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Significant Disabilities State Leadership Team March 21, 2012

Significant Disabilities State Leadership Team March 21, 2012. Agenda. Welcome & Introductions Setting the Foundation Thomas Mayes Integrated Systems of Support State-Wide Professional Development Infrastructure IAA Process Dynamic Learning Maps Update Five Year Plan Workgroups

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Significant Disabilities State Leadership Team March 21, 2012

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  1. Significant Disabilities State Leadership Team March 21, 2012

  2. Agenda • Welcome & Introductions • Setting the Foundation • Thomas Mayes • Integrated Systems of Support • State-Wide Professional Development Infrastructure • IAA Process • Dynamic Learning Maps Update • Five Year Plan • Workgroups • Next Steps

  3. Checking-In…

  4. Vision & Purpose of GroupThrough your collective expertise… Create and support… • Statewide System of Integrated Support • Learning and PD that supports teachers in delivering aligned instruction of the Iowa Core that leads to • Eliminating the Achievement Gap • Meaningful Adult Outcomes • Action Plan

  5. Where Are We Going? • Governor's Blueprint • Iowa Core • RTI Structure • Where do Students with Significant Disabilities Fit? • GSEG Dynamic Learning Maps Assessment Consortium(DLM) • Next Generation Alternate Assessment • Common Core Essential Elements • Marty’s Charge • It’s Time to Go to Work Where are We Going?

  6. Support early intervention and more uniform measurement • Implement Positive Behavioral Interventions and Supports • Get buildings ready to engage in Response to Intervention • Help teachers write goals aligned to grade level performance • Help teachers interpret progress data • Support instruction: what do teachers do when students are not making progress?

  7. Delivering the Promise • 100% of schools will • Have a culture of accommodations and inclusion • Use data to target resources

  8. Delivering the Promise • 100% of Students will • Be taught content they were not exposed to at home but need to know • Feel connected at school • Have the choice of post-secondary or career

  9. Delivering the Promise • 100% of IEP goals will be grade referenced and frequently monitored • Instruction will be evidence-based and changed base on response- to- instruction

  10. Delivering the Promise- Professional Development Infrastructure Outcome • 100% of Educators will… • Know and understand their job • Feel supported in their work • Be part of a team

  11. Integrated System of Supports

  12. Components

  13. Components

  14. Content • All Children are included in Iowa Core Standards • Students with Significant Disabilities-Students with Complex Support Needs • Essential Elements • Iowa Alternate Assessment

  15. Components

  16. Instruction • All Children Perform the General Curriculum • The link is hard to align instruction to the Iowa Core • Teachers require more support and have more need • They require someone to help them with instructional supports

  17. Instruction-IEP Supports • Teachers need support in…. • Understanding the relationship between academic goals and expanded core • Standardized IEP Goals • Using Data

  18. Components

  19. Assessment • Because the majority of our students can not perform the Iowa Alternate Assessment independently in order to ensure validity of our assessment system, teachers require more support

  20. IAARoles & Responsibilities

  21. Last Fall… Building the Action Plan

  22. Last Fall….March Meeting Build the Professional Development Plan • Components • Supports/Materials • Range of Required Topics • Modes of Support • Implementation • Timeline • Evidence • Indicators • Measurements of Success

  23. Last Fall…March Meeting Create Communication Plan • Determine • Goal • Targeted Audience • Subject/Action • TimeLine • Mechanism to Disseminate • Person(s) Responsible

  24. RTI Students with Significant Disabilities

  25. Take a step back….

  26. Equity

  27. Steps in Managing Complex Change

  28. Vision Definition of Equity • In small groups discuss why there is a need for state-wide equity in the delivery of professional development • Shared Perspective & Understanding • Share out

  29. Definition of Equity Skills Incentives Resources • In small groups discuss how equity will be used to craft state-wide professional development • Getting better at what we are doing • To keep going in the right direction • What things are most important • Share out

  30. Definition of Equity ACTION PLAN • In small groups discuss what a state-wide infrastructure should be to ensure equity in the delivery of professional development • How does it • Work • Look like • Come together • Share out

