Special Education Advisory Panel Inclusive Practiceswebapps.pattan.net/seap/SEAP 2016_17/04_05_17...

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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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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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

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Co‐Teaching PLC


* OIP Framework









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Part I: Co-Teaching PLC

Co‐Teaching PLC


* OIP Framework









Part I

Part II

Part III

Part I: Co-Teaching PLC

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Co‐Teaching PLC


* OIP Framework









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Part I: Natural Peer Supports

Co‐Teaching PLC


* OIP Framework









Part I

Part II

Part III

Part I: Natural Peer Supports

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Op

* OIP Ov

SaS C

Strate

Projects

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Part I: QIESSP

Co‐Teaching PLC


* OIP Framework









Part II

Part III

Part I

Part I: QIESSP

Co‐Teaching PLC

timized Inclusive Practices

* OIP Framework


erview Training / On‐Line PD Course




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

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Co‐Teaching PLC


* OIP Framework









Part II

Part III

Part I

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Part I: Universal Design for Learning

Co‐Teaching PLC


* OIP Framework









Part I

Part II

Part III

Part I: Universal Design for Learning

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Co‐Teaching PLC


* OIP Framework









Part I: Optimized Inclusive Practices

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Part I: Optimized Inclusive Practices

Co‐Teaching PLC


* OIP Framework









Part I

Part II

Part III

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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.”


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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Big Ideas

Concepts

Competencies

District School Classroom Student


Big Idea

Concept

Competencies

Level

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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


OIP Big Idea Assessment Tool

OIP Concept Level Tools

OIP Action Plan

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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


Ratings

Big Idea

Guiding questions Ratings for each level from 4‐1.

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OIP Action Plan

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OIP Action Plan


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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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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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


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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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


* OIP Framework









Part II

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Co‐Teaching PLC


* OIP Framework









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Supplementary Aids and Services


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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



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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• 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


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

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49

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Q7: How long did the SaS Toolkit team meeting typically take?

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IU TaC

IU TaC

nkop.net Consultant*

IU TaC

[email protected]

[email protected]

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

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Trained SaS Facilitators by Region (based on March 2017 survey results)

•16Western Region

•15Central Region

•10Eastern Region

40 + Trained SaS

Facilitators across the state


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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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


Streamlining the Process

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Resources for Facilitators


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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Part III: Strategies for Instructional Access

Co‐Teaching PLC


* OIP Framework









Part III


Adapting the Process

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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.


Topics Covered Within the “Strategies” Framework

Printed Assessment Project/ Instructional Materials Formats Presentation Formats

Formats

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• 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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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

[email protected]

412‐826‐6871

Dr. James Palmiero

[email protected]

412‐826‐6850

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