Special Education For Administrators

1. Special Education For Administrators Module 4 Developing the Organization to Support Desired Practices

2. Norms of Operation • Go slow to go fast • Listen and speak with an open mind • Take risks • Respect others and ourselves • Leave positions at the door • What we say here stays here • Begin, end, and transition on time 2 2 2 2 2

3. Module 4 Agenda: Day One: • Welcome Back • Group presentations: • Give One/Get One: Successful Communication Strategies • Communication & Partnerships • Safe and Caring Schools • Wrap Up Day Two: • Good morning! • Focus Activity • Communication & Research; • Parents in Partnership – A Parent Engagement Policy For Schools • Culture Proficient Leadership • School Effectiveness Framework – Parent Relationships • OTF Special Education Website • Practicum – submission format • Post Assignments Review • What’s Next?

4. Rethinking http://www.youtube.com/watch?v=RsuKxY_9f_8

5. Effective Schools Philosophy “We can whenever, and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need, in order to do this. Whether we do it must finally depend on how we feel about the fact that we haven’t so far.”Ron Edmonds DOING KNOWING 5

6. Group Presentations On Exceptionalities!

7. Group Presentations Reminders Group Presentations The research final product must include: category of exceptionality including the Ministry criteria: e.g., intellectual, deaf/hard of hearing, definition of the exceptionality: Ministry and Board, historical perspective/overview of the exceptionality, key characteristics of the exceptionality that pertain to the specific syndrome or condition, student learning: strengths and challenges, instructional, environmental and assessment/evaluation strategies for accommodation, integration and inclusion, differentiation of instructional and learning, differentiation of assessment and evaluation for, of and as learning, community resources, other resources to support student achievement and web based links to learning

8. DINNER!!

9. Give One – Get One • Think! • one successful strategy you have used to communicate with a parent/guardian of a special needs student. • NB: They may include letters, quick notes, agenda inserts etc. •  Share your idea with one other person! ***NEW – WHEN YOU MOVE TO THE NEXT PERSON SHARE THE IDEA FROM THE LAST PERSON!

10. INFORMED MITIGATION:A CONCEPTUAL FRAMEWORK FOR DISCIPLINING STUDENTS • Students with disabilities over represent the population of students receiving suspensions. • This is an area of concern for the Ontario Human Rights Commission. • In order to address this concern, operational procedures have been developed requiring principals to consider “mitigating and other factors” before suspending a student.

11. “What you ought to have known” • In order to exercise appropriate discipline an administrator must consider not only what they know, but also what they ought to have known. • For example, if there is a psychological report in an OSR for a student that indicates the student has ADHD (Attention Deficit Hyperactivity Disorder) and the disciplining administrator isunawareof theimplications of that disorder, any uninformed and unmitigated discipline of symptomatic behaviourcould be both ineffective and in violation of the student’s human rights.See Ontario Human Rights Commission Settlement with TDSB, 2005.

12. Mitigating Factors • Pursuant to O. Reg. 472/07…the following mitigating factors shall be taken into account: • The pupil does not have the ability to control his or her behaviour. • The pupil does not have the ability to understand the foreseeable consequences of his or her behaviour. • The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person.

13. Other Factors Pursuant to O. Reg. 472/07…the following other factors shall be taken into account: • The pupil’s history. • Whether a progressive discipline approach has been used. • Whether the activity…was related to harassment. • How the suspension…would affect the pupil’s ongoing education. • The age of the pupil. • When an Individual Education Plan has been developed: (i) …the behaviour was a manifestation of a disability. (ii)…individualized accommodation has been provided. (iii)…the suspension is likely to result in an aggravation of behaviour.

14. Informed Mitigation Example: Student with MID Identification • MID (Mild Intellectual Disability) is an identification. • It signifies low overall functioning (low IQ) as well as significantly impaired adaptive behaviour. This disability could affect every decision the student makes including their understanding of right and wrong in various situations. • Every decision a student makes is made with less intellectual advantage. This does not mean they are not accountable. It means that their accountability has to be considered through a process of informed mitigation. • For MID students every decision has to be considered for mitigation.

