Special Education For Administrators

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Special Education For Administrators

• Module 3
• Building Relationships and Developing People
• Securing Accountability

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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

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Module 3 Agenda
Lets 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
• PLCs Learning For All
• School Effectiveness Framework Components 1 and
  5
• Exceptionality Group Presentations
• Shared Solutions
• Alternative Dispute Resolution

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Building Relationships of Trust

• The Case for Trust Stephen Coveyhttp//www.yout
  ube.com/watch?NR1vCciecbzzH-ghttp//www.youtub
  e.com/watch?v9J4oxmqLsBYfeaturerelated
• 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?

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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?

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The Leadership Framework

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

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Leadership Framework Personal Learning Pathway

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

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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
  PLCs have the potential to close the achievement
  gap for students

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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 knowthe only relevant question is whether we
  have the will to apply that knowledge to meet the
  needs of our students.

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The Role of PLCs

• 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?

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School Effectiveness FrameworkMaking a
Difference for Students with Special Needs
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Depth
Board (BIP)
School (SIP)
DATA / EVIDENCE-BASED
ALIGNED
Classroom (planning for teaching and
learning) collaborative inquiry professional
learning cycle
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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
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Getting to Know Our Students Learning Styles
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Assessment Cycle for Learning
Learning Goals
Success Criteria
Descriptive Feedback
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Professional Learning Community Teacher
engagement in the change process why is
descriptive feedback so important for students
who have special needs?
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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

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Clear Target - Analogy of archery - If students
are beginners at archery, they cannot be expected
to hit the bulls 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
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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/i
ndex.html?movieID20 How can effective feedback
make a difference for students with special
education needs and how will you ensure this
happens in your school (accountability)?

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School Effectiveness Framework

• http//www.curriculum.org/secretariat/framework/as
  sessment3.shtml secondary example for 4 minutes
• http//www.curriculum.org/secretariat/framework/cu
  rriculum5.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?

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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

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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

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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/pr
  ograms2.shtml
• Length 317 Grade 4-6
• Tangible product presented to a real audience
  Freedom Writers

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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?

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Critical Issues in Equity and Inclusive
Education The Need for Action

• http//www.principals.ca/stream/equity/part3/part3
  stream.html

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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 PLCs and TLCPs
• in a timely manner with effective feedback
• and accountability?

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Exceptionality Group Presentations
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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

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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

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Principles of Conflict Resolution

• Principle-Based Power-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

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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?

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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?

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Phases of the Anger Cycle
Physiological Arousal
1.
3.
2.
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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).
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Phases of the Anger Cycle
Physiological Arousal
1.
3.
2.
4.
5.
Base Line
Quality of Judgment

• Escalation Phase During the phase the bodys
  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

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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.

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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.

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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.

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Active Listening Techniques

• 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

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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

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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 feltwhen
• What I hear you saying is

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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. 
• Mothers 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?

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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

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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)

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Resolution Meeting Process Considerations

• Preparation
• Flexible scheduling, location, seating,
  refreshments
• Clarifying participation, purpose, setting a
  collaborative tone
• Reviewing students 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)

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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

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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.
• Dont smooth over conflict rather let it be
  expressed to define the issues and get the
  message across.
• Most powerful interests are
• Human needssecurity, economic well-being and
  sense of belonging, recognition and control over
  ones 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.
• Im not budging. Either my son stays in Mr.
  Smiths math class, or I involve my school
  trustees in this. Hes 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 parents son.

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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

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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

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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 years 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 childs
teacher. Discussion involving the Principal has
now been requested.
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Mediation

• Form of alternative dispute resolution
• A way of resolving disputes between two or more
  parties.
• A neutral third party, the mediator, who is not
  directly involved assists the parties to
  negotiate their own settlement (Shared Solutions
  - facilitator)
• The Three Little Pigs Go To Mediation
  http//www.va.gov/orm/Mediation/VA_fable.html
• Role play

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Resolution Meeting Mediation Components of
Durable Agreements

• Clarify the issues and available options to
  resolve them
• Identify what participants will do, not what they
  wont do
• Be specific names, places, dates, times,
  amounts, actions
• Use impartial, non-judgmental language that is
  future oriented
• Avoid reference to past problems or blame
• Avoid contingencies (e.g., "The school will do
  xyz if the parents do abc). Each discrete
  activity should stand on its own
• Create conditions to monitor implementation of
  the agreement and modify together if needed

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Restorative Justice

• Focuses on the needs of victims and offenders,
  instead of punishing the offender
• Victims take an active role in the process,
  while offenders are encouraged to take
  responsibility for their actions, "to repair the
  harm they've doneby apologizing, returning
  stolen money, or community service"
• Based on a theory of justice that considers crime
  and wrongdoing to an offense against an
  individual or community rather than the state
• Restorative justice that fosters dialogue between
  victim and offender shows the highest rates of
  victim satisfaction and offender accountability
• http//www.youtube.com/watch?vlqaqrDnhzDwfeature
  related Restorative Justice Introduction
• How does restorative justice support students
  with special needs?

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Module 3 Post Assignment

• Complete the Exceptionality Post Assignment that
  you began in class and be prepared to share using
  multiple intelligences two changes that you made
  at your school or work environment during Module
  4, reflecting on the impact that you see, hear
  and feel as a result of your actions.

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Module 3 Post Assignment

•  
• Complete the Self Assessment Rubric for this
  module and return it electronically