SUCCESSFUL SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS DR. JOYCE EPSTEIN’S SIX TYPES OF INVOLVEMENT PARENTING:Assist families in understanding child and adolescent development, and in setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. COMMUNICATING:Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. VOLUNTEERING:Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs. LEARNING AT HOME:Involve families with their children in learning activities at home, including homework, other curriculum- related activities, and individual course and program decisions. DECISION MAKING:Include families as participants in school decisions, governance, and advocacy through School Council, committees, action teams, and other parent organizations. COLLABORATING WITH COMMUNITY:Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.

  15. Epstein – School, Family, Community Partnership Special Education Department Parenting • Offer 6 week discussed based course on parenting “my child with special needs” • Information regarding parenting the child with special needs is available on the website Communication • Special Education Plan/ Board Improvement Plan • Presentations on IEP/IPRC/Shared Solutions – giving voice; also shared on DVDs • Website • Brochures • Ward meetings • Good news stories • Conferences • Procedures Volunteering • On committees, in special education classes, on SEAC, in integrated settings, class parents, partnering Learning at Home • How I can help my child at home by exceptionality  format Webcasts, Curriculum Services Canada • Present workshops on Strength Resiliency Training • Assistive technology workshops/website information • Access to assistive technology at home – Read and Write Gold Decision Making (empowerment, active role) • Identification Placement Review Committee (IPRC) – original IPRCs and yearly reviews • Parents involved on committees • Shared Solutions • Visioning • Advocacy and Empowerment Collaborating with the Community • Individual Education Plans (IEP) Collaboration • Parent/staff meetings re ongoing issues • Special Education Advisory Council (SEAC) • Agency Partnerships • Home - School/School - Home Partnerships

  16. ELEMENTARY & MIDDLE SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships toIMPROVE MATH SKILLS by 3% MATH GOAL

  17. HIGH SCHOOL EXAMPLES for a One-Year Action Plan for Partnerships toIMPROVE POSTSECONDARY PLANNING COLLEGE & CAREER GOAL TYPE 1 Workshops for parents and students on course credits and requirements for high school graduation, financial aid, pathways, and career planning TYPE 2 Series of DVDs for families to learn about high school graduation requirements and postsecondary planning TYPE 3 Field trips for students and parents to apprenticeship programs, local colleges and universities TYPE 4 Interactive homework that requires students to discuss their academic goals and career plans with a family partner and to outline strategies for reaching these goals TYPE 5 A postsecondary planning committee of parents, teachers, and students to implement a series of activities on career options from 9th to 12th grade TYPE 6 “Careers” club linking students and families with alumni from the school to increase knowledge and actions on postsecondary pathways and opportunities …AND MANY OTHER IDEAS FOR EACH TYPE OF INVOLVEMENT

  18. Debrief • Look at the elementary and secondary examples of work plans and how this relates to you as a principal. • What would you be able to do in your school regarding students who have special education needs? • What further support do you need to use the Walkthrough Framework and the Epstein Model?

  19. Review - Option 1 Collaborative Inquiry • Select an exceptionality to focus on. • Decide on your question. • Provide a rationale for the investigation. • Gather baseline suspension data – your school and TDSB. • Examine your office referrals and behaviour patterns of students with this exceptionality. • Design a questionnaire and/or use interviews or surveys to obtain data. Gather and analyze the information. • Research this exceptionality in terms of behavioural manifestations that may arise due to the exceptionality. For example, Exceptionality: Behaviour OCD, ODD, and ADHD. Create an annotated bibliography. • Examine two students’ IEPs who have been frequently suspended with this exceptionality for SMART goals and personalized and precision teaching. Share your reflections on the IEPs. • Reflect on equity issues. • Provide professional learning for your staff or for a school staff on the manifestations of the behaviour. Submit a workshop that you will use with staff. • Write a final report including appendices of tests, surveys, questionnaires, etc administered in your inquiry

  20. Review - Option 2 Collaborative Inquiry • Develop a question • Share a rationale for the investigation. • Candidate selects two students – identified exceptional • Review IEPs • Complete an OSR review for each student. • Analyze IEPs for SMART Goals, specificity/instructional strategies, detail in IEP/ personalized/ precision • Investigate the instructional strategies in the classrooms • Decide on how and where change much be implemented and develop a plan • Investigate the progress of the student (diagnostic, formative, summative) • Interview the parents/guardians • Interview the students • Interview the teachers and the special education teams • Analyze the information gathered • Research best practices, conduct a literature review and submit an annotated bibliography. • Reflect on equity issues. • Work with the teacher/team/parents to implement personalized and precise teaching strategies • Assess progress • Decide on next steps • Write a final report including appendices of tests, surveys, questionnaires, interviews, etc administered in your inquiry

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  22. School Effectiveness FrameworkComponent 2…School and Classroom Leadership… A support for school improvement and student success! 22

