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4/7/2017
Special Education Advisory Panel Inclusive Practices
April 5, 2017
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the Bureau of
Special Education, and to build the capacity of local educational agencies to serve students who receive special
education services.
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4/7/2017
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP)
teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment.
Presentation Outline
Part 1: Overview of Inclusive Practices Projects Part II: Updates on the SaS Toolkit Part III: Strategies for Instructional Access in
General Education Classrooms
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4/7/2017
Part I: Overview of Inclusive Practices Projects
Part I: Overview of Inclusive Practices Projects
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part I
Part II
Part III
3
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
4/7/2017
Part I: Co-Teaching PLC
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part I
Part II
Part III
Part I: Co-Teaching PLC
4
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
4/7/2017
Part I: Natural Peer Supports
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part I
Part II
Part III
Part I: Natural Peer Supports
5
Op
* OIP Ov
SaS C
Strate
Projects
4/7/2017
Part I: QIESSP
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part II
Part III
Part I
Part I: QIESSP
Co‐Teaching PLC
timized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
erview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
onsideration Toolkit Training
gies for Instructional Access
2016‐17 Inclusive Practices Districts Participating in 2 year Auditing Process:
• Interboro School District • Pocono Mt. School District • Harrisburg City School District • Williamsport Area School District • Tulpehocken Area School District • Hempfield Area School District • Blairsville‐Saltsburg School District • Laurel Highlands School District
6
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part II
Part III
Part I
4/7/2017
Part I: Universal Design for Learning
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part I
Part II
Part III
Part I: Universal Design for Learning
7
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part I: Optimized Inclusive Practices
4/7/2017
Part I: Optimized Inclusive Practices
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part I
Part II
Part III
8
4/7/2017
Part I: Optimized Inclusive Practices: Framework
OIP is… “designed to ensure that school personnel implement the big ideas, concepts and competencies needed to leverage data, systems and practices to effectively educate students with disabilities, with a special focus on students with low incidence and significant cognitive disabilities.”
Part I: Optimized Inclusive Practices: Framework
A. Leadership
B. School climate
C. Student placement decisions
D. Purposeful collaboration
E. Family and community involvement
F. Instructional planning
G. Effective instructional practices
H. Supplementary aids and services
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Part I: Optimized Inclusive Practices: Framework
Big Ideas
Concepts
Competencies
District School Classroom Student
Part I: Optimized Inclusive Practices: Framework
Big Idea
Concept
Competencies
Level
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4/7/2017
Part I: Optimized Inclusive Practices: Assessment Tools
Two Sets of OIP Assessment Tools
Concept Level Tools Big Idea Tool
• Help LEAs examine areas of strength and need based on the OIP Framework
• Lead to action plans
• Inform changes in inclusive policies and practices across a system
Part I: Optimized Inclusive Practices: Assessment Tools
OIP Big Idea Assessment Tool
OIP Concept Level Tools
OIP Action Plan
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Part I: Optimized Inclusive Practices: Assessment Tools
OIP Big Idea Assessment Tool
OIP Concept Level Tools
OIP Action Plan
A screening tool
A means of reflecting upon current practices
An instrument focusing on system‐wide practices
A way to highlight areas of need
Part I: Optimized Inclusive Practices: Assessment Tools
Ratings
Big Idea
Guiding questions Ratings for each level from 4‐1.
