new service provider training st. joseph county isd june 2015
TRANSCRIPT
New Service Provider Training
St. Joseph County ISD June 2015
St. Joseph County ISD Mission
“To enable all students to become contributing members of society by equalizing and improving education opportunities cooperatively with students, educators, parents and the community.”
Intermediate School District
● Early Childhood● Special Education● Instructional Leadership● Technology● Business Services
Early Childhood Education
• Early Head Start• Early On• Great Start Readiness Program• Great Start Collaborative
Great Start Collaborative
• Human Services Commission• Early Childhood Workgroup• Building Systems of Early Childhood• Special Education throughout
Children Ages 0-17 inInvestigated Families
Confirmed Victims of Abuse and/or Neglect,
Ages 0-5
Children Confirmed by CPS as Victims of Maltreatment (MI)
June 25, 2015
Dr. James Henry
Amy Brauer, St. Joseph County Great Start CollaborativeTheresa Christner, Branch-Hillsdale-St. Joseph Community Health AgencyTeesha Conley, Department of Human ServicesJo Hagood, Sturgis HospitalCrystal Hughes, Foster ParentAnita Lopez Schlabach, Human Services CommissionLeslie Pitts, Community Mental Health and Substance Abuse ServicesDeana Strudwick, St. Joseph County Intermediate School DistrictKelli Tackett, Keystone Place
Multi-agency team
Grant funds: Award: $743,707Match: $185,927Total: $929,434
Early Head Start Child Care Partnership
Why St. Joseph County?
• Almost 1 in 3 children under 5 years of age in St. Joseph County are living in poverty
• 110 children age birth to 4 years old were homeless
• Waiting list last year for Early Head Start in St. Joseph County
• 54 Children
We know that poverty is a risk factor for child abuse and neglect, academic failure, and poor health
¹"Young Children at Risk National and State Prevalence of ..." 2012. 4 Dec. 2014 <http://www.nccp.org/publications/pdf/text_1073.pdf>
Goal 1:
Expand services for children in St. Joseph
County birth through age three
Early Head Start Child Care Partnerships
Goal 2:
Increase the quality of care provided in
St. Joseph County
● Family with income below the federal poverty levelo Caregivers must be working or going to
school● Children
o Experiencing homelessnesso Child welfare systemo Children who have a disability (Early On
10%)
Child/Family Eligibility
Federal Poverty Level
Effective July 1, 2015 to June 30, 2016
● Do I have reliable transportation?● Do I have reliable, high quality child
care?
Barriers for Working Parents
● Partner with 6-10 providers in St. Joseph County
● Providers receive training and on site supporto Creative Curriculum, Teaching Strategies GOLD, Conscience Discipline
● Providers will complete a Child Development Associateo Provided at SJCISD
● Increase quality for all children in care and future children in care
High quality child care
Comprehensive Services
SJCISD will provide CDA track in St. Joseph County free for participating
Early Head Start Child Care Partners
Intended to make it available to all in the county at discounted rate
SJCISD will provide Creative Curriculum and training in St. Joseph County free for
participating Early Head Start Child Care Partners
Intended to make it available to all in the county at discounted rate
● Christine's Day Care, Centreville● Amanda Johnson, Burr Oak● Community Action
o Carol Shippy Center, Three Riverso Home Based services, Sturgis
Early Head Start Providers
Provide early interventions services for children with a developmental delay or developmental disability
● Grant funds: $100,188
Early On
● Part C of IDEA● Birth to third birthday● Birth Mandate State (4)● Developmental Delay (20%) or Established
Condition● Individual Family Service Plan (IFSP)● Primary Service Provider Model (PSP)
Early On
Incoming “referral” to Early Childhood Service Coordinator ● Linda Rensberry or Lisa Roussin
Complete within a multidisciplinary team including special education teacher ● Infant/Toddler Developmental Assessment (IDA)● Routines Based Interview (RBI)● Measure of Engagement,Independence, and Social Relationships (MEISR)● Comprehensive medical records● Parent and child observation
Early On (Ages 0-3)
The Great Start Readiness Program
4 years oldAt risk of school failure250% Federal Poverty
Level
BB missing, ST ECSE, Constantine 1/2day
Federal Poverty Level
Effective July 1, 2015 to June 30, 2016
● Head Starto Federal Dollarso 3 & 4 year old childreno 100% of Federal Poverty Level (FPL)
● Great Start Readiness Program (GSRP)o State Dollars o 4 year old childreno 250% FPL or tuition
● IEP in inclusive setting eligible regardless of income
Public Preschool
Special Education
What is MTSS?
