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Support Team Education Plan (STEP) & Minor Adjustment Plan (MAP): An Inclusion Model

Support Team Education Plan (STEP) & Minor Adjustment Plan (MAP): An Inclusion Model

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Support Team Education Plan (STEP) & Minor Adjustment Plan (MAP): An Inclusion Model

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  1. Support Team Education Plan (STEP)& Minor Adjustment Plan(MAP):An Inclusion Model Toni Vrdoljak St. Mel School December 12, 2008

  2. Table of Contents Introduction to Concerns....................................................................... 5 Stages of Concerns: • Awareness Stage......................................................................6 • Informational Stage................................................................8 • Personal Stage.........................................................................10 • Management Stage.................................................................25 • Consequence Stage.................................................................32 • Collaboration Stage................................................................35 • Refocusing Stage....................................................................37 STEP/MAP Guide

  3. Could you have had these students? • Preferred to play own compositions • Fired by a newspaper editor for “lack of ideas” • Did not speak til 4 years old, did not read til 7; described by teacher as “mentally slow, unsociable, and adrift in own foolish dreams” • Encouraged to find work as a servant STEP/MAP Guide

  4. Who would have guessed? STEP/MAP Guide

  5. What are your concerns with inclusion? Concerns about a change typically progress through stages in a developmental manner (Hord, Rutherford, Huling, & Hall, 2008): • This does not concern me. • I would like to know more about it. • How will using it affect me? • I already seem to be spending a lot of my time getting materials ready. • How will it affect my students? • I am concerned about coordinating what I will do with what my colleagues do. • I have some ideas that would make it work even better. (Hall & Hord, 2006) • Let’s start with the first concern ... STEP/MAP Guide

  6. “O” (un)Awareness Concerns (little concern or involvement) • I have no concerns about inclusion at this time. • I am preoccupied with other things. • I actually spend little to no time thinking about it. • I have other priorities. (George, Hall, & Stiegelbauer, 2006) • Think about this ... STEP/MAP Guide

  7. STEP = Support Mission Statement: In the Catholic school setting, our mission is to teach as Jesus did. The Support Team Education Plan (STEP) is a process to address the needs of the students in our schools and to facilitate participation in the Catholic school curriculum. We are called to celebrate the unique gifts of each child, which are a reflection of God’s love. (Archdiocese of Los Angeles, Department of Catholic Schools, [DCS] 2008) STEP/MAP Guide

  8. 1.Informational Concerns(general awareness) • I know a little about inclusion. • I would like to know some more. • What will be required of me in the immediate future? • Why is this better than what we have now? (George et al.) • Briefly ... STEP/MAP Guide

  9. A General Overview • STEP 1: Classroom support • STEP 2: Team referral • STEPS 3 & 4: Notify, collect, compile • STEP 5: Support Team education meeting agenda • STEP 6: Support team education meeting • STEP 7: Action plan review meeting • STEP 8: Public school assessment (DCS) “Now you together are Christ’s body; but each of you is a different part of it.” 1 Corinthians STEP/MAP Guide

  10. 2.Personal Concerns(uncertainty about demands) • Who will be making decisions? • I would like to know how my teaching is supposed to change. • I would like to have more information on my time and energy commitments. (George et al.) • More details ... STEP/MAP Guide

  11. STEP 1: Classroom support Teacher notices a student in the classroom who struggles. • Implements available classroom and school support • Concurrently works with parents • Begins to use classroom support log (STEP Form 1) • Notifies the site administrator (DCS) STEP/MAP Guide

  12. STEP 2: Team referral Student needs additional support. • Teacher submits request for STEP referral to principal or STEP coordinator (STEP Form 2). • Teacher records strategies attempted (STEP Form 2.1) and gives information to principal/STEP coordinator. (DCS) STEP/MAP Guide

  13. STEPS 3 & 4: Notify, collect, compile Data is collected • Administrator sends STEP meeting notification form (STEP Form 3) and parent/guardian questionnaire (STEP Form 3.1) to parent/guardian. • Teacher collects documentation of the student’s current performance levels. • Student completes questionnaire (STEP Forms 4.0-4.3). (DCS) • What kind of data do I collect? STEP/MAP Guide

  14. Resources(gathering and analyzing student data) • Formative assessments • Closely tied to curriculum • Timely and frequent • Criterion-referenced (mastery; e.g., Brigance Comprehensive Inventory of Basic Skills) • Summative assessments • Test knowledge at end of instructional unit • May or may not be frequent • Either criterion- or norm-referenced (compares students; e.g., ITBS) (Slavin, 2003) STEP/MAP Guide

  15. Diagnostic Tests • Assessing Reading: Multiple Measures, 2nd Edition (Consortium on Reading Excellence [CORE], 2008) • Brigance Comprehensive Inventory of Basic Skills (Curriculum Associates, 1999) • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (University of Oregon Center on Teaching and Learning, 2008) STEP/MAP Guide