15. ‘General’ Learning Disabilities: Verbal Versus Nonverbal • Nonverbal Learning Disability High Verbal Functioning Low Nonverbal Functioning • Language Based Learning Disability Low Nonverbal Functioning High Verbal Functioning

16. Examples of Nonverbal LD Behavioural Manifestations • A student with a Nonverbal LD may not be able to interpret the seemingly clear visual sign (see above). His perceived defiance and belligerence towards the staff member who sees the student violating the signage could be a manifestation of the LD. • A student with a Nonverbal LD may not be able to decode a simple hand gesture intended to signal the above rule.

17. Case Scenario: Nonverbal LD • Scenario:A student arrives late to class with disheveled school materials. When he is asked for a signed permission slip, the student is unable to find the form. The teacher gives the student 30 seconds to get himself organized “or else” he needs to deal with the VP. Feeling cognitively and emotionally overwhelmed, the student “loses it” and makes some inappropriate comments to and about the teacher. • Explanation:The student suffers from a deficit in nonverbal perception which limits his capacity to organize himself in time and space. What looks like non-compliance is non-ability. It’s not that he won’t do it- he can’t do it. He’s still responsible for “losing it”, but less responsible.

18. Examples of Language-Based LD Behavioural Manifestations • A student may not be able to defend himself verbally towards peers or staff members. Acting out physically may be symptomatic behavior. • A student may not understand seemingly basic instructions presented by staff members and appears to be “passive aggressive” in response to the teacher or VP who is demanding compliance.

19. Case Scenario: Language-Based LD • Scenario: A student is seen ‘wandering’ the halls during class time. A teacher confronts the student. The student stares back blankly saying nothing. The teacher escalates the level of confrontation, insisting on an explanation. The student is trying to think of the name of the place where she was (e.g. Resource Room) but she can’t because of a problem with word finding. She rolls her eyes and kisses her teeth in frustration. The teacher raises his voice leading to an escalation of the conflict. • Explanation: The student suffers from a deficit in oral expression. It’s not that she won’t answer- she can’t answer. She is still responsible for her conduct, but less responsible.

20. Identification vs. Diagnosis • Consideration of the distinction between identification (Based on Ministry categories) and diagnosis DSM (Diagnostic and Statistical Manual of Mental Disorders) is particularly important when determining discipline for a student with a “Behaviour” identification. • Mitigation should not be based on the identification – A principal needs to look beyond the label to understand the implications of any diagnosis that is found in the psychological report. • “Behavioural” is not a diagnosis. The identification of ‘”Behavioural” may or may not warrant mitigation. Our analysis must be more thorough.

21. Example of Differential Mitigation For A Student With A “Behaviour” Identification • Student A has an IPRC identification of “Behaviour”. He frequently leaves his chair and talks to other students. This often leads to conflicts with the teacher. His psychological assessment indicates Oppositional Defiant Disorder. • Student B also has an IPRC identification of “Behaviour”. He also frequently leaves his chair and talks to other students. This also often leads to conflicts with the teacher. His psychological assessment indicates Attention Deficit Hyperactivity Disorder. • It is probable that Student A “won’t” and student B “can’t”, warranting differential disciplinary action.

22. DEFIANCE OR DEFICIT?Differentiating ‘Won’t Do’ Vs. ‘Can’t Do’ Before imposing discipline a school administrator needs to demonstrate consideration of informed mitigation.This includes not just what you know, but what you ought to have known. When interacting with and potentially disciplining a student, staff need to understand: 1. The Context - What information did/does the student have to process? 2. The Student’s Profile – How did/does the student process that information? In order to ensure equity for all students we must analyze their actions through an informed lens.