  31. Iowa Alternate Assessment Update

  32. Analysis • What hasn’t worked • What would have made it work • What will it take to work • Input for IAA workgroup

  33. Sea Change

  34. Dynamic Learning MapsAlternate AssessmentConsortium Next Generation Alternate Assessment

  35. Dynamic Learning Map Consortium

  36. http://dynamiclearningmaps.org/

  37. Dynamic Learning Maps (DLM)

  38. Learning Maps • http://www.youtube.com/watch?v=WtJhGJ-Ummk • Multiple pathways to learning

  39. Five Year Plan

  40. DE: 2012-2013 • Spring – Fall 2012-Planning for Deployment of Iowa Core (Common Core) Essential Elements -Iowa Core AEA Network and Iowa Core AEA ELA & Math Content Groups • Summer 2012- Development of Literacy PD Modules-UNI (in negotiations • Summer 2012- Development of Literacy Survey- teacher knowledge, practice, disposition/ Rubric and Observational protocol –UNI (in negotiations) • Summer 2012- Framework for Effective Instruction- AEA 9 & Development of PD Module • Summer 2012- Special Education Mega Conference • Fall 2012- Creation of State Literacy Team for Students with Significant Disabilities • Fall 2012- Deployment of Communication PD Module- Creating Communication Communities (UNI)

  41. DLM 2012-2013 • June 2012 Pilot Testing Begins • CCEE’s ELA/Math Content PD • September 2012 Learning Maps Developed

  42. State Leadership Team • Spring 2012- Leadership Team develops State PD Infrastructure plan • For deployment of PD Essential Elements • Prepare for other PD being developed • Spring 2012- Leadership Team Workgroups • IAA Process • Iowa Core Essential Elements • Develop Healthy Index -Alternate Assessment • Other • IEP • Iowa Core Model Units • Framework for Effective Instruction Process • Life Application

  43. Professional Learning Opportunities

  44. Break

  45. Work Groups

  46. Work Groups Healthy Index

  47. Special Education Mega Conference Day 2Dynamic Learning Maps • Empowering Students for the New Frontier: College and Career Readiness There will be a discussion of “What does it mean to be College and Career Ready” for students with significant cognitive disabilities? Presenters will address related questions about what postsecondary opportunities are available for students with significant cognitive disabilities and how assumptions and expectations have changed for these students over the past 10 years.

  48. Special Education Mega Conference Day 2 David Koppenhaver • You Can’t Get There from Here: Functional vs. Thoughtful Literacy • There is no denying that many children with significant disabilities struggle in learning to read and write. There have been a variety of responses to these struggles, which sift themselves into two broad stances: blame the victim or blame the environment. Blaming the victim rests on an assumption that disability and inability are synonymous. Curricula, instruction, and expectations are then reduced to levels that dramatically reduce the possibilities of learning to use print in personally meaningful ways. • Blaming the environment, on the other hand, rests on an assumption that disability and ability are synonymous. If it goes no further than blame, it produces few positive changes and substantial rancor. If it goes beyond blame toward identifying barriers and developing solutions, positive outcomes can result. • In this presentation we will examine the influence of these ideas in the lives of children with disabilities learning to read and write. We will then examine a variety of methods and tools for helping children with disabilities not just to complete school-based literacy activities but, more important, to use literacy thoughtfully to achieve their own ends.

  49. Special Education Mega Conference Day 3David Koppenhaver • Reading on Purpose: Supporting Text Comprehension in Students with Significant Disabilities • Reading with comprehension is a significant difficulty for many students with disabilities. The challenges for educators seeking to address this difficulty are many. Special education curricula focus largely on letters, sounds, and words, not comprehension. Intervention programs assume all students need the same basic skills in order to progress. Teachers in inclusive classrooms find the range of reading comprehension performance imposing. Older children who struggle find it difficult to read texts on topics that interest them, and aren’t interested in texts that are appropriately difficult but written for younger children. • In this presentation we will reframe the purpose of reading comprehension instruction, focusing on informal assessments and basic elements of best practice. We then will examine lesson planning and a framework for creating meaningful comprehension lessons. Participants will be guided in generating purposeful lessons and considering ways of meeting the instructional needs of readers of diverse abilities.

  50. Special Education Mega Conference Day 3 • Iowa’s work • UNI Communication & Literacy Projects • Supporting Families/Family Panel

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