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Special Education System

Special Education System. Parkview Middle School. Background. Purpose: maximize learning for students with Individualized Education Plans (IEPs) 669 total students 58 students with IEPs (9%) Reading Writing Math Behavior Functional/Vocational. Special Education Teachers.

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Special Education System

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  1. Special Education System Parkview Middle School

  2. Background • Purpose: maximize learning for students with Individualized Education Plans (IEPs) • 669 total students • 58 students with IEPs (9%) • Reading • Writing • Math • Behavior • Functional/Vocational

  3. Special Education Teachers • Service Providers • Deliver specially designed instruction in goal areas • Assisting general education teachers with accommodations and modifications • Case Managers • Writing and amending IEPs • Holding IEP meetings • Taking, keeping, and reporting out data • Make decisions about goals and/or services • Manage associates

  4. Our Department • 6 Special Education Teachers • Assigned roles differ from actual responsibilities

  5. Teacher A • Role: Level 3 teacher • Responsibilities: teach in a self-contained classroom students with severe developmental and cognitive delays

  6. Teacher B • Role: Work with students who have goals in the areas of behavior and/or social skills • Responsibilities: • Teach social skills classes 1:1 or small group • Go to class with students • Teach core subject area classes • Be on-call for crises (very frequent) • Handle discipline issues for students *No plan periods *No duty free lunch

  7. Teacher C • Role: Work with 6th grade students with literacy goals • Responsibilities: • Co-teach in multiple literacy classrooms • Teach a pull out writing class • Co-teach a social skills class • Teach core subject area classes • Be on call for a specific student *No plan periods *No duty free lunch

  8. Teacher D • Role: Work with 6th grade students with math goals • Responsibilities: • Co-teach in multiple math classrooms • Teach 2 pull out math classes • Co-teach a social skills class • Be on call for a specific student

  9. Teacher E • Role: Work with 7th grade students with literacy goals • Responsibilities: • Co-teach in multiple literacy classrooms • Co-teach multiple sections of Second Chance Reading

  10. Teacher F • Role: Work with 7th grade students with math goals • Responsibilities: • Co-teach in multiple math classrooms • Teach a pull out math class • Teach a pull out writing class • Teach a social skills class

  11. All Sp.Ed. Teachers • Meet with, communicate with, and assist general education teachers with accommodations • Serve as liaison between general education teachers and parents • Roster

  12. Learning Disabilities • I am my position. • The enemy is out there. • The illusion of taking charge. • The delusion of learning from experience.

  13. I am my position • Don’t see self as part of larger system • Benefits of co-teaching are minimized

  14. The illusion of taking charge • Weekly meetings are gripe sessions • Big decisions are made with little thought and don’t produce many results

  15. The delusion of learning from experience • Programming changes are made to the whole system after little time has been given to see benefits and drawbacks • General education teachers are quick to want students out of their classroom or want associate support

  16. Archetypes • Tragedy of the commons • Shifting the burden • Fixes that fail

  17. Tragedy of the commons • Teacher B • Teacher C • Teacher D • Consequences: personal illness due to stress, resentment toward the job, considering a career change, loss of love of teaching

  18. Shifting the burden • Co-taught classes • General education teachers put the burden on special education teachers • Special education teachers put the burden on general education teachers

  19. Fixes that fail • Entire system changes led by administration • Uncomfortable feelings from teachers • share their classroom • differentiate for lower learners • change routines • accept feedback • No training on co-teaching • When training was implemented, teachers rebelled

  20. Moving Forward • Meet with teachers to get shared vision • Pair co-teachers for literacy and math (enhance core instruction) • Assign planning periods and lunch • Hire one more FTE (special education teacher with certification in behavior disorders) • Put teachers in positions to strengthen their personal mastery • Support from administration

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