This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
Christine suh friday
1. 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
Info@direct-edss.com
323-391-1622
2. 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?
3. 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.
5. 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
6. 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
11. 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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12. 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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16. 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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18. 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/TestsFrontloading
Reinforcing/Re-teaching instruction that has been
provided in the general education setting
20. 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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22. 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.
23. 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
24. 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
25. 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
26. Systems and Logistics Required for
Effectiveness for Schools with
Learning Center Elective Courses
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
27. Systems and Logistics Required for
Effectiveness for Schools with
Learning Center Elective Courses
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.
28. 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
30. 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
31. 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?
33. 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
34. 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!!
Historical section: In SW we did not allow for any SDC's to be developed at charters. Translated all SDC IEPs into other services and SELPA handled any litigation. We trained staff and then just made it work for the SH students we had on a case by case basis.
Utilized the many non-special education options that charters seemed to have: Instead of SDC we did RSP; lunch bunch groups, zero period; afterschool interventions (and wrote them into the IEP) and lots of accommodations. (We need something to show on how schools track accommodations). SELPA also provided lots of services during first three years of charter (and now Direct Ed does a similar approach with providing our services and coordination until they school evolves and can hire own teachers, etc.) We also did a mini-compliance review for each new charter and set up a place for them.
Over time as the capacity of schools improved, we focused on the principals (Administrators' checklist) since many schools were too small to have a director or coordinator for special education. This helped the special ed programs to be central to the school and the awareness of the principal rather than something on the fringe).
Later, SDC's became an option as the population grew such as the SDC at Locke for ED.
Features of support for a charter to take on more special education students is training; technical assistance (don't just leave them to their own devices); modeling; supplying key staff (either from SELPA or agency) and targeted case management for more complex placements.
Refer to “RSP Support Level Matrix” handout-Review 1st level and ask students to check off boxes. Have them then identify what is needed to implement/improve this level and write this on the blank table, think/pair/share
The following slides can be provided to each individual group for background inforamtion
Model Poster Set up:
Model:
Description:
T-Chart: Pros and Cons
Resoures/Systems Required
Joint delivery of instruction involves both teachers actively engaged in direct presentation of material and/or monitoring of student work
Co-Teachers divide the lesson into segments and take turns delivering the instruction
The other teacher can insert clarifying comments or restate the information in a different way or provide extra alternative examples
Considerations:
Planning time
Developing common understandings of roles and
expectation
Keeping instruction flowing
Teacher expertise
Small group station teaching is both teachers leading small group instruction and having students rotate between groups
Students can be divided in a variety of ways
According to skill level to present differentiated lessons
Mixed abilities to present different parts of the lesson with more individual attention
Flexible grouping depending on the lesson and the objectives
Considerations:
Planning time
Common objectives and agreements
Organizing groups and managing rotations
In parallel teaching both teachers present content to groups of students simultaneously
Students are divided in groups according to needs and the presentation by each teacher is adapted to best meet the needs of the group
The teachers can plan differentiated lessons for each group including activities uniquely designed around the skills and/or interests of the group
Considerations:
Planning time
Noise created by concurrent presentations
Management logistics
One teach/one assist involves one teacher presenting the lesson and the other teacher circulating to provide individual assistance, prompting, and re-direction
The second teacher observes at times in order to see how students are responding to the instruction and plans ways to address students who are not responding
Teachers switch roles in order to maintain equality, provide students with alternative sources of input, and to give each teacher the chance to observe and deliver instruction
Considerations:
Maintaining equality
Reflecting on adjustments needed
Maximizing teacher time
Refer back to RSP Support Level Matrix Handout and review Level 2 and have students check off boxes and complete the blank table for Level 2, think/pair/share
Refer back to RSP Support Level Matrix Handout and review Level 3 and have participants check off boxes and complete the blank table for Level 3, think/pair/share
Refer back to RSP Support Level Matrix Handout and review Level 4 and have students check off boxes and complete the blank table for Level 4, think/pair/share
Ask students to look at what they have included on their blank template in the RSP Support Level Matrix handout. They have indicated all of the items they need to implement/improve their levels of support to students with IEP’s. The following will be a few ideas that will support them in addressing their needs.
Think/Pair/Share (get up and find a new partner to come up with an answers to these questions using example as a model
Think/Pair/Share (get up and find a new partner to come up with an answers to these questions using example as a model
Think/Pair/Share (get up and find a new partner to come up with an answers to these questions using example as a model
Review Vocational Pathways
Primary instruction IMPORTANT, strong GE program (SPED is a “support service” supplemental to primary instruction)