23. Making The Connections • Effective • Pedagogy (HYS) • Culture of High • Expectations • Assessment Driving • Instruction • Precise and Explicit • Instruction • Positive Social • Climate • Cultural of high • expectations • Mentorship and Role • Modeling • Community • Connections CRRP Culturally Relevant Responsive Pedagogy

24. School Family Community Partnerships If Not You, Then Who?

25. Day 2 Agenda • Good Morning! • Parent Engagement • Equity and Inclusive Education Strategy • Culture Proficient Leadership – Line of Privilege • School Effectiveness Framework – Parent Relationships • OTF Special Education Website • Group Presentations • Practicum – submission format • Post Assignments Review • What’s Next? 25

26. Ministry of Education Messages FOUNDATION MINISTRY DOCUMENTS: • Parents in Partnership… A Parent Engagement Policy For Ontario Schools • Equity and Inclusive Education Strategy • – Caring and Safe Schools Policy • Leadership Framework for Principals and Vice Principals • School Effectiveness Framework

27. Inclusive Leadership and Parent Engagement • Parent engagement is not about what you have to do – about taking part in typical and taken-for-granted practices such as parent/teacher conferences and Meet the Teacher nights. Parent engagement is about what you get to do – about moving inward to look closely at your assumptions and beliefs, both individually and collectively with others; to be both a host and a guest on a school landscape; to build trust and relationships with parents. • It is about what you have the chance to do – to make a difference in the lives of children and their parents as you work alongside them in the important work of teaching and learning. (Pushor, Ruitenberg, 2005)

28. Parents in Partnership • Parents in Partnership: Part 2 • Fulfilling the Vision of Parent Engagement– Jigsaw Activity • Strategy 1: School Climate – Page 17 • Strategy 2: Eliminating Barriers – Page 19 • Strategy 3: Tools and Supports for Parents – Page 20 • Strategy 4: Parent Outreach – Page 22

29. Equity and Inclusive Education Strategy • Engaging Parents and Communities • http://www.principals.ca/Display.aspx?cid=8194&pid=8075 • How doyoucounter deficit thinking in your school? • What doyoudo when students are not learning as defined through the expectations in their IEP? • How doyouaddress the underservedstudents in your school? What does underserved mean to you?

30. Type 1 Type 2 Type 3 Type 4 Type 5 Type 6 THE KEYS TO SUCCESSFUL SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS EPSTEIN’S SIX TYPES OF INVOLVEMENT PARENTING:Assist families in understanding child and adolescent development, and in setting home conditions that support children as students at each age and grade level. Assist schools in understanding families. COMMUNICATING:Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications. VOLUNTEERING:Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at school or in other locations to support students and school programs. LEARNING AT HOME:Involve families with their children in learning activities at home, including homework, other curriculum- related activities, and individual course and program decisions. DECISION MAKING:Include families as participants in school decisions, governance, and advocacy through School Council, committees, action teams, and other parent organizations. COLLABORATING WITH COMMUNITY:Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.

31. Line of Privilege • Purpose: To raise awareness of the entitled and stigmatized groups participants belong to or identify with (page 29)

32. School Effectiveness Framework Home, School and Community Partnerships: Indicator 6.2 http://resources.curriculum.org/secretariat/framework/partnerships.shtml Students, parents and community members are engaged and welcomed, as respected and valued partners.Length 2:58 “The single biggest problem in communication is the illusion that it has taken place” George Bernard Shaw 32

33. Leadership Framework and Parent/Community Engagement: M1, M2 and M3 SETTING DIRECTIONS:The principalworks within the school communityto translate the visioninto agreed objectives and operational plans which promote and sustain school improvement;motivates and works with others to create a shared culture and positive climate; ensures that strategic planning takes account of the diversity, values, and experience of the school community; and provides ongoing and effective communication with the school community. BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE The principal strives to foster genuine trusting relationships ...families and communities, guided by a sense of mutual respect. The principal affirms and empowers others to work in the best interests of all students. The principal treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture. DEVELOPING THE ORGANIZATION TO SUPPORT DESIRED PRACTICES - The principal builds collaborative cultures, structures the organization for success, and connects the school to its wider environment.

