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Kennedy Middle School Reaching For Excellence Together
LD CD Traditional No connection between regular education and Special Education 6-1 7-2 7-1 6-3 7-3 6-2 8-2 8-3 8-1 CA ED
Mainstreaming 6-1 6-2 6-3 7-1 7-2 Lots of connections... ….Lack of communication LD ED CD Our kids….. ….Your kids CA 8-3 8-2 8-1 7-3
Goal • Determine a process of alternative programming to support all students.
Beliefs: • *There are enough students who have educational needs that warrant alternative programming. • *All educators have the responsibility to try to meet the needs of students in the educational setting. • *Study skills and organizational skills are integral components to teach in alternative programs for students in special services, and students who are at-risk. • *Participation in alternative programs is based on need, not grade level. • *Knowing how and why students learn the way they do is important. • *Alternative programs will be more successful when the parents and teachers work together.
Parameters: • *Students will be viewed as "our" students, and programs will be for all students. • *Initiatives will be generated and implemented by teams. • *Teams will share the initiatives and demonstrate that the building leadership team criteria for the site initiatives have been met. • *The alternative programs will foster and align with the school's beliefs, vision, and mission.
Collaborative Model Special Education teachers are integrated into each house which enables a common prep and meeting times. 6-1 6-2 6-3 Teams work collaboratively to meet the needs of all students academically and behaviorally at team meetings. 7-1 7-2 7-3 8-3 8-2 8-1 CA LC Admin
Learning Center 6-1 6-2 6-3 The Learning Center supports all students in both special education and regular education students. This provides classroom support for every classroom throughout the building. 7-1 7-2 7-3 8-3 8-2 8-1 Modifications and accommodations are provided to meet the needs of students. Team teaching opportunities are realized with most special education teachers teaming in up to four classes each. CA LC Admin
IEP Scheduling Behavioral Plans Brainstorming Aide Scheduling Sub Scheduling IEP Process and Procedures Sharing Expertise Sharing Professional Articles Sharing Materials Venting and Support Training Planning Advice Doughnuts Special Education Team Meeting
Change? Why change? • Confusion • Anxiety • Resistance • Frustration • “Treadmill” • Hurt • Unappreciated • Unacknowledged • Fear • Resentment • Overwhelmed
+ + + + + + + + + + + + + + + + + + = = = = = = + + + + + + MANAGING COMPLETE CHANGE VISION SKILLS CHANGE INCENTIVES RESOURCES ACTION PLAN X VISION SKILLS CONFUSION ACTION PLAN INCENTIVES RESOURCES X SKILLS ANXIETY VISION INCENTIVES RESOURCES ACTION PLAN X SKILLS RESISTENCE RESOURCES VISION INCENTIVES ACTION PLAN X SKILLS FRUSTRATION VISION INCENTIVES RESOURCES ACTION PLAN X SKILLS TREADMILL ACTION PLAN VISION INCENTIVES RESOURCES (Taken from the work of Parker Palmer. Adapted by Knoster from Enterprise Group, LTD.)
Polan House • Polan House Team • Heather Janke Language Arts/ Math • Cindy Polan Reading/Language Arts • Jane Mandich Language Arts/World Cultures • Keith Musloff Science/Language Arts • Anne Kraemer Special Education • Pam Koskovich - Aide
What does the Data say?2004 School Improvement RetreatData Review Review with the 1997 data; prior to implementing the KMS “Collaborative Model
What does the Data say? = 32 of 280 = 248 of 280
Collaboration is the Key • Common Goal • Distributed Leadership • Common Rewards and Responsibilities • T-Together • E-Everyone • A-Achieves • M-More
Differences become blurred…. Similarities become clear….
T Drive Improved communication through District Computer network
Dear Staff,I have typed up information regarding Brady M. that I would appreciate you sharing with your homeroom group students. Although Brady is in 7th grade, he is in the halls when all students are in the halls and therefore 6th and 8th grade students may have opportunities to interact with him. We are trying to help Brady develop more appropriate social skills so, 1) If Brady yells/says "I am stupendous," a response may be "Hi Brady, How's it going?" 2) If Brady swears or makes an inappropriate comment, a response may be "That's not nice language for a 7th grader." 3) If Brady is yelling, a response may be "Please talk quieter."7th Graders: 4) When playing basketball during commons, encourage Brady to share the ball by asking him to pass to you. When you get a rebound, you could also take a shot before passing the ball back to Brady. 5) Brady will be eating lunch in B-13. I am looking for students to sign up in groups of 2-3 to have lunch with Brady. If anyone is interested, please let your homeroom group teacher know and I will set up a lunch schedule.Thanks for everyone's help.Joy E-MAILS