  16. STEP 5: Support team meeting Meeting agenda (STEP Form 5) • Analyze information • Determine student’s strengths • Prioritize concerns • Create strategies • Finalize action plan (DCS) STEP/MAP Guide

  17. STEP 6: Support team meeting (cont’d) Action plan (STEP Form 6) • Prioritize support strategies (classroom, school, home, outside resources) • Identify responsible persons • Develop a timeline • Set date for follow-up meetings • Complete follow-up paperwork • Schedule future evaluation (DCS) STEP/MAP Guide

  18. STEP 7: Action plan progress & STEP review meeting • Each team member uses the progress log to implement strategies and minor adjustments (STEP Form 7). • Team reconvenes to review student progress and make adjustments. (DCS) STEP/MAP Guide

  19. STEP 8: Public school assessment • Parent requests child be assessed • Request must be in writing to the local public school (STEP Form 8) • The public school must complete an assessment plan in 15 days. • Parental consent is obtained, and the public school has 60 calendar days to complete the assessment and hold an eligibility determination meeting. (DCS) STEP/MAP Guide

  20. What next?MAP: Minor Adjustment Plan • Definition of a disability: “A physical or mental impairment which substantially limits one or more of a person’s major life activities.” • “Major” life activities are impairments to breathing, speaking, walking, eating, working, and/or learning. • The Archdiocese of Los Angeles is requiring all schools to comply with the MAP process. (DCS) STEP/MAP Guide

  21. MAP: Minor Adjustment Plan • Under Section 504 of the Rehabilitation Act of 1973, the standard for a private school differs from the public school responsibility. • The standard for a public school is a “reasonable accommodation.” • In contrast, the standard for a private school is to provide a student having a disability with a “minor adjustment.” (DCS) STEP/MAP Guide

  22. MAP: Minor Adjustment PlanRequest • If a parent disagrees with the STEP outcome, and data show that a student has a mental or physical impairment that substantially limits a major life activity, the parent may request a Minor Adjustment Plan (MAP). • The teacher then refers the parent to the principal (MAP Forms A & A.1). (DCS) STEP/MAP Guide

  23. MAP: Minor Adjustment Plan • The principal notifies the area supervisor from the Department of Catholic Schools. • The principal schedules a MAP meeting with the parent, student (if appropriate), and the school STEP team (MAP Form B). (DCS) STEP/MAP Guide

  24. MAP: Minor Adjustment Plan • The STEP team, principal, and parent meet to evaluate data (MAP Form C). • If the student is eligible, a MAP is created for the student (MAP Form D). (DCS) STEP/MAP Guide

  25. MAP: Minor Adjustment Plan If the parent has a complaint: • The parent submits the complaint in writing to the principal and Archdiocesan Compliance Officer (MAP Form E). • The complaint must be made within 15 days of the event which is subject to the complaint. (DCS) STEP/MAP Guide

  26. Why do all this? • A Catholic school comprises people who have a common vision, skills in instruction, and a plan of action for change. • Students who struggle exist in all schools. • Catholic schools have always served the academic, social, and spiritual needs of students. • The STEP/MAP process will unite us in a common process. (DCS) STEP/MAP Guide

  27. 3.Management Concerns(focus on tasks) • I am concerned about organizing all this. • I have conflicts between my interests and my duties. • Can I manage all that inclusion requires? • There is a lot of paperwork; I’m concerned about that! • What about time for all that this entails? (George et al.) • Now what do I do? STEP/MAP Guide

  28. Differentiated Instruction (DI) • Based on the need for teachers to meet the needs of diverse learners. • Providing highly divergent instructional activities targeted to the learning capabilities and interests of learners. • Diversity in the class is likely to increase over the next few years, as it is in our society. (Bender, 2008) STEP/MAP Guide

  29. Guidelines for Planning a DI Lesson • Don’t differentiate lessons each and every day. • “Test the waters” of DI tentatively. • Use DI for inclusion. • Modify activities to address multiple intelligences. • When you plan one activity, plan two or three more. • Subdivide your class early and often. • Some examples ... STEP/MAP Guide

  30. DI Idea #1 Cubing • Typical of DI classrooms • Helps students see a concept from 6 points of view • Levels of knowledge are addressed (Bloom’s taxonomy) • 6-sided cube • Side 1: Describe (recall, name, locate, list) • Side 2: Compare (contrast, example, explain, write) • Side 3: Associate (connect, make design) • Side 4: Analyze (review, discuss, diagram) • Side 5: Apply (propose, suggest, prescribe) • Side 6: Argue for/against (debate, formulate, support) (Bender, 2008) STEP/MAP Guide

  31. DI Idea #2 Tiering • Instruction on the same content at varied levels of challenge • Differentiation of work expectations • Does NOT eliminate content from required standards • DOES increase emphasis on important content as backdrop for further mastery • How do I do it? STEP/MAP Guide

  32. Tiering (cont’d) • Specify the learning styles of students and tailor the lessons to a variety of styles. • Plan multiple lesson formats for SOME lessons, not for EACH lesson. • Offer multiple optional assessment plans, with student choice as to how they wish to demonstrate competence (e.g., performance or portfolio assessments with rubrics). (Bender) STEP/MAP Guide

