Welcome Special Education Liaisons May 15, 2012

Overview of the Day Welcome Question/Answer Dr. Julia – (May 3) Debrief Learning Support Team Feedback for Future Planning REACH Celebration Activity Level B assessments- Kaufmann Overview Wrap Up

QUESTION BOX

1-2-!-? Activity Ten Ways to Grow and Nurture Truly Inclusive Schools and Classrooms with Dr. Julie Causton-Theoharis 1.See the disability as an attribute 2.Re-think the dual system 3.Placement matters 4.Create an inclusive climate 5.Supporting students academically 6.Re-think challenging behaviour 7.Make learning fun 8.Collaborate 9.Problem solve creatively 10.Take care of yourself

Learning Support Team UPDATE…

How will the ‘Learning Support Team’ move our work forward?

Our Traditional Model School Goals Special Education AISI TI Leaders

Our Current Model

Coming Together

Clarity - Special Education Moving from Moving to Student Services takes on responsibility of Special Education Student Services aligns with other CO services to support EVERY student – focus on Mission/Vision/QLE Special Education Liaisons – coordinate specialized services, support work of IPPs, work with individual students, Level B assessments Learning Support teacher– assist teachers with IEPTs, paperwork, coordination of services and when needed, Level B assessments Learning Support Team – provide and facilitate instructional coaching, co-teaching and/or co- planning Coordinate/facilitate professional development as part of a team Focus on students identified with a special education code – common practice to pull out and provide separate specialized programs Support for ALL students in classrooms – main focus on supporting/working in the classroom environment with targeted and/or specialized support when needed

Clarity around AISI Moving FromMoving To AISI as a separate Learning Services initiative QLE drives district and school focus AISI leaders coordinate/facilitate professional development Learning Support Teams: Provide and facilitate instructional coaching, co-teaching and/or co-planning Coordinate/facilitate professional development as part of a team AISI leaders engage in research around areas of focus Teams engage and apply research in classrooms Focus on students Deliberate focus on ALL students AISI individual school improvement CESD community improvement

Funding Inclusive $ + AISI $ = FTE Learning Support Team CALCULATED: Based on size of school Based on conversations with Wanda about needs

So, what do we mean by (peer) coaching? What could this look like? What are the requirements? Teachers working with teachers (Learning support team member, partner teacher, team) Watching students in a class Modeling a lesson Co-teaching a concept Co-planning a lesson/unit Anything that allows you to learn together Trusting relationship Willing to learn together Recognizing that you can learn from others

An Example Find a partner at your table: One person (A) Second person (B) A: Record the Coaches questions B: Record the Colleagues responses

What did you notice? What do you think occurred between the coach and colleague prior to this conversation? What did you notice about the conversation?

What QUESTIONS are you still wondering about?

FEEDBACK FOR FUTURE PLANNING… As we move forward, we need to think about the roles of the teachers on the Learning Support Team and how we can work differently to accomplish the outcomes and/or expectations – To this end…we need understand the ‘tasks’ you complete throughout the school year as a Special Education Liaison – and then determine what can be streamlined; removed; or accomplished differently

FEEDBACK FOR FUTURE PLANNING… ACTIVITY: Please answer the following two questions on the document provided… 1. “What” paperwork tasks take up your time? 2. “How” do you support the development and implementation of IPPs in your school?

REACH- What is it? Provides specialized supports for students to access and participate in the learning environment and to improve student learning Builds capacity with the teacher so that they can support the student in his/her classroom Builds capacity within you, as the liaison, so that you can program for these students in years to come or program for similar students using similar strategies

Determining Who Requires REACH Use of created multiple and structured opportunities in both large and small groups for students to work collaboratively and independently. Use of created scaffolded opportunities for students in small groups or individually Use of direct teaching, modeling and guided practice with small groups or individual students.

Clarity- REACH Services Moving FromMoving to Supporting students because they have specific code Supporting students who require specialized supports Mainly consultant determined School team (including consultant) prioritizes students and student needs Student specific hours, structured hours Blocked hours to increase flexibility Supports in isolation Using the continuum of supports to look all areas of support needed (universal, targeted, & specialized) Silos of supports for the student A shared understanding of supports and strategies aligning with students’ strengths and needs

Task Using the information given and the three REACH documents at your table, use the Thoughts, Questions, & Suggestions sheet to guide discussion and provide the Student Services more information to further guide this process.

LUNCH TIME

Success Stories: As you reflect on your year, think of the success stories that you have had with the staff and students you supported. Share how do these successes relate to the initial implementation of: The QLE The Continuum of Supports

Your Successes  Brainstorm your successes on post it notes…  10 min on your own…  Share as a small group  Post on the wall  Gallery Walk

Success Stories Return to your original group: Share what you learned 3 most powerful things you are taking away…

Large group debrief Share the 3 most powerful things you are taking away from today…

Wrap - Up Thank you for a FANTASTIC year! Safe travels and may the rest of May and June bring you joy, meaning and FUN!