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OIP Big Idea Assessment Tool
OIP Concept Level Tools
OIP Action Plan
4/7/2017
Part I: Optimized Inclusive Practices: Assessment Tools
OIP Big Idea Assessment Tool
OIP Concept Level Tools
OIP Action Plan
Part I: Optimized Inclusive Practices: Assessment Tools
OIP Concept level Tools
OIP Concept Level Tools
OIP Action Plan
Targeted for in‐depth reflection
Used to analyze individual Concepts at specific levels
Based upon Competency Indicators
Used to help shape action planning
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4/7/2017
Part I: Optimized Inclusive Practices: Assessment Tools
OIP Concept Level Tools
OIP Action Plan Score
Data and evidence. Concept
Competency Indicators
Part I: Optimized Inclusive Practices: Training/PD
Seven modules now available! Register on the Optimized Inclusive Practices Webpage at
www.pattan.net
Target Audience: District and school leaders, educational consultants, classroom educators and
related service providers
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Part I: Optimized Inclusive Practices: Training/PD
Module 1: Overview of the OIP Framework
Modules 2‐4: Building the System
• Module 2: Leadership • Module 3: Welcoming Climate and Family/Community Involvement • Module 4: Collaboration
Modules 5‐8: Student Learning
• Module 5: Instructional Planning • Module 6: Instruction and Engagement Part 1 (due Spring 2017) • Module 7: Instruction and Engagement Part 2 (due Spring 2017) • Module 8: Placement Decisions and Supplementary aids and Services
Module 9: OIP Assessment Facilitator Overview
Part I: Optimized Inclusive Practices: Training/PD
OIP Assessment Tools, forms and resources needed to effectively facilitate the OIP Assessment Process are provided in Module 9
www.pattan.net
Target Audience: educators, school leaders parents or consultants who are interested in working with school‐
based OIP teams as OIP Facilitators
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4/7/2017
Part I: Optimized Inclusive Practices: Training/PD
Introduction to the OIP Framework
Overview of the OIP Assessment Tools
The OIP Assessment Facilitation Process
The OIP Facilitator Role
Guidelines for Big Idea Assessment Tool
Guidelines for Concept Level Assessment Tools
Brainstorming and Action Planning
Facilitation Strategies
References
Appendices
Part II: Supplementary Aids and Services Toolkit
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part II
16
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
4/7/2017
Part II: Supplementary Aids and Services Toolkit
Supplementary Aids and Services
Part II: Supplementary Aids and Services Toolkit
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4/7/2017
SupplementaryAids and Services (SaS)Consideration Toolkit
A tool to help teams to support students in general education settings
Trained Facilitators
• Guide collaborative review of student data (strengths, interests, needs, barriers, effective strategies)
General Education Settings
• Compile and organize information about general education classroom
Barriers to Access
• Identify barriers to participation and learning in general education settings
Services and
Supports
• Identify potential supplementary aids and services as potential solutions to overcoming barriers
Action Plan
• Collaboratively develop an action plan to implement and monitor progress of the Sas
Part II: Supplementary Aids and Services Toolkit
Part II: Supplementary Aids and Services Toolkit
Four Components Component A • Introduction and Preparation for Use • Provides an overview of the SaS Consideration Process
Component B • Student Profile: Summary of Strengths, Needs and Learning Characteristic • Organizes student‐specific information
Component C • SaS Consideration Tool • Guides team through a four step process to identify barriers and student‐specific SAS
Component D • Self‐Check for Teams • Self‐assessment tool to ensure fidelity of focus on maximizing student participation in the LRE
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Part II: Supplementary Aids and Services Toolkit
• Step 1: Review and analyze information about a student
• Step 2: Compile and analyze information about the general education classroom
• Step 3: Identify barriers and strategies in four categories: Collaborative, Instructional, Physical, Social Behavioral
• Step 4: Develop a plan for implementation
Component C: The Four Step SaS Consideration Process
Part II: Supplementary Aids and Services Toolkit
Completeon‐demand training components and
activities
Schedule, prepare and facilitate a SaS Toolkit with guidance from an experienced facilitator
Submit signed planningchecklist to verify
completion
Completefollow‐up verification survey
Certificate
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Part II: Supplementary Aids and Services Toolkit: Data
Responded to Survey (March 2017)
Trained to facilitate the SaS Toolkit (TaC, PaTTAN, LEA staff)
Trained Face‐to‐Face at PaTTAN
Completed in the On‐Demand SaS Facilitator Training
(22 currently enrolled)
Toolkits facilitated 2015‐17
54
49
19
9
42
Part II: Supplementary Aids and Services Toolkit: Data
Q7: How long did the SaS Toolkit team meeting typically take?
