Special Education For Administrators

Special Education For Administrators Module 3 Building Relationships and Developing People Securing Accountability 1 1 1

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

Module 3 Agenda: “Let’s have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.” -Abraham Lincoln • Welcome Back • Intro: Building Relationships • Leadership Framework • Assessment & Evaluation: Securing Accountability • PLC’s& Learning For All • School Effectiveness Framework – Components 1 and 5 • Exceptionality Group Presentations • Shared Solutions • Alternative Dispute Resolution 3

Building Relationships of Trust The Case for Trust – Stephen Coveyhttp://www.youtube.com/watch?NR=1&v=CciecbzzH-ghttp://www.youtube.com/watch?v=9J4oxmqLsBY&feature=related TRUST how do you create a culture of trust? • Think of a time when you were successful in creating a professional relationship of trust. • How will a culture of trust support students with special needs? 4 4

Managing Change and Building Relationships Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership (Andy Hargreaves) • “What, then, can we conclude about the emotional dimensions of self-initiated change and its distinctions from mandated change?” • When we have to implement mandated change how can we have teachers “own” the change? 5

The Leadership Framework • Inspire a shared vision of leadership in schools and boards • Promote a common language that fosters an understanding of what leadership and what it means to be a leader • Identify the competencies and practices that describe effective leadership and guide professional learning

Leadership Framework Personal Learning Pathway • DVD on the Leadership Framework slides 19 and 27 • Review theWIG that will impact your students with special needs that you set in Module 1 • Think-pair-share your progress 7

Professional Learning CommunitiesSupporting Learning for All • In Professional Learning Communities there is a culture of high expectations that supports the belief that all students can learn, and the school responds in a timely fashion to students who require intervention and support • Learning for All K-12 (Draft 2011) notes that PLC’s have the potential to close the achievement gap for students 8

The Learning LeaderDouglas Reeves • “Do we know the names, the faces, and the stories of students who are in danger of failure nine months from now?” • “We know…the only relevant question is whether we have the will to apply that knowledge to meet the needs of our students.”

The Role of PLC’s Key Questions for teaching/learning: • What is it we want our students to learn? • How will we know if each student has learned? • How will we respond when students do not learn the identified expectation/big idea etc.? • How can we extend and enrich the learning for students who have demonstrated proficiency? i.e., gifted • How do we build in the regular, ongoing monitoring of students with special needs? 11

School Effectiveness FrameworkMaking a Difference for Students with Special Needs

Depth Board (BIP) School (SIP) DATA / EVIDENCE-BASED ALIGNED Classroom (planning for teaching and learning) collaborative inquiry – professional learning cycle

SEF Component 1 Assessment for, as and of Learning The primary purpose of assessment and evaluation is to improve student learning. Taken from Growing Success, page 6

Getting to Know Our Students Learning Styles 15

BIG IDEA Assessment Cycle for Learning Learning Goals Success Criteria Descriptive Feedback 16

Professional Learning CommunityTeacher engagement in the change process – why is descriptive feedback so important for students who have special needs?

Area of Focus for Feedback Feedback Strategies • Timing - when/how often • Amount – points that relate to major learning goals • Mode – oral , written, visual demo • Audience – individual versus group

Clear Target - Analogy of archery - If students are beginners at archery, they cannot be expected to hit the bull’s eye the first time. It is fine if they miss the target as long as they understand what they need to do in order to improve. With ongoing practice and feedback, students can gradually witness their own improvement

Assessment for Learning: Feedback • Identify what is done well (encouraging) • Connect to learning goals and success criteria • Provides both oral and written • Describes what needs improvement and how to get there • Involves follow up Specific, Focused General (“need more practice”) http://www.edugains.ca/resourcesAER/VideoLibrary/index.html?movieID=20 How can effective feedback make a difference for students with special education needs and how will you ensure this happens in your school (accountability)?

School Effectiveness Framework • http://www.curriculum.org/secretariat/framework/assessment3.shtml secondary example for 4 minutes • http://www.curriculum.org/secretariat/framework/curriculum5.shtml Grade 4-6 2 minutes • What are current practices in your school regarding assessment for students with special needs and what technical and adaptive changes need to occur? • What actions will you take? • How will you secure accountability?

