Christine suh friday

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Supporting Charter Schools to Serve Increased Numbers of Students with Disabilities Presented by DirectEd Specialized Services: Bob Farran, Consultant & former SELPA Director, SW SELPA Christine Suh , Ed.D, Executive Director of Program Development For More Info: Mihal Spiegel [email protected] 323-391-1622

Transcript of Christine suh friday

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Supporting Charter Schools to Serve Increased

Numbers of Students with Disabilities

Presented by DirectEd Specialized Services:Bob Farran, Consultant & former SELPA Director, SW SELPA

Christine Suh, Ed.D, Executive Director of Program Development

For More Info:Mihal Spiegel

[email protected]

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Warm Up

On your index card answer the following question: What are the current services that are offered

for students with disabilities at your school?

On a post it answer the following question and place it on the large poster: What is 1 question you would like to have

answered regarding serving students with disabilities at your school?

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Objective:

APWAT: Identify steps that will need to be taken to expand the continuum of services offered to support students with disabilities at their charter school after various models are presented.

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BRIEF HISTORY AND BACKGROUND OF

CHARTERS

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History of SELPA’s and Charter Service Delivery

Models

Full Inclusion Model Embedded interventions for ALL students

before, during and after school Increased accommodations and training for

General Education teachers Collaborative effort and ownership by both

General Education and Special Education teachers in serving ALL students

Focus on Administrator Training

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Growth in Charters

Independent vs Dependent Start Up vs Conversion/Transformation

SDP’s at larger charters

SELPA Support Technical Assistance Data Management and Compliance Reporting Case Management Support for Challenging

Cases Provision and Delivery of Services

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Charter Schools in CA

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CONTINUUM OF SERVICES AND LEVELS OF

SUPPORT: RESOURCE PROGRAM

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Continuum of Services: RSP Example

*Students can receive any combination of the above depending on their needs and the IEP team

decision.

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LEVEL 1: CONSULTATION

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What Does Consultation Look Like?

Consultation is an indirect service where the special education and general education teachers discuss a variety of topics related to support students with IEPs

Consultation topics include:

Student progress,

Behavior supports,

Instructional accommodations and modifications,

Testing accommodations,

Consultation should be planned on a regular basis, but can occur more frequently as needed

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When Should Consultation Occur?

Consultation needs to occur regularly and systematically (Conference periods, weekly meetings etc) and throughout the year:

Weekly as teachers are planning their lesson plans to ensure special education teacher is aware of assignments/tests and that student’s IEP accommodations are implemented.

Monthly or bi-monthly to reflect on student progress to determine if adjustments in services/supports are needed

Quarterly to monitor students who are failing or are in danger of failing and make necessary changes via IEP process if needed.

Before important assessments to plan testing accommodations

At the end of the course to review grading plans and reflect on the semester

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RSP: LEVEL 2: CO-TEACHING/COLLABORATION

MODELS

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Models of Co-Teaching

Joint Delivery*

Small Group Station Teaching*

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Models of Co-Teaching

Parallel Teaching

One Teach/One Assist

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How Do You Choose a Model?

What works best for the students should be the primary consideration

Different models can be utilized as needed and as they fit into lessons and subject matter with varying applicability

Use of collaborative models should be flexible and adjustments should be made as teachers reflect on what is working and what is not.

Teachers need to take subject matter and levels of expertise into account when planning support models

Decisions should be made collaboratively and both teachers need to be open to adapting the model as needed.

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Pull out during Advisory, HR, PE etc

LEVEL 3: DIRECT INSTRUCTION FROM

RST

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Direct Instruction:Advisory, HR, PE etc

Providing support to students in achieving their IEP goals and accessing general education curriculum: Specific Instruction that targets student’s IEP

goals Reviewing Grades

Assignments/Tests that need to be made up Preparing for upcoming Assignments/Tests-

Frontloading Reinforcing/Re-teaching instruction that has been

provided in the general education setting

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Learning Center/Resource Elective

LEVEL 4: DIRECT INSTRUCTION FROM

RST

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Direct Instruction: Learning Center Elective Course

A Learning Center Elective Course should be a structured class designed to provide direct instruction on needed learning skills, math and literacy intervention/remediation, and support with work from general education classes

Learning Skills instruction includes: transition skills, organization skills, study skills, and test taking skills

Intervention/remediation lessons are based on assessed needs in math and literacy

General Education support through:

Progress monitoring/Consultation with general education teachers for the purpose of pre teaching, re-teaching and reinforcing general education curriculum.

