The Educator Support Team

1. The Educator Support Team A model of support in a school for students with special education needs

2. Prepared and presented by: • David O’Brien Teacher / EST Coordinator • Susan Kaup Speech and Language Therapist • Grainne Muldoon Social Worker • Fiona McDaid Speech and Language Therapist • Elsabe de Villiers Educational Psychologist

3. Content • Why, what, who and how? • Support (Activity) • The Process: Case study (Activity) • The Educator Support Team Establishment & Development Effective Functioning Continuous Professional Development • Feedback from staff

4. Education today • The number of students experiencing learning and developmental barriers is of great concern. • Every student must have the opportunity to realise his / her potential • The implementation of appropriate and effective problem-solving strategies is necessary.

5. The Educator Support Team • could be a possible strategy ….

8. The process Go slow....slow go

9. Educator Support Team? What is an • Any group of staff members who supports the teaching and learning process in the school. • What is the purpose of the • to assist Teachers, Special NeedsAssistants and Parents/Carers to support students who experience barriers to learning and development, or who are at risk of developing such barriers. Educator Support Team?

10. Support Student • Activity: Meet Connie (10) Support

11. Connie is a ten year old girl in a mainstream school.Connie is having difficulty participating during class and will often leave the classroom environment. • This is a cause of concern for five individuals who interact with Connie regularly in school and at home.

12. Teacher: ‘Connie’s behaviour is disruptive to the rest of the class. It’s unpredictable. I don’t know where she goes so I’m worried for her safety.’ • Mum: ‘Teacher keeps me informed about when Connie walks out of class. I’m worried for her safety and that she’s missing out on learning.’ • Principal: ‘I see Connie nearly every day on the corridors of the school when she’s supposed to be in class.” • Resource teacher: ‘Her maths skills aren’t progressing. She often walks out of RT and I don’t know where she runs off to.’ • PE teacher:‘Connie’s behaviour is disruptive because I don’t know when she’s going to wander out. Team-based games are hard to play because of Connie’s tendency to leave without warning.’

13. Volunteers please? • 2 groups of five (representing five parties outlined above) working with • 2 ‘Connie’s. • Tell Connie how she can manage her behaviour (see script). • What message did you get? Do you know what you need to do when you need a break from class? • If yes, why? • If no, why? Feedback from Connie:

14. To summarise Old paradigm

15. New paradigm

16. LEVEL 6: Student referred to other services/school/setting Levels of support LEVEL 5:Teacher and SNA & External support LEVEL 4:Teacher and SNA & Individual (SLT, Psy, SW, Chaplan, CCW) LEVEL 3:Teacher and SNA &EST (Parent involvement) Individual Education Plan (IEP) LEVEL 2:Teacher & SNA and other teacher(s), any staff member(s). (Parent involvement) LEVEL 1:Teacher & SNA support in classroom (Parent involvement)

17. Connie needs support

18. Educator Support Team- Level 3 • Teacher completes referral form • Coordinator reviews referral • Coordinator schedules a meeting • Invitation to those involved • Meeting • Development of Individual Education Plan • Implementation and monitoring • Review • Monitor

19. CASE STUDY • Educator Support Team Meeting Activity

20. Group Task • Read case study • Fulfill your role during the Educator Support Team meeting • Develop Connie’s Individual Education Plan (3 targets) • Feedback

21. Individual Education Plan Suggested

22. Individual Education Plan

23. The Process • Before • Notice to all involved • Read referral information • Prepare for meeting • During • Share information • Discuss possible strategies • Start to develop Individual Education Plan • After • Implementation of IEP, adjustments • Monitor progress • Document student response • Review / follow-up discussion

24. Student’s recent successes and identified strengths Identify areas of need Establish SMART targets Brainstorm interventions Select ideas for trial (teacher) Decide on assessment strategies Agree on review date 5 minutes 5 minutes 5 minutes 5 minutes 5 minutes 3 minutes 2 minutes The 30 Minute Meeting

25. Success and effective functioning of the Educator Support Team depends on • Positive attitude and involvement of principal • Positive interpersonal relations and professional liaison amongst team members • Adhering to referral procedures • Regular follow-up & review • Adhere to formal meeting procedures • Meetings focused on problem-solving strategies • Effective time-management (30 – 45 minutes) • Proper recording of decisions • Scheduling fixed meetings as part of the school’s year programme • Active involvement of teacher of student • Sensitive management of all information and decisions in best interest of student • Continuous monitoring and evaluation of progress of Individual Education Plans • Consultation with knowledgeable persons from the community

26. Establishment and development of the Educator Support Team • Educator Support Team policy • Aims • Composition, office bearers and duties • Duties/functions of each Educator Support Team member • Meeting procedures • Year programme of meetings and training sessions • Student referral procedures • Format and contents of Individual Education Plans • Procedures for monitoring and recording students’ progress • Procedures for liaison and referral to specialists in the community resource network • Confidentiality principles • Procedures of reporting to parents/carers, the principal, governing body and others • Quality assurance standards regarding the effective functioning of the Educator Support Team

27. Continuous Professional Development Educator Support Team • To include • Training by knowledgeable colleagues, experts and specialists from the community • Consultations amongst schools to exchange knowledge, share successes, discuss challenges and find solutions to mutual problems • A regular training programme aligned to the specific needs of the school

28. FEEDBACK from staff

29. Contact information • St. Augustine’s School • Tel.: • Email: elsabe.devilliers@sjog.ie • School website: www.saintaugutines@sjog.ie

31. THANK YOU for your interest, participation and attendance

32. Resources, articles and websites • www.edu.gov.mb.ca/k12/specedu/fas/pdf/2.pdf • www.education.vermont.gov • www.walsall.gov.uk/education_support_team.htm • www.doe.virginia.gov/schoolimporvement • www.farragutschools.org Bangert, A.W. & Cooch, C.G. 2001. Facilitating Teacher Assistance Teams: Key Questions. NASSP Bulletin 85:62-67. • Bahr, M.W. & Walker, K. 2006. Creative Problem Solving for General Education Intervention Teams: A two-Year Evaluation Study. Remedial and Special Education 27:27-41. • Ortiz, A.A., Wilkenson, C.Y., Robertson-Courtney, P. & Kushner, M.I. 2006. Considerations in Implementing Intervention Assistance Teams to Support English Language Learners. Remedial and Special education 27:53-63.