Think-Pair-Share • Assessment & Evaluation Symposium Keynote: Dr. Douglas Reeves (Excerpt) http://www.edu.gov.on.ca/eng/policyfunding/ocup • In groups of four share your thoughts on what Reeves says and why it is especially important for students with special needs • Share your graphic organizer showing how at your school assessment as, for and of learning is used to facilitate the success of students with special needs

Assessment for Students with Developmental Delays • Assessment of Students with Developmental Delays • Brigance Inventory of Early Development II (Curriculum Associates) yellow version • Low Incidence DD Alternative Report Card

Authentic Learning • Effective learning tasks lead to deep thinking • Investigation is of real interest • Students are active in designing the problems and the methods of investigation • Students engage with disciplined inquiry (student sees self in own world related to the task) • Tasks connects to the world outside the class • Involves substantive conversation • http://www.curriculum.org/secretariat/framework/programs2.shtml Length 3:17 Grade 4-6 • Tangible product presented to a real audience Freedom Writers

SEF and Assessment (Component 1)andSEF and Pathways (Component 5) • Select one goal ongoing in your school related to special education and then • Highlight one key goal and one key indicator for your school. Work across the chart in relation to students with special needs • Think, pair, share your insights • How can this support your work with your staff at your school?

Critical Issues in Equity and Inclusive Education: The Need for Action http://www.principals.ca/stream/equity/part3/part3stream.html

Where are you on the continuum? • How have you utilized relationships to create an effective PLC in your school related to special education and/or inclusive classrooms? • How do you provide individualized support for teachers based on their needs to build capacity around special education/inclusive classrooms? • Disciplined entrepreneurship and collective self efficacy in special education: How do staff/students demonstrate that they truly believe they can make a difference, grow and enhance their learning? • How do you monitor the PLC’s and TLCP’s in a timely manner with effective feedback and accountability? 27

Exceptionality Group Presentations 28

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

Conflict TriangleFramework for analyzing a conflict • Past history • Values, meanings • Relationships • Emotions • Behaviours • Abilities • Personalities • How people communicate • issues and feelings • Structures, system, procedures, patterns • Norms about how to behave in a conflict • Decision making • Roles, jobs People Process Situation • Facts Perceptions Positions • Interests, needs Issues Solutions • Consequences of events Consequences of possible outcome 30 30 30

Principles of Conflict Resolution Principle-BasedPower-Based Look for solution Not for blame Focus on the problem Not on the person Take a non-adversarial approach Not an adversarial one Use dialogue Not debate Focus on interests Not on position Try for a win/win solution Not a win/lose one Focus on change Not on control Conflict resolution is a long process Not a quick fix 31 31 31

Power Bases… • Think – Pair –Share: • Can you identify where your power lies, from where it comes? • Reflect on how you should exercise your power, when, for what purpose and under what conditions? • Reflect on how you should share your power, when, for what purpose and under what conditions? 32

Short Term Leave Long Term Stay Strategies for Responding to Anger • Listen carefully with full attention • Assess point on anger cycle • Acknowledge feelings • Check for understanding • Remain calm • Begin problem solving when anger is diffused • Try to stay in the present, “What can we do about what is happening now?” 33 33 33

Phases of the Anger Cycle Physiological Arousal 1. 3. 2. 4. 5. Base Line Quality of Judgment 1. This is the event which triggers the rest of the cycle. The extent to which a person feels provoked enough to explode is related to both internal and external factors (stimuli from the environment). 34 34 34

Phases of the Anger Cycle Physiological Arousal 1. 3. 2. 4. 5. Base Line Quality of Judgment • Escalation Phase: During the phase the body’s physiological arousal systems prepare for a crisis. The body prepares to attack or defend. Physiological cues include: • Muscle tension • Increased respiration • Increased heart rate • Increase in voice volume and pitch 35 35 35

Phases of the Anger Cycle Physiological Arousal 1. 3. 2. 4. 5. Base Line Quality of Judgment • Crisis Phase: • This phase begins as the body reaches the fight or flight point. Since the body is at maximum stress, the person must aggress or withdraw. Judgment is very poor at this point and rational discussion is useless. Short, simple and non-provocative comments are best. 36 36 36

Phases of the Anger Cycle Physiological Arousal 1. 3. 2. 4. 5. Base Line Quality of Judgment • Recovery Phase: • The crisis has passed, but the body must still recover from its high level of arousal. Provocative communication at this point may cause another crisis. Allow space during this phase if possible. 37 37 37

Phases of the Anger Cycle Physiological Arousal 1. 3. 2. 4. 5. Base Line Quality of Judgment • Post-Crisis : • The body and judgment have now returned to normal. Physiological signs are normal or depressed or self-destructive during this stage. This is an important time for discussion and problem solving. 38 38 38

Listening . . . requires not only open eyes and ears, but open hearts and minds. We do not really see through our eyes or hear through our ears, but through our beliefs. . . . It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start the dialogue. Lisa Delpit “Listening is probably the most cost effective element of a conflict management system.”Mary Rowe “Seek first to understand, then to be understood.” Stephen Covey, Habit 5 Seven Habits of Highly Effective People Active Listening Techniques 39 39 39