A multi-tiered system of academic and behavioral
support to ensure the success of all students.
Tiers of Intervention (a.k.a. RtI)
MTSS Continuum of Supports
Students within Schools
Targeted Intervention/ Tier 2 Supplemental, reduce risk, some students (15%)
Intensive Intervention/ Tier 3 Individualized for few (5%), functional assessment, highly specific
Core Instruction, all students,preventive, proactive and should meet the needs of at least 80% of the students relating to mastery of critical skills. A good core has materials to use with lower-performing students as well.
Universal Support/Tier 1
What we know about reading. . . ○ 74% of children who are poor readers in 3rd grade
remain poor readers in 9th grade○ States are estimating future prison sizes based on
3rd grade reading data○ Reading problems can be prevented in most
children○ We can detect reading problems in K and early 1st
grade○ Reading is teachable if instruction is
comprehensive, sufficiently intensive, and includes practices supported by research (Moats)
It’s all about Ed!
General Education
Special Education
Ed
Targeted Academic Assistance○ Tier 2 Intervention
○ Students who are not proficient with tier 1 supports alone
○ Goal= <15% of students in a school
○ additional (30) minutes daily
○ Small group instruction
○ Tier 3 Intervention○ Students in need of additional support beyond tier
2
○ Goal= <5% of students in a school
○ An additional (30) minutes daily beyond tier 2 support
○ Individualized instruction-more intensive
Tier 3: Increased Intensity
The difference between Tier 2 and Tier 3 is the duration and group size of the intervention treatment. This is the last stage of the intervention model and is the most intensive.
MTSS/RtI not a path too or roadblock to special educationSupport for all children
Levels of Special Education
○ Students have different needs for different areas – NCLB – subgroups
○ General education is responsible for all students
○ Student needs are met in different ways
○ Education for all students needs to be rigorous, relevant and built on relationships
Level Supports to General Education○ Response to Intervention (RTI) based on
student needs before special education referral
○ 3 Tier Model
○ Student Assistance Team – helps teachers with students; not automatic referral for eligibility
○ Special education supports general education: it doesn’t replace it.
Services for Students with IEPs
History of Special Education
Shift…
All Kids can learn at high levels. It is our collective responsibility to ensure all students succeed.
⬜ In order to support all learners, there must be:⬜ Ownership
⬜ High expectations
⬜ Intervention systems
⬜ Inclusion/ collaborative teaching
⬜ Organized professional development
The 21st Century Learning Classroom
⬜Common Curriculum⬜ National Standards
⬜Measurement Topics
⬜ Formative & Summative Assessments
⬜ District Curriculum map
The 21st Century Learning Classroom
⬜Instruction⬜Research Based⬜Individualized—Tiers of Intervention (aka-RtI)⬜Mastery of content standards⬜Any Time, Any Place, Any Way, & Any Pace⬜Use of technology to support learning
Tiers of Intervention (a.k.a. RtI)
Beliefs…
⬜There is a collective responsibility of every member of a school organization to ensure high levels learning for every child
⬜ Instruction must be concentrated—a systematic process for identifying essential knowledge and skills that all students must know and determining those needs for every child (choclate chip cookie, nuts vs flour)
Beliefs…
⬜Convergent Assessment—an on-going process for analyzing targeted evidence to determine the specific needs of the child
⬜Access—a systematic process that guarantees that every student will receive the time and support needed to learn at high levels.
