1. June 7, 2016 Joanne Cashman, ED. D. NASDSE Joanne.cashman@nasdse.org
Leading by Convening and Adaptive Leadership: From Concept to Action in MAASE
June 7, 2016
Joanne Cashman, ED. D.
NASDSE

2. Retrospective: 2015-16 October, 2015:
Introduce LbC and Adaptive Leadership
Define an ally
Ask: Who are MAASE’s potential allies?
Consider: Tools to engage prospective allies around shared issues
Four Simple Questions
Engaging Everybody
Engagement Rubrics
One Way-Two Way Learning
Problems Come Bundled
Bridging Tools: Dialogue Guides and Infographics
Ally slide

3. What is an ‘Ally Relationship’?
Interact
Relationship
Trust
Shared work
Board and table work
Source: Developed from content of four wall charts developed - MAASE October, 2015

4. Retrospective, continued
December, 2015
ESSA passed days before the meeting...make the connection!
Apply LbC to MAASE and ISD work on ‘Reinventing Special Education’
Communicate ‘Reinventing’ more broadly and more simply
Develop Grounding Assumptions and Beliefs about the role of Special Edcuation in 2016
‘Wordsmith’ with a group of volunteers
Prepare to hold local conversations to inform MAASE
Grounding Assumptions

5. MAASE Grounding Assumptions and Beliefs about the Role of Special Education in 2016 Handout
All students will learn.
Prevention and early intervention are critical to long term success and to serving students with disabilities in the least restrictive environment (LRE).
All children deserve to receive education in a supportive environment.
Students with disabilities are general education students.
Students are most successful when they have an opportunity to be with their peers and instructed by a highly effective teacher.
All students are entitled to high level of rigor that moves them meaningfully toward graduation.
All teachers are, or can become, competent in delivering specially designed instruction.
Adequate resources must be allocated to support special and general education staff in serving students with disabilities.
Special education is not program. It is a service that is supplemental to the service provided to all students in general education.
Special education is embedded within the MTSS process.
High quality evaluation is essential for decision making regarding eligibility for special education.
High quality evaluation is essential for decision making regarding instruction for students with disabilities.
The goal of special education is to support students with disabilities in college and career readiness.
Successful programs use a realistic lens when designing supports to access the general education curriculum.
Special education has a responsibility to support students with disabilities in developing personal awareness and become self-determined self-advocates.
In special education, compliance does not ensure successful student outcomes.

6. Retrospective , continued
April, 2016
Learn the outcomes of first local dialogues
Train attendees to hold local dialogue
Use a ‘communication director’s approach’ to help the field understand the components of ‘reinventing’
Five Key Messages
Five Situations You’ll Avoid
Five Steps to Success
Decision to expand the conversation ... reach out to gen. ed. partners

7.
Online Link

8. Today and Forward Get beyond an ‘inside conversation’
Align ‘Reinventing’ with ESSA goals
Identify perspectives of gen. ed. roles
Jointly develop tools to engage the field
Infographic on ‘Reinventing’
Simple Rubric to describe ‘Reinventing’ concretely.
Perspective taking in a scenario
Dialogue about what is next...
For MAASE ... as a leadership organization
With potential allies
For individual practice
ASCD Excerpts

9. What Are Our Partners Saying?
“ Approximately 62 percent of students with disabilities spend 80 percent or more of the school day in general education classes (OSEP, 2015).”
Handout

10. Opening Panel Panel of two gen. ed. leaders and two sp. ed. leaders
Questions based on MAASE Grounding Assumptions
Use responders to indicate perspective
Respond in two ways:
How important is this?
How likely is this?
Panel indicates their reposes ...and why!
Participants react!

11. Enabling Others to Enter the ‘Reinventing’ Conversation...
Changing practice means engaging people in dialogue about why a change is needed and envision what positives will result from that change.
Communication and engagement precede action!
MAASE is committed to communication and engagement for informed, supported and sustainable change!
Choose between to tools:
Simple Rubric
Infographic
Templates provided

12. A simple rubric serves several purposes:
To generate and share ideas about current practice, especially if working across roles to develop shared practice;
To provide a concise picture of practice that is more and less desirable;
To provide a firm foundation for deeper work in creating a Practice Profile
Several models are available for developing Practice profiles through the OSEP’s SIG Network :
and the SISEP Center’s Active implementation Hub:

13. On the Way to Desired Practice Far from the Desired Practice
‘Reinventing’ Component
MAASE
Desired Practice
On the Way to Desired Practice
Far from the Desired Practice
Specially Designed Instruction
High Quality Student Evaluation
Skilled Staff
Program Evaluation
Handout and USB format
The Simple Rubric Template

14. ‘Reinventing’ Infographic Template
Handout and online template
‘Reinventing’ Infographic
Template

15. Quick Debrief for Tools in Process
Volunteers:
One Rubric
One Infographic
Participants:
Reactions
Use

16. Context and Perspective in a Familiar Scenario
At the tables
Read and discuss the scenario
Choose a perspective
List the technical challenges and the adaptive challenges from the perspective of the role your table has chosen
Identify a potential approach to those challenges that might be well received and advance the ability of the person(s) in that role to truly engage in making sustainable progress.
Reflect: What importance does the technical and the adaptive challenges have in addressing the problem successfully over time?
Scenario Handout

17. Context and Perspective in a Familiar Scenario
Frank, Jane and a Vision for Change
The Context:
Frank, the superintendent of a mid-sized school district of 5,000 students, has just retired. He held the position for 10 years. He is a community leader and long-time resident and ‘came up through ranks’ of the district. He was regarded ...
Context and Perspective in a Familiar Scenario
Take a Perspective: Choose to address the situation from the perspective of:
___ Jane
___ The building principals
___ The special education director
___ The special education staff
___The general education staff
Handout and USB template
Technical Challenges
(Knowledge, Skills, Protocols, Processes, Training)
What might help? Who must be involved?
Adaptive Challenges
(Human, Situational, Differentiated)

18. Looking Forward with MAASE...
Given the need to engage with general ed. to improve outcomes for student's with disabilities
Return to the Four Simple Questions:
Who cares about this ... and why do they care?
What work is underway separately?
What new work could unite us?
How will we deepen our connections?

19. Who cares about this issue
Four Simple Questions
Who cares about this issue
and why?
What work is already
underway?
These tools may be helpful in creating interaction that helps you move to more and deeper engagement.
Four Simple Questions is a ‘think through’ tool. Used by a team, it permits you to take a broad look at the full array of stakeholders and your potential links to them. Used with groups, it permits you to see the issue from their perspective.
USB/Coalescing Around/Four Simple Questions.pdf
What shared work
could unite us?
How can we deepen
our connections?