1. Extreme Special Education Team Makeover: Year 2 Level: PreK-5 Location: Room 305 WELCOME! J.W. Killam Elementary School

2. Introductions: Catherine Giles-Principal Jessica Ostuni-School Psychologist Kathy MacMillan-Speech/Language Melissa Hotchkiss-Learning Center (5) Lucille Kaloyanides-Learning Center (4) Jessie Proulx-Learning Center (2/3) Katrina Cole-Learning Center (K/1)

3. Background: WHY: ~Average caseload-40+ students ~Little direct time spent teaching students ~Time spent planning for paraeducator lessons ~Time spent conferencing for parent meetings HOPES: ~Fewer meetings, less paperwork ~Equal distribution of students amongst 4 Teachers ~Special Education teachers work with fewer classrooms and are more available to teachers ~Special Education teachers are working with students in classrooms more promoting an Inclusion model ~Special Education teachers have increased knowledge and data on their students ~Specialists (i.e. speech pathologist, school psychologist) can give bulk of management responsibilities to Special educators

4. UPDATES: Goal 1: Overlap/share services/testing Goal 2: To best meet student needs; caseloads will be divided but Special Education teachers may service students in any grade. K-1 Special Education Teacher has smaller IEP caseload Goal 3: Keep students in regular education/mainstream if possible Intense TIM (Tiered Instructional Model) in Kindergarten and First Grade for reading Goal 4: Greater knowledge of student progress and performance due to direct service The goals we have met in the 2009-2010 School Year:

5. The Inclusion Benefits… Students: ~Peer role models ~Self-esteem Teachers: ~Special Educators available to classroom teachers consistently for “on the fly” conversations ~Pre-referral strategies given in the moment ~Regular education students often have the benefits of 2 teachers in the room to assist with questions/difficulties ~Special Educators emerged in full day of curriculum *Most current awareness of grade level expectations

6. OLD Pre-Referral: Assessment Meetings ~Modeled after meetings observed in Lynnfield, MA (Summer Street School) ~When: Thursdays every 6 weeks Grades K & 3: 9:30-10:30 Grades 1 & 4: 10:30-11:30 Grades 2 & 5: 1:30-2:30 ~Who attended: Principal, Chairperson, School Psychologist, Speech and Language Pathologist, Reading Specialist, Title 1 Teacher, Special Education Teachers and Classroom Teachers ~Meeting Purpose: 1. All teachers from grade level attend to discuss student concerns and pre- referral strategies 2. Grade level concerns, curriculum and assessment data i.e. MCAS scores, Dibels data, math weaknesses ~Thursdays when there were no assessment meetings-all parent meetings were scheduled and time was used for testing and observations

7. NEW Pre-Referral Process: Two Part Assessment Meetings ~Changes made based on teacher feedback ~Both meetings grouped by Grade level ~All done on one day ~Common planning time

8. Part One: Curriculum and Instruction (Run by Regular Education) Who Attends: *Reading Specialist *Title One Teachers *Classroom Teachers *Principal *Special Education Teacher Representative Meeting Purpose: ~To share regular education data and initiatives ~General discussion on curriculum maps/timelines ~Professional collaboration on upcoming assessments/lessons

9. Who attends: *Grade level Special Education Teacher*School Psychologist *Speech Pathologist*Principal *Reading Specialist*Title 1 Teachers Meeting Purpose: ~Review pre-referral packets teachers have filled out on students ~Offer strategies and suggestions for teacher implementation in the classroom ~Created TST forms with teacher feedback ~Pre-referral forms are now based on district Teacher Assessment Form Part Two: Teacher Support Team (Run by Special Education Team)

10. Sharing… “Tip of the Week” Principal’s staff newsletters are emailed weekly. (Each newsletter includes a “Special Education Tip of the Week” from the Special Education Team.) Our team is able to communicate information to our colleagues regarding special education procedures, policies, or teaching strategies for students with disabilities.

11. “Tip of the Week” Examples: “As a reminder, if at any point you receive a request for testing/evaluation/assessment on a student, please follow these guidelines: If it is a verbal request, please ask the parent/guardian to put the request in writing. Then, promptly notify your grade level learning center teacher. If it is a written request, please date stamp the request immediately and bring it to your grade level learning center teacher. (Just as an FYI, SPED laws require us to respond within five business days.)” “If possible, develop a “Concentration Station” in your classroom. If needed, this will serve as a place for children to calm themselves by providing a peaceful environment for completing a task or taking a mind/body break. This could simply consist of a cozy chair and a CD player/MP3 player for the student to listen to classical or calming music.”

12. Outlook Calendar: –Keep it all organized –Quick & easy way to notify team –Reduce paper waste Helpful Hints… How to Use Outlook Calendar

13. THANK YOU! Questions? Comments ?