20
IU TaC
IU TaC
nkop.net Consultant*
IU TaC
eRoche [email protected]
ugebauer eneugebauer@patta
homas mthomas@patta
Jennifer Geibel
Michelle Bilinsky
IU 1 Marissa S
IU 2
West IU 3
West IU 4
West IU 6
West
West
4/7/2017
Part II: Supplementary Aids and Services Toolkit: Data
Trained SaS Facilitators by Region (based on March 2017 survey results)
•16Western Region
•15Central Region
•10Eastern Region
40 + Trained SaS
Facilitators across the state
Part II: Supplementary Aids and Services Toolkit: Data
Region Organization Name Contact info Role
Central PaTTAN Hbg Karen Grammas [email protected] Consultant
Central PaTTAN Hbg Sharon Leonard [email protected] Consultant
Central IU 11 Kim Brown [email protected] IU TaC
Central IU 13 Lynn Peters [email protected] IU TaC
Central IU 13 Melissa Walsh [email protected]
Central IU 29 Cindy Studlack [email protected]
East PaTTAN East Kristin Starosta kstarosta@patta
East IU 18 Tina Gelso [email protected]
East IU 20 Courtney Fenner IU TaC
East IU 20 Courtney Fenner IU TaC
East IU 22 Kirsten D IU TaC
West PaTTAN Pgh Elaine Ne n.net Consultant
West PaTTAN Pgh Marcia T n.net Consultant
West PaTTAN Pgh [email protected] Consultant*
West PaTTAN Pgh [email protected] Consultant*
West acco [email protected] IU TaC
West Jennifer Bargar [email protected] IU TaC*
Erin Karus [email protected] IU TaC
Carol Long [email protected] IU TaC
Meggan Matson [email protected] IU TaC
IU 6 Denise Ross [email protected] IU TaC
IU 27 Jeff Huchko [email protected] IU TaC
West IU 28 Jan Foister [email protected] IU TaC
West IU 28 Samantha Glass [email protected] IU TaC
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4/7/2017
Part II: Supplementary Aids and Services Toolkit: Data
Comments
Time intensive – LEAs may not like it because they feel it’s too time consuming
Great process! Great Tool! Very helpful process!
Helpful to gather information ahead of time to expedite the process
Online training modules are helpful for those wanting to become certified
This process can build capacity for teams to expand inclusionary practices in a building
Helpful to observe a formal meeting and speak with experienced facilitator
Part II: Supplementary Aids and Services Toolkit
Streamlining the Process
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4/7/2017
Part II: Supplementary Aids and Services Toolkit
Resources for Facilitators
Part II: Supplementary Aids and Services Toolkit
Publicize Toolkit Coursewhere Announcements Twice annually
Survey SaS Toolkit
Implementation Survey Monkey Annually
Monitor SaS On‐Demand Training
Ongoing monthly
Develop list of trained SaS Facilitators
In Process Update annually
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4/7/2017
Part III: Strategies for Instructional Access
Co‐Teaching PLC
Optimized Inclusive Practices
* OIP Framework
* OIP Assessment Tools
* OIP Overview Training / On‐Line PD Course
Natural Peer Supports
Behavior & Inclusive Practices ‐ QIESSP
Universal Design for Learning
SaS Consideration Toolkit Training
Strategies for Instructional Access
2016‐17 Inclusive Practices Projects
Part III
Part III: Strategies for Instructional Access
Adapting the Process
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4/7/2017
Part III: Strategies for Instructional Access
The “Strategies for Instruction Access in General Education Classrooms: A Collaborative Discussion Framework” is a tool intended to be used by general education teacher(s) in collaboration with special
education teacher(s), as a reflective and collaborative professional development activity.
Part III: Strategies for Instructional Access
Topics Covered Within the “Strategies” Framework
Printed Assessment Project/ Instructional Materials Formats Presentation Formats
Formats
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4/7/2017
Part III: Strategies for Instructional Access
Part III: Strategies for Instructional Access
• Analyze and review current teaching Applying the Framework practices and associated barriers for
students with disabilities
• Collaboratively problem‐solve to determine possible solutions tobarriers and strategies that can be implemented in the classroom
• Complete the implementation plan identifying strategies to be implemented, necessary resources, and how effectiveness of strategies will be assessed
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4/7/2017
Part III: Strategies for Instructional Access
Strategies for Instructional Access in General Education Classrooms Pennsylvania LEAs involved in the pilot 2016‐17
• Highlands School District • Union Area School District • Saucon Valley School District (2 teams) • Port Allegany School District • Gettysburg Area School District • Avon Grove Charter School • Tunkhannock Area School District • Mohawk Area School District • Shaler Area School District
Pilot Participants: 9 LEAs, 10 teams
Participants in the training on February 27, 2017: Pittsburgh – 23 Harrisburg – 14 East – 31 Total: 68 team members
Dr. Marcia Thomas
412‐826‐6871
Dr. James Palmiero
412‐826‐6850
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