  23. School Effectiveness FrameworkComponent 4…Curriculum, Teaching and Learning… A support for school improvement and student success! 23

  24. Leadership Reflect while viewing the clips from the SEF and be prepared to share: • Have you observed the instructional practices being used for your students with special needs and if so, what did you learn? • Have you fostered leadership/created many leaders to provide the needed supports for your students with special needs? • In what ways have you facilitated staff planning and learning together to further the success of your students with special needs and did you attend the PLC with your staff? • In what ways have you specifically supported best practices/ high quality instruction for students with special needs? • How have you enabled co-planning, co-teaching and co-assessing that supports students with special needs? 24

  25. School Effectiveness Framework • Component 2: School and Classroom Leadership • 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning • http://www.curriculum.org/secretariat/framework/leadership4.shtmlStreaming WMV Option Length 2:28 25

  26. Leadership and Student Learning After teaching, the second most influential factor on student learning is leadership (shared; formal and informal). Most-effective leadership dimension:  promoting and participating in teacher learning and development Vivian Robinson, 2007, School Leadership and Student Outcomes: Identifying What Works and Why in Earl and Katz, Creating a Culture of Inquiry in Blankstein, 2010: Data Enhanced Leadership 26

  27. Component 4 Curriculum, Teaching SEF - Component 4 Curriculum, Teaching and Learning Indicators: • Reinforce the importance of teaching and learning through alignment of curriculum, instruction,assessment and resources in order to meet the diverse learning needs of students. Grades 9–12 http://resources.curriculum.org/secretariat/framework/curriculum5.shtml Streaming WMV OptionLength 2:32 • Develop policies and funding to help ensure that learning resources are current, culturally relevant and inclusive.http://resources.curriculum.org/secretariat/framework/curriculum6.shtml Streaming WMV OptionLength 2:20 • Timely and tiered interventions, supported by a team approach, respond to individual student learning needs. http://resources.curriculum.org/secretariat/framework/curriculum6.shtml Grades 7–8 Streaming WMV OptionLength 2:05

  28. Student Work “One of the most powerful ways to ensure that any (learning team) stays focused – whether within or across schools – is by making sure that it is anchored by actual student work.”p. 76 “Having actual student work is at the center of the collaborative inquiry exercise. It creates the opportunity for evidence-driven, focused professional learning conversations.”p. 76 Katz, Earl, Jaafar, 2009 (Corwin) 28

  29. Professional Learning Cycle For each unit/module: PLAN • examine student data and work to identify areas of need • determine/access professional learning in order to address areas of student need and to differentiate to reach all ACT/OBSERVE • implement, adjust, engage in professional learning, share practice REFLECT • examine student data and work to determine impact, lessons learned, next steps for student and educator learning • STUDENT LEARNING • EDUCATOR LEARNING 29

  30. OBSERVE – SHARED PRACTICE SCENARIOS • “They are not just accountable for creating the conditions in which results might happen – accountability presumably resting with teachers – but rather they are responsible to ensure that results do happen.”Ken Leithwood • Please see handout • Co-assessing Student Work • Co-teaching • Peer Observation • Marker Students/Data and Evidence 30

  31. Debra King identifies six tasks that comprise Instructional Leadership -The Principal: • Leads learning • Participates in regular, collaborative, professional learning experiences, working with teachers in adult learning activities, and developing a broad knowledge base in curriculum, instruction, and assessment • Focuses on teaching and learning • Helps teachers improve instructional practices and makes student achievement the school’s highest priority • Develops leadership capacity • Distributes leadership responsibilities to include those who have no formal leadership roles and provide regular opportunities for all stakeholders to share what they are learning about their practice 31

  32. Creates conditions for professional learning • provides regular opportunities for stakeholders to work on teaching/learning issues • allocates time during the school day to work on teaching/learning issues • participates with colleagues to give and receive feedback about performance • Uses data to inform decisions • collects and uses data from a variety of sources • works with a variety of stakeholders to interpret and create improvement plans • answers questions about student achievement and trends in achievement • Uses resources creatively • uses time, money and people to foster school improvement • uses the school schedule to support student achievement 32

  33. Instructional Leadership Activity: • Think first of what you are doing currently in each category (1-6) • What are you doing in your school to demonstrate your instructional leadership for students who have special needs? Think about your personal practice. • You will be then sharing on a Consulting Line… 33

  34. Consulting Line…. Candidates stand opposite one another Each have 2 minutes to “Give and Get One” Then everyone rotates one person to the left 34

  35. Future Trends in Special Education • Individual Presentations to share trends • Handouts 35

  36. Ministry of EducationDistrict Reviews • The SEF is the lens for school improvement province wide • Candidates are expected to collate the School Effectiveness Framework placemats completed in each module as evidence of school improvement goals in preparation for their school district review • As well, goals selected for your school should be highlighted on the general overview sheet 36

