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Special Education Team Extreme Makeover J. W. Killam School Reading, MA

Special Education Team Extreme Makeover J. W. Killam School Reading, MA. Presented By: Cathy Giles, Melissa Hotchkiss, Lucille Kaloyanides & Kathy MacMillan April 17, 2009. Staff Changes. 2007-2008 School Year 2 Special Education teachers in Learning Center Average caseload-40+ students

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Special Education Team Extreme Makeover J. W. Killam School Reading, MA

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  1. Special Education Team Extreme MakeoverJ. W. Killam School Reading, MA Presented By:Cathy Giles, Melissa Hotchkiss, Lucille Kaloyanides & Kathy MacMillanApril 17, 2009

  2. Staff Changes • 2007-2008 School Year • 2 Special Education teachers in Learning Center • Average caseload-40+ students • Little direct time spent teaching students • Supported by many paraprofessionals • 2008-2009 School Year • Traded paraprofessionals for certified Special Education Teachers • Presently-4 Special Education Teachers in Learning Center

  3. Positives • More direct teaching by certified Special Education Teachers • Fewer meetings, less paperwork • Equal distribution of students amongst 4 Teachers • Special Education teachers work with fewer classrooms and are more available to teachers • Special Education teachers are working with students in classrooms more promoting an Inclusion model • Special Education teachers have increased knowledge and data on their students • Specialists (i.e. speech pathologist, school psychologist) can give bulk of management responsibilities to Special educators

  4. Improvements for Next Year • 2009-2010 School Year • Overlap/share services/testing • Goal 1: Best meet student needs • Caseloads will be divided but Special Education Teachers may service students in any grade. • Goal 2: Keep students in regular education/mainstream if possible • Intense RTI (Response to Intervention) in Kindergarten and First Grade • K-1 Special Education Teacher will have smaller IEP caseload

  5. Pre-Referral Process • Old Model: • TST (Teacher Support Team) meetings on Wednesday afternoons-planning time was used • Teachers booked a time to talk to Team about students of concern. • Principal did not always attend • Ran by Special Education Teachers or School Psychologist • Student’s previous teacher attended as well as various grade level teachers

  6. New Model Part I:Special Education Business Meeting • When: Thursdays-every week-8:30-9:30 • Who attends: Special Education Teachers, Speech & Language Pathologist, School Psychologist, Occupational Therapist, Chairperson, Principal • Meeting purpose: Discuss placement changes, challenging cases, business, testing schedule, determine assessments used for evaluations, schedule parent meetings etc. • Chairperson relays information from Pupil Services Office • Minutes are taken and reported back to Team

  7. Part II: Assessment Meetings • Modeled after meetings observed in Lynnfield, MA • When: Thursdays every 6 weeks Grades K & 3: 9:30-10:30 Grades 1 & 4: 10:30-11:30 Grades 2 & 5: 1:30-2:30 • Who attends: Principal, Chairperson, School Psychologist, Speech and Language Pathologist, Reading Specialist, Title 1 Teacher, Special Education Teachers and Classroom Teachers • Meeting Purpose: 1. All teachers from grade level attend to discuss student concerns and pre-referral strategies. 2. Grade level concerns, curriculum and assessment data i.e. MCAS scores, Dibels data, math weaknesses • Thursdays when there are no assessment meetings-all parent meetings are scheduled and time is used for testing and observations

  8. Positives • All teachers have regularly scheduled contact with entire Special Education Team. • Support from grade level colleagues as well as specialists. • Teachers can discuss students without formal written referral. • Title 1 Teacher/Reading Specialist can share instructional strategies and/or data involving areas of weakness in the curriculum • No struggling students “slip through the cracks” • No planning time is taken

  9. Ideas for Next Year • Extend time to allow adequate time for pre-referral and to address grade level issues/curriculum • Designated Timekeeper at each meeting • Designated note taker/data collector for primary and intermediate grades • Fully implement Tiered testing as part of pre-referral process • Utilize list of Good Teaching Practices at Assessment Meetings • Schedule on two half days rather than one full day (Ex: Tuesday afternoons and Thursday mornings) • This would allow referrals to be started on staggered days • Schedule Special Education business meeting on a different day, not Thursday morning

  10. J. W. Killam Pre-Referral Process2009-2010 • First Assessment Meeting-classroom teacher brings up a student • Concerns are discussed- suggestions/ strategies are given by Team-List of Good Teaching Practices is reviewed • Decision is made to put student on “concerns” or to move them into Tier 1 • Concerns-student will be monitored and discussed briefly at next meeting-no paperwork • Tier 1 (paperwork begins): Teachers will be given a folder with initial data form to fill out and will collect work samples and observations for six weeks. • Second assessment meeting-Decisions will be made on specific students • Options: • Move off concern list-strategies working / student making progress • Move from concerns to Tier 1 (paperwork will begin) • Move to Tier 2: Informal/classroom assessments-for another 6 weeks • Tier 1 move back to concerns • New student is brought up and put on concerns list or put in Tier 1 • Third assessment meeting-Decisions will be made on specific students • Options: • Move off concern list-strategies working / student making progress • Move from concerns to Tier 1 (paperwork will begin) • Move to Tier 2: Informal/classroom assessments-for another 6 weeks • Tier 1 move back to concerns • New student is brought up and put on concerns list or put in Tier 1 • Tier 2 will move to Tier 3: Formal evaluations

  11. Tiered Assessment ListTier 1: • Authentic Work Samples • Independent writing samples • Literacy Place assessments • Fundations assessments/spelling quizzes • Math assessments w/profiles • Content area assessments • Guided Reading observations/notes • Special Education Liaison observation

  12. Tier 2: • Teacher Assessment • Dibels • Gates MacGinitie • MCAS scores • SRI • DRA • Mid-year or End-year Math assessment • Conner’s/Brief • Emotional Screening (BASC) • Sensory screening • Speech screening

  13. Tier 3: • Cognitive • Speech and Language • Achievement Testing • Diagnostic Educational Testing • Occupational Therapy Evaluation • Physical Therapy Evaluation

  14. Grade 3-5 Assessment Meeting December 11, 2008

  15. Grade 3-5 Assessment Meeting February 5, 2009

  16. Assessment Meeting Tracking Grades 3-5

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