34. Leadership Framework for Principals and Vice PrincipalsModule 4 IMPROVING THE INSTRUCTIONAL PROGRAM- The principal … monitors and evaluates the effectiveness of instruction.The principal fosters acommitment to equity of outcome and to closing the achievement gap SECURING ACCOUNTABILITY - The principal is responsible for creating conditions for student successand isaccountable to …parents,the community …for ensuring that students benefit from a high quality education. 34

35. Key Questions for Administrators • How are these partnerships with parents of special needs students created, established and sustained ? • Given these messages, how do they relate to what we do “differently” in our schools related to special education? • What are some of the strategies you use to engage or empower ALL parents in your school as it pertains to your school improvement plan?

36. School Effectiveness Framework…parents as partners in inclusive schools…Home, School and Community Partnerships: Indicator 6.2http://resources.curriculum.org/secretariat/framework/partnerships.shtmlLength 2:58 • a support for school improvement and student success!

37. Partnership Self Assessment • Think: review the chart from the SEF, for each goal highlight two indicators related to your areas of focus that you are currently doing or would like to do • Note: focus on partnerships in special education • Complete the chart • Pair: share your chart with one other administrator and each highlight one or two challenges to monitor your goals • Share: debrief with the group

38. Case Study: You are the Principal in a secondary school. A number of teachers have brought forward concerns to the Special Education teacher about a new grade 9 student. One teacher thinks that the student should be identified and moved to a special education class where she can get the support and attention she needs. The psych assessment in her OSR indicates a diagnosis of a learning disability. • The concerns focus around the fact that the student claims she requires extra time to complete in class assignments and tests. She often asks to have additional clarification about the details of assignments and instructions. The student lacks confidence and teachers think she needs extra support. • Other teachers have praised this student’s verbal abilities and artistic talents. She is very capable at remembering content and has strong general knowledge. • The parents DO NO WANT their child moved to a special education class. • Develop a plan to resolve the issue: Parents, staff and student should be considered. Read the scenario on your own noting any areas that need clarification. As a group discuss the scenario to establish a shared understanding of the situation. Raise key issues/elements. Review Technical and Adaptive Challenges and how these may influence what you will do.

39. Curriculum Development for Educational Partners: students, staff, parents and community Teachers’ Gateway to Special Education Ontario Teachers Federation www.teachspeced.ca

40. Group Presentations On Exceptionalities! Time allocated for any groups that are left to present.

41. Group Presentations Reminders Group Presentations The research final product must include: category of exceptionality including the Ministry criteria: e.g., intellectual, deaf/hard of hearing, definition of the exceptionality: Ministry and Board, historical perspective/overview of the exceptionality, key characteristics of the exceptionality that pertain to the specific syndrome or condition, student learning: strengths and challenges, instructional, environmental and assessment/evaluation strategies for accommodation, integration and inclusion, differentiation of instructional and learning, differentiation of assessment and evaluation for, of and as learning, community resources, other resources to support student achievement and web based links to learning

42. Practicum OutlineThere is an outline at the back of this module!Are there any questions regarding the format for submission?

43. Post Assignments • Complete the Exceptionality Post Assignment that you began in class for all four exceptionalities. In total with your work in Module 3, you will have eight exceptionalities. • Complete a 2 page personal reflection based on your progress on the goals set for the Ontario Ministry of Education Leadership Framework specific to special education. (Minimum 2 pages) • Complete the Web Board Question from Module 3 – Restorative Justice. • Complete Module 4 Self Assessment Rubric and submit to the instructor electronically.

44. Visual SynecticsSpecial Educationis like _______________ because ___________________.