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Collaborative Plan Interfaces: Current Efforts Around MN

Collaborative Plan Interfaces: Current Efforts Around MN. Minnesota Transition Guide for Teachers of the Deaf/Hard of Hearing. Committee Members. Cynthia Carlson– Paetznick , Anoka-Hennepin Mary Cashman -Bakken, MDE Jay Fehrman, Northeast Metro 916 Ann Hanson- Hobot , Anoka-Hennepin

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Collaborative Plan Interfaces: Current Efforts Around MN

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  1. Collaborative Plan Interfaces: Current Efforts Around MN

  2. Minnesota Transition Guide for Teachers of the Deaf/Hard of Hearing “Leading for educational excellence and equity. Every day for every one.”

  3. Committee Members education.state.mn.us Cynthia Carlson–Paetznick, Anoka-Hennepin Mary Cashman-Bakken, MDE Jay Fehrman, Northeast Metro 916 Ann Hanson-Hobot, Anoka-Hennepin Katie Huttemier, Saint Paul Public Schools Greta Palmberg, Intermediate District 287 Dann Trainer, U of MN and MADC Jayne Spain, MDE Chris McVey, Elise Knopf, DEED

  4. Why Do TDHH Need A Guide? • Need for a consistent process that could be used statewide. • Need for an easy way for teachers to look at transition. (checklist format) • Needed for disability specific considerations for D/HH. • Great follow-up to Minnesota Secondary Transition Compliance Toolkit training. education.state.mn.us

  5. Four Main Areas Identified in the Guide education.state.mn.us 1. Self Advocacy and Hearing Loss 2. Employment 3. Postsecondary Education and Training 4. Independent Living (Home Living, Community Participation, Recreation/Leisure)

  6. Each Section Includes: education.state.mn.us Explanation of the Content Competency Checklist (PDF) Teacher Resources (Links and PDF)

  7. Other Content Includes education.state.mn.us Introduction – Transition Due Process Basics Transition Timeline – What needs to be done? When? Records to Keep – Important paperwork and records to be kept in a transition portfolio Additional Considerations – Issues involving guardianship, selected service registration, etc.

  8. Transition Competency Checklists education.state.mn.us

  9. Teacher Resources for Each Section Hearing Loss Advocacy • About My Hearing (PDF) • Web links to “Relationship of Hearing Loss to Listening and Learning Needs” • 411 on Disability Disclosure education.state.mn.us

  10. Spreading the Document Across the State • DHH Listserve • State Network Meetings • Regional Low-Incidence Meetings • State Conferences • Directors of Special Education Document posted: • U of M Website http://www.cehd.umn.edu/DHH-Resources/Transition-Guide/default.html • MDE Website education.state.mn.us

  11. Currently Hosted on the U of M Website education.state.mn.us

  12. 2012-2013 Pilot Process education.state.mn.us This Guide is a pilot for the school year 2012-13. Feedback survey being collected by teachers and collected by Mary Cashman-Bakken at MDE. These documents can be found at the U of MN website. When this document is final it will be on the MDE website.

  13. Email mary.cashman-bakken@state.mn.us

  14. Establishing Program Wide Protocol for Progress Monitoring Susan Rose,Ph.D. University of Minnesota

  15. Progress Monitoring Defined • Process for ongoing data collection of skills important to student success • Process for demonstrating accountability in the services we provide • Process where teachers are able to alter instructional variables to meet individual student needs.

  16. Characteristics of Progress Monitoring • Data Based ( Valid and Reliable) • Student performance is measured on a regular basis (weekly or monthly) • Progress is determined by comparing expected and actual rates of learning. • Student’s progression of achievement is monitored and instructional techniques are adjusted to meet a students learning needs.

  17. Unacceptable Choices • Student will increase his comprehension skills from 20 % to 80 %. • Student will understand the interpreter 50% of the time. • Student will complete questions at the end of the chapter weekly 80% of the time.

  18. Unacceptable Choices

  19. Setting Goals

  20. 10 Important Ways to Support Progress Monitoring Implementation • Plan for the Long Term (3-5 years) • Know WHY, + What and How • Staff Development and Support • Engage Leadership • Publicize Success ( USE Data to Communicate)

  21. 10 Important Ways to Support Implementation • Work Smart • Let No One Fail Alone • Expect a Dual system • Expect resistance • Collaborate • Source: 10 Years of CBM and Problem Solving: Iowa’s State Department of Public Instruction, Tilly & Grimmes (1998)

  22. Goal 1 : Facilitate Teachers’ Progress Monitoring Activities • Provide the foundations for progress monitoring activities: training, purpose, and applications. • Establish problem solving groups • Develop a plan for Progress Monitoring • When program wide PM will take place • Who will do the screening ( gen. ed., SLP, D/HH teacher) • What screening materials will be used

  23. Goal 1 : Facilitate Teachers’ Progress Monitoring Activities • Develop a plan Identify academic areas to Monitor • At what levels (PreK/secondary) will the progress monitoring be implemented? • Program wide • Across grade levels • Individual teacher / classroom level • The monitoring schedule

  24. Identify Process, Management System, and Applications • Process and Data management systems • EdCheckup- $ • AIMS Web, -$ • DIBELS Next-$ • NWEA:Map =$ District Wide • AVE: DHH =( Free & New) • Reading and Writing areas only • Get students & parents informed & involved

  25. Request access to AVE:DHH • http://lt.umn.edu/avenuedhh/steppingstones/Login.html# or • http://lt.umn.edu/dhh • Free resource for Professional Development • http://www.cehd.umn.edu/dhh-resources/

  26. Avenue: DHH

  27. Goal 2 : Facilitate Teachers’ Progress Monitoring Activities • Promote a discussion among the teachers about the role that data are going to play in: • Individual student progress. • Addressing students’ needs • General program improvement • Problem solving Find time / Schedule time for peer groups to discuss, plan and problem solve.

  28. Support Teachers • Get students & parents informed & involved • Review and Use the data • Identify a plan for interventions with peer group

  29. Goal 3: Assist Teachers as they apply data rules and monitor progress • Discuss data use and decision making, using graphs of student data. • Generate evidence-based interventions

  30. Join the Progress Monitoring Club

  31. Close the GAP

  32. Resources • www.progressmonitoring.net • www.studentprogress.org • http://www.florida-rti.org • http://www.RtI4success.org • http://wwwosepideasthatwork.org • http://www.interventioncentral.org • http://oregonreadingfirst.uoregon.edu

  33. Adapted from : • Deno, S., Lembke, E & Reschly, Amy ( ?) Progress Monitoring: Leadership Team Content Module www.progressmonitoring.org Iowa Department of Education ( 2005) Progress Monitoring for Teachers of Students who are Deaf or Hard of Hearing

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