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WELCOME BACK!

WELCOME BACK!. 6 special educators to a table, please! One SCIENCE teacher One MATH teacher One SOCIAL STUDIES teacher One ENGLISH/LA teacher One RESOURCE teacher One FUNCTIONAL ACADEMICS teacher. Secondary Special Education Kick-Off 2013. Emily Snead, Ph.D.

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WELCOME BACK!

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  1. WELCOME BACK! • 6 special educators to a table, please! • One SCIENCE teacher • One MATH teacher • One SOCIAL STUDIES teacher • One ENGLISH/LA teacher • One RESOURCE teacher • One FUNCTIONAL ACADEMICS teacher

  2. Secondary Special Education Kick-Off 2013 Emily Snead, Ph.D. Lead Teacher Specialist for Secondary Schools esnead@hcps.us Shellie Waldron, M.Ed. Special Education Coordinator for Secondary Schools swaldron@hcps.us

  3. WELCOME BACK! • Themes for the time we have together: • Developing shared visions and practice. • How can we better support students towards the most inclusive education possible for each of them? • But first, a little housekeeping! • Staff assignments • Transition Assessment

  4. Special Education Staff Assignments • Director of Special Education • Diane Brown • Assistant Director of Special Education • Lauran Zeigler • Secondary Team • Specialist ~ Emily Snead • Coordinator ~ Shellie Waldron • Autism Consultative Teacher(s) ~ Sue Palko & TBA • Elementary Team • Specialist ~ Martha Thompson • Coordinator ~ Meredith Eads • Autism Consultative Teacher ~ Heather Weston • Senior Teachers • Department Chairs

  5. Senior Teachers Patrick Henry High School ~ Karla Bloom Liberty Middle School ~ Rima Wiggin Hanover High School ~ Judy Lewis Oak Knoll Middle School ~ Lara Dugolinsky Atlee High School ~ Katherine Buhse Chickahominy Middle School ~ Jill Godard Lee-Davis High School ~ Sue Barcus Stonewall Jackson Middle School ~ Stacie Johnson

  6. Transition Teacher Support 3 transition staff members: Leigh Folds, LDHS & HHS Sharon Brownlee, PHHS & AHS Jennifer Hueston, all middle and high schools Paper-based and computer assisted assessment beginning in middle school Continuum of Services: Assessment School-based employment processes Community based instruction Job/career community exposure & assessment Short term job acquisition and on-site support IEP team support / teacher support Project SEARCH

  7. Our Plan for Systemic Transition Assessment Informal assessment begins as soon as a student identifies any career interest, or 6th grade. Transition Planning Inventory (TPI): Grades 7 & 10. Training will take place each month in department meetings. Vocational Readiness Rating Rubric (VR3): Grades 9-12 Resources listed on the handout will be used each year, beginning at grade 6. At least 3 assessments should be used each year, in addition to any parent/student transition interview guides.

  8. Let’s Talk • Specialized Instruction • Co-Teaching

  9. Big Picture! Hanover’s SPP for 2012

  10. LRE Data for HCPS

  11. Starting with the current 9th graders (13-14), there is no more Modified Standard Diploma. • Students who are ninth graders after 2013 http://www.doe.virginia.gov/instruction/graduation/standard.shtml

  12. Implications of earning a non-standard diploma • Take 3 minutes with your table mates to brainstorm the implications of a non-standard diploma.

  13. Credit Accommodations in Math Sequence • Algebra I (parts I & II) can count as 2 separate credits. • Geometry (parts I & II) can count as 2 separate credits. • If both Algebra & Geometry are taken in sequence, over 4 years, it will count for 3 credits instead of 4. • Students only require 3 math credits to graduate with a standard diploma.

  14. How does Hanover handle this? • Double blocked Algebra & Geometry • parts I & II concurrently • Algebraic & Geometric Concepts will now be coded as part I for students with disabilities. • There are NO self-contained courses that will lead to a standard diploma. • All teachers teaching a SC course for full credit are required to have an ENDORSEMENT in the content. (HQ does not count) • There are a few exceptions as the MSD is phased out over the next 3 years.

  15. Additional Credit Accommodations • Several social studies and science courses may be offered in part I/II sequences if needed in the future. • Locally Awarded/Verified Credits (LVC): • still under review • Potentially able to award credits for students scoring within 25 points (375 or better) if the test has been taken at least twice.

  16. Timing and self-contained classes • 6 minutes with your table mates: • What are we currently doing to increase students’ successes in moving to more general education classrooms by grade 8? • In what ways is this important? • What are the consequences of NOT successfully transitioning them?

  17. SPECIALIZED INSTRUCTION • What is it? • Where does it happen? • What can I do to disassemble the barriers? • How does this apply to the idea of LRE for students with disabilities? • Over service? Over accommodate? What are the perils? • What are the critical issues related to delivery of specialized instruction? • How is this related to narrowing the achievement gap for students with disabilities? • In what ways can we support this notion in our schools?

  18. What is SPECIALIZED INSTRUCTION • Based on grade level content • Multiple means of engagement • Multiple means of action • Multiple means of representation • Directed at teaching compensatory skills in order to fully comprehend concepts • Includes instruction of selected IEP goals

  19. GALLERY WALK • 3 minutes at each station!

  20. Multiple Means of Engagement • How can you facilitate this in a typical classroom?

  21. Multiple Means of Action • How to change ideas around how grades are earned….. • How does Project Based Learning and the architecture of the modern classroom fit into this?

  22. Multiple Means of Representation • What are a few ways to get “routine” information and facts to stick?

  23. Where does this happen? • Consultative Services • Resource Classroom • Co-Taught Classroom • Self-Contained Classroom • Programs • Extensive Support (AUT I & MC) • Moderate Support (AUT II/III & ID)

  24. The STANDARD Answer • All students are engaged • You can’t tell who the special education teacher is from the general education teacher • Description of a few models (parallel teaching, one teach & one support, etc…) • Yes…… BUT!

  25. Specialized Instruction in Co-Taught Classrooms: Not about division of responsibilities, but about MULTIPLICATION of impact! • 6 minutes with your table mates: WHAT are the BASICS of effectively co-taught classrooms? • What are the differences between Specialized Instruction and Accommodation?

  26. Disassembling the Barriers • What are the barriers that you currently see? • WAYS to overcome the barriers: • Communicate • BE the professional and ensure you are giving your 100% to specializing instruction in the classes you teach • Take note: of barriers that currently exist, and ways you have effectively navigated them • Teach your colleagues, step up!

  27. SPECIALIZED INSTRUCTION: Review • What is it? • Where does it happen? • What can I do to disassemble the barriers? • How does this apply to the idea of LRE for students with disabilities? • Over service? Over accommodate? What are the perils? • What are the critical issues related to delivery of specialized instruction? • How is this related to narrowing the achievement gap for students with disabilities? • In what ways can we support this notion in our schools?

  28. Resources • http://www.cast.org/udl/ • http://udlexchange.cast.org/home • http://www.marilynfriend.com/ • Whole Brain Teaching Resources: http://forums.atozteacherstuff.com/forumdisplay.php?f=114 • Whole Brain Teaching example: • http://www.youtube.com/watch?v=h6WJdsb0dfM • I’m a Teacher!: http://www.youtube.com/watch?v=RelL-PdcCSk

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