Shared Solutions – Case Studies • In a group of four reflect on the case studies of Paul, Jovan, Ziyaad, and Brigitte • Share verbally a conflict concerning a student with special needs and describe from Shared Solutions the specific strategies that you used to resolve the conflict effectively • Describe what you learned from Shared Solutions and what you will be able to apply to your work with students with special needs and their families

Communication Techniques Paraphrasing This technique is used to restate in your own words the issues and concerns of the other person – reflect first the feeling and then the content. It helps that person know that she or he has been heard, helps to clarify the problems, and helps the Principal focus on the issues that must be resolved within the mediation. “You sound frustrated that…” “Let me see if I understand what you are saying. “ “You felt…when…” “What I hear you saying is…” 41 41 41

Perspective • The most recent IPRC occurred on March 8, 2011. The decision was Behaviour exceptionality and the placement was Special Education class, Intensive Support Program/Behaviour. The parents were in attendance and the statement of decision is signed by a parent with the indication that they agreed to both the exceptionality and the placement. • Mother’s recent comments about wanting a regular class placement are in opposition to the decision, which she participated in, on March 8. The deadline for appealing the IPRC decision has passed. • What will you do following Shared Solutions?

Alternative Dispute Resolution (ADR) • Processes and techniques that act as a means for disagreeing parties to come to an agreement short of litigation • Conflict resolution is a major goal of all the ADR processes • If a process leads to resolution, it is a dispute resolution process

Negotiation A dialogue between two or more people or parties, intended to reach an understanding, resolve point of difference, or gain advantage in outcome of dialogue, to produce an agreement upon courses of action. (Shared Solutions Problem Solving)

Resolution Meeting Process Considerations • Preparation • Flexible scheduling, location, seating, refreshments • Clarifying participation, purpose, setting a collaborative tone • Reviewing student’s records • Convening • Agree on agenda, clarity in purpose, confidentiality, ground rules, breaks • Remove distractions, communicate effectively, manage time • Fully examine issues, ensuring equity in participation • If dynamics are at issue do something different (e.g. change representation, rethink offer/demand, etc.) • Implementation • Clear agreement components (e.g., SMART – specific, measurable, attainable, realistic, time-accountable)

Principled Negotiation • Separate people from problem • Focus on communication with people, not to people • What are the interests, motives? • Remember that the other party has feelings, too • Are you paying enough attention? • Watch you ego • Focus on relationships • What is most important to the party? What do they want? Why? • What is most obvious? Now look behind it 46 46 46

Principled Negotiation • Focus Attention on Interests, NOT Positions • Different positions – different interests • Acknowledge emotion • Watch for resistance. Pause to give the person a chance to object to reframe. • Don’t smooth over conflict rather let it be expressed to define the issues and get the message across. • Most powerful interests are: Human needs…security, economic well-being and sense of belonging, recognition and control over one’s life. Interests should be openly discussed and acknowledged as part of the problem Reframing Reframing a position focus to an interest focus. Be sure your reframe contains the key element of the original message. “I’m not budging. Either my son stays in Mr. Smith’s math class, or I involve my school trustees in this. He’s on an IEP and he has endured enough poor math teachers without another lost year.” Reframe to delete the specific demand and focus on the underlying interests: Competent math teaching for the parent’s son. 47 47 47

Principled Negotiation • Invent Alternate Options for Mutual Gain THINK: • Mutual gain NOT win-lose • Shared interests NOT ONLY our interest • Seeking common ground instead of settling interests on basis of will Use brainstorming to separate inventing from deciding 48 48 48

Principled Negotiation • Base Outcomes on Objective Standards and Criteria • Use standards to move towards a principled position • Assess objective criteria • Any precedent moral standards? • Professional standards Process • Each issue is a joint search for objective criteria • Reason and be open to reason as to appropriateness and application • Always ask for reasons for standards 49 49 49

Negotiation TEACHER: A parent of a grade 3 child in your combined 2/3 class wants the child moved to a different class. You disagree. This child needs time to settle into a new school. It is only September. The child is able to think divergently but is also quite reserved and has an accommodated IEP. In a combined class you can make sure she moves at her own pace, and you can assess her ability and differentiate appropriately. She has already made friends in this class, and you would not like to move her now. You shall be covering the grade three curriculum this year just as the grade three class, but first the class is doing review of last year’s work. The parent in this case has been rather aggressive and rude to you and you are not happy with the way she has spoken to you about this issue. She seems unwilling to listen to your professional view as her child’s teacher. Discussion involving the Principal has now been requested. 50 50 50

Special Education For Administrators