Paradigm shift
⬜Access to general education curriculum & research based best practices
⬜Collective responsibility of the school rather than the sole responsibility of special education teacher
⬜Accountability for student growth
What if we suspect a disability?
Eligibility Areas
⬜Autism (ASD)
⬜Cognitive Impairment (CI)
⬜Deaf Blind (DB)
⬜Early Childhood Developmental Delay (ECDD)
⬜Emotional Impairment (EI)
⬜Hearing Impairment (HI)
⬜Learning Disabled (SLD)
Cont…
⬜Other Health Impairment (OHI)
⬜Physical Impairment (PI)
⬜Severely Multiply Impaired (SXI)
⬜Speech & Language Impairment (SLI)
⬜Traumatic Brain Injury (TBI)
⬜Visual Impairment (VI)
Questions to consider?
⬜Does the student have one or more disabilities as defined by IDEA/ MARSE?
⬜Does the disability impact the student’s learning?
⬜Does the student need special education services?
If the answer to all of these questions is “yes” then an IEP would be developed to address the student’s needs
What is an IEP?
⬜A written contract between the parent and the district
⬜The IEP captures:⬜ The students strengths
⬜ Parent concerns
⬜ Needs of the student—services & programming
⬜ The most recent evaluation data
Info…
⬜Who determines eligibility?⬜ An Evaluation team recommends eligibility
⬜ The IEP team uses the evaluation data and other information presented to determine eligibility of a student
⬜What types of IEPs are there?⬜ Initial
⬜ Annual
⬜ Reevaluation
Who Participates in an IEP?
⬜Parent or Guardian
⬜General Education Teacher⬜ Serves on the IEP team
⬜ To the extent possible
⬜ Helps develop, review, & revise the IEP
⬜ Determines appropriate positive behavior interventions & strategies
⬜ Determines supplementary aids and program modifications
⬜ Determines the support needed to help the student progress in the general curriculum
Cont…
⬜Special Education Teacher/Provider
⬜Representative of the Public Agency⬜ Can provide and supervise special education⬜ Has the authority to commit district resources⬜ Has knowledge about the general education curriculum
⬜An individual who can interpret the implications of the evaluation (this person can serve in multiple capacities)
⬜Others who have knowledge of the student
⬜Student if appropriate (age 14 on)
Access…
IEP Team & LRE
⬜Differentiating enhances the playing field (The intent is to broaden the instructional range to provide success within the student’s zone of proximal development)
⬜Accommodations level the playing field (The intent is to provide physical or environmental support to allow student access to success)
⬜Modifications change the playing field (The intent is to provide success by placing the target within reach of the student)
⬜ Interventions maximize the playing field (The intent is use best practices – Really Terrific Instruction – to close the gap as rapidly as possible so that students become successful and not wrongfully labeled special education)
Supporting Academics
Differentiated Instruction
To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning, interests; and to react responsively.
Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class.
The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
What is differentiation?
Teachers can differentiate classroom elements based on student readiness, interest, or learning profile:
(1) content—what the student needs to learn or how the student will get access to the information;
(2) process—activities in which the student engages in order to make sense of or master the content;
(3) products—culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit
Accommodations
⬜Accommodations are changes that help a student overcome or work around their disability.
⬜Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.
⬜They DO NOT fundamentally alter or lower the standards of the course/standard/test.
Accommodations
⬜Grading is the same
⬜Are least restrictive
Modifications
⬜Modifications are changes that alter what is being taught or expected from the student.
⬜Modifications are made to provide student meaningful & productive learning experiences based on individual needs &abilities.
⬜They DO fundamentally alter or lower the standards or expectations of the course/ standards/test.
⬜Grading is different.
Modifications
⬜Are more restrictive
⬜Should be used only when necessary and given a great deal of thought in their use.
⬜Are used for students not on a diploma track.
⬜Are used most often for students who are taking the Mi-Access
Questions?