  33. DI Idea #3 R.A.F.T. • Student takes on a Role, for a specified Audience, in a certain Format, in regard to a Topic. • Causes students to think at increasingly higher levels about an essential idea in a unit of study. • By varying the RAFT elements, teachers can address differences in student readiness, interest, and learning style. (Tomlinson & McTighe, 2006)

  34. 4.Consequence Concerns(impact in my classroom) • I am concerned about my students’ attitudes. • How will inclusion affect my other students? • How will I know this is working? • I want them to be excited and share responsibility. • I would like my students to help make decisions. (George et al.) • We are together in this in order to ... STEP/MAP Guide

  35. Develop Communities of Respect • Classrooms are small universes; we learn to accept and appreciate one another’s differences, or, we learn to resent and be suspicious of differences. • We learn to celebrate one another’s victories and support one another’s efforts, or, we learn to compete in ways that undermine those with whom we share our time and space. (Tomlinson & McTighe) • What can I do? STEP/MAP Guide

  36. Community of Respect • Attend to each student in ways that communicate respect. • Seek out and affirm the unique abilities of each learner. • Elicit and value multiple perspectives. • Make sure all students are called upon to participate. • Design tasks that enable each student to contribute. • Seek and respond to students’ ideas about how to foster respect. (Tomlinson & McTighe) STEP/MAP Guide

  37. 5.Collaboration Concerns(coordination with colleagues) • I would like to help other teachers with this. • Could I see how other teachers or schools manage inclusion? • I would like to share my new skills with others. • I would like to collaboratively plan with other teachers. • Would coteaching be an effective way to instruct? (George et al.) • What are some ideas? STEP/MAP Guide

  38. Learning Community of Teachers • Consultants: A support person (i.e., aide) provides assistance enabling teacher to reach all students. • Parallel teaching: A support person (i.e., resource teacher) and teacher rotate among groups of students. • Coteaching: A support person teaches alongside the teacher, sharing responsibility for the lesson and students. (Villa & Thousand, 2005) STEP/MAP Guide

  39. 6.Refocusing Concerns (ready for even more change) • I recently learned of some other teaching approaches that might work better. • I am concerned about incorporating them with the inclusion strategies I have been using. • How can I revise or replace my teaching approaches to possibly improve on them? • How can I supplement or enhance my inclusion strategies? (George et al.) • What should I do? STEP/MAP Guide

  40. Professional Improvement Plan • Read professional journals. • Take courses for professional growth. • Attend conferences where innovative ideas are presented. • Talk with your colleagues about other teaching strategies. • Reflect on your efforts as you improve. • Make a presentation to your faculty. (Bender) STEP/MAP Guide

  41. References • Archdiocese of Los Angeles, Department of Catholic Schools. (2008, June). STEP and MAP: Inclusion process training. • Bender, W. N. (2008). Differentiating instruction for students with learning disabilities (2nd ed.). Thousand Oaks, CA: Corwin. • George, A. A., Hall, G. E., & Stiegelbauer, S. M. (2006). Measuring implementation in schools: The stages of concern questionnaire. Austin, TX: SEDL. • Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes (2nd ed.). Boston: Pearson Education. • Hord, S. M., Rutherford, W. L., Huling, L., & Hall, G. E. (2006). Taking charge of change. Austin, TX: SEDL. • Slavin, R. E. (2003). Educational psychology: Theory and practice (7th ed.) Boston: Allyn and Bacon. • Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, VA: ASCD. • Villa, R. A., & Thousand, J. S. (2005). Creating an inclusive school (2nd ed.). Alexandria, VA: ASCD. STEP/MAP Guide

  42. Appendix A Pyramid of Intervention ( This visual illustrates the state of Georgia’s plan for prereferral interventions. It shows the tiers of intervention for students who struggle. Comparing this with our STEP/MAP model, STEP 1 corresponds to Tier 1, STEPS 2 to 7 are consistent with Tier 2, and MAP relates to Tiers 3 and 4. STEP/MAP Guide

  43. STEP/MAP Guide

  44. Appendix B Concept Map for Differentiating Instruction (Tomlinson, C. A., & Allan, S. D. [2000]. Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD.) Teachers can create differentiated, personalized, or responsive classrooms in a number of ways. This visual presents a concept map for thinking about and planning for effectively differentiated classrooms. STEP/MAP Guide

  45. STEP/MAP Guide

  46. Appendix C Differentiated Instruction = Shaping Instruction and Learning ( The following graphic organizer provides a visual for "what does differentiated instruction look like?"... STEP/MAP Guide

  47. Questions & Answers Your resource/inclusion coordinator and support system: Toni Vrdoljak St. Mel School 20874 Ventura Blvd. Woodland Hills, CA 91364 • Phone: (818) 340-1924, extension 19 • • Fax: (818) 347-4426 STEP/MAP Guide