Direct support with assignments, Extended time for assignments/tests

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SYSTEMS OF COLLABORATION

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Systems of Collaboration As a resource teacher, the success of

students with IEP’s relies heavily on the collaboration between yourself and student’s general education teachers.

Expectations must be clear as to roles/responsibilities of all parties involved.

Relationships must be built on trust and mutual respect. IE General Education Teacher is the expert on

the content in which they teach and Special Educators are experts on adapting content to ensure all students needs are met.

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Systems of Collaboration Systems of collaboration with general

education teachers can include: Weekly Assignment Templates and

supplemental materials from General Education Teachers A re-occurring weekly meeting maker with

this template should be sent out to remind teachers to submit necessary materials to the Resource Teachers.

Teachers can create Drop Box Folders and upload materials/share with RST

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Systems of Collaboration continued..

Planned frontloading, reinforcement or re-teaching of content based on feedback from general education teachers and student assessments.

Knowledge of assignments, projects, tests, quizzes that need to be completed by individual students Text books from each general education

content area course as well as novels must be available in the Learning Center

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Systems and Logistics Required for

Effectiveness for Schools with Learning Center Elective Courses

Determine:

#1: Where will all submitted general education teacher work be placed?– Ex: Trays for each teacher to place materials for that

week/Drop files or Binders for accumulated materials throughout the semester

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Determine:

#2: If a student is sent to the learning center to take an assessment, where will this be placed if they do not complete it during the time allotted? (*refer to testing pass to support with logistics as well)– Ex: Drop file for each student by grade level/AS class

period where these materials as well as other make up/goal related activities can be placed

Systems and Logistics Required for

Effectiveness for Schools with Learning Center Elective Courses

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Determine:

#3: If a student needs additional time to complete an assessment/assignment, how will this be communicated to general education teachers and what will be the system in which these items are returned to them? – Ex. Submission tray in Learning Center and all materials

can be delivered to General Education teachers at the end of each day.

*Computers need to be available in the Learning Center for essay writing/support for research projects etc.

Systems and Logistics Required for

Effectiveness for Schools with Learning Center Elective Courses

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Identify Changes Desired

What are the steps that would need to take place to expand the services provided within your resource program? Step 1 Step 2 Step 3

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SUPPORTING STUDENTS WITH ADDITIONAL NEEDS

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Hybrid Model-SDP/RSP

Full Inclusion Model ELA + Math in Special Education Setting

Developing Qualifications/Criteria for Participation in the Hybrid Model

Curriculum + Programs Achieve 3000 System 44/Read 180 Unique Learning Etc

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Certificate of Completion

What do I do to further support my students who are earning their Certificate of Completion? What courses focus on developing basic ELA

and Math skills? What elective courses do you offer?

Vocational Pathways

What resources do you have access to? Curriculum? Computer Software?

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Example Schedule

English Intervention Math Intervention Learning Center Elective Learning Center Elective: Transition Skills Vocational Pathway Art/Computer/Tech Elective

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Planning for Implementation

What are the steps that would need to take place to expand the services provided to students who need additional support? Step 1 Step 2 Step 3

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Reminders: Successful Inclusive Model Components

Trained GE and SPED staff Buy-in from all stakeholders Adapted lessons for M/M and M/S students Continuum of service options (not just

standard 2 X 60 min/week) Informed parents School-wide disability awareness and

tolerance Good Teaching!!

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THANK YOU! PLEASE COMPLETE THE

EVALUATION!