  37. Special Education OverviewMinistry of Education Strategic Directions • Overall Goals • High levels of student achievement • Reduced gaps in student achievement • Increased public confidence and support for public education • Special Education Policy and Programs Branch (SEPPB) • Goals for Special Education • Improved outcomes for students receiving special education • Increased capacity of schools to effectively meet the needs of a variety of learners in settings ranging from typical to intensive support classrooms • Improved balance between a focus on teaching and learning, and the need for appropriate process, documentation and accountability • More cooperative connections between schools and families of students facing learning challenges; promoting a positive environment 37

  38. Individual Education Plans • The Special Education Policy and Programs Branch (SEPPB) has now posted 50 IEP samples on the Council of Ontario Directors of Education (CODE) website • http://www.ontariodirectors.ca/IEP-PEI/index.html • http://www.ontariodirectors.ca/IEP-PEI/IEP-PEI_Eng_Downloads/Sept-09/Autism%20-%20elem%20-.pdf • http://www.ontariodirectors.ca/IEP-PEI/IEP-PEI_Eng_Downloads/DD_Elm.pdf • http://www.ontariodirectors.ca/IEP-PEI/IEP-PEI_Eng_Downloads/MID-Sec.pdf • http://www.ontariodirectors.ca/IEP-PEI/IEP-PEI_Eng_Downloads/Sept-09/gifted%20-%20sec%20-.pdf • The samples are written using the provincial electronic IEP template • Professional Activity Day resources to support IEPs are available on the CODE website which may be found at: • http://www.ontariodirectors.ca/PA_Day/index_en.html

  39. Improving The Instructional Program Through IEPs • IEP journeys tell the story of one of the students selected including: • The process that was used to gather data to be used to inform your decision making • How did you use the data to construct the IEP? • How was the School Support Team used? • Describe the IPRC process if the student was brought to IPRC“Do we have the will to educate all students?” Asa”Do we have the will to educate all students? Asa Hilliard (1991) Hilliard (1991)

  40. Levelling IEPs Candidates will review an existing rubric and add to the rubric missing components in order to level the IEPs Some possibilities of missing components: • Use of SMART Goals • Precise/personalized to the child

  41. DOING KNOWING IEPs AND CHANGE THEORY • Staff may see barriers to implementing IEPs due to changes that need to occur in the instructional practices • Consider how you might use your knowledge of change theory to support the changes that need to occur • “If you don’t like change, you’re going to like irrelevance even less.” • General Eric Shinseki, former U.S. Army Chief of Staff 42

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  43. School Effectiveness Framework School and Classroom Leadership Component 2 and Curriculum, Teaching and Learning Component 4 • Review the goals outlined in Component 2 and Component 4 • Think of your Wildly Important Goal (WIG) • Select the goals that fit with your WIG, School and DSB goals for these areas in relation to Special Education • Complete both charts with one or two focus areas for each component • Share with your elbow partner key issues for change! 44

  44. Strategies Principals can use to eliminate the following barriers to Student Achievement: Your view – what is best for students with special needs? Share your thoughts with a think-pair-share. • School structures that marginalize, segregate, and impede achievement, such as pull out programs • A deprofessionalized teaching staff who could benefit from focused staff development • A school climate that needs to be more welcoming to marginalized families and the community; and • Disparate student achievement levels

  45. Special Education and Mental Health Schools and school boards play an important role in promoting awareness, prevention, and early intervention, and in connecting students to community services, the strategy explicitly recognizes the need to build school-based capacity in this area. Supporting Minds http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf

  46. New Ministry Policy Memorandum • The Ministry of Education has just released Policy/Program Memorandum 156: Supporting Transitions for Students with Special Education Needs. “A transition plan must be developed for all students who have an IEP, whether or not they have been identified as exceptional by an IPRC and including those identified as exceptional solely on the basis of giftedness. The transition plan is developed as part of the IEP.” • The requirements of this memorandum take effect September 2, 2014. • What steps will you to take to prepare your staff for implementation • View PPM 156 http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf

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  48. POST ASSIGNMENTS ( 5 HOURS) Reflective Journal: • Identify three key areas of learning from Module 2 and outline how you have implemented the content or strategies in your daily practice and how each demonstrates the connections to the personal goals you identified in the OLF and the component(s) reviewed in the SEF. Do Schools Kill Creativity? Ken Robinson from Ted Talks View TED Talk • Candidates are asked to view the TED TALK webcast, and then complete the Module 2 discussion topic: Do Schools Kill Creativity. • Identify a time how your LEADERSHIP has created a culture in which creativity thrives and is actively nurtured and supported in and outside of the classroom. Complete the following assignments as directed by your Instructor • Ontario Leadership Framework Chart 2013 • SEF Component 2 - School and Classroom Leadership • SEF Component 4 - Curriculum, Teaching and Learning

  49. MODULE 3 PRE-ASSIGNMENTS ( 5 HOURS) All pre-assignments are located at www.principals.ca in “my folder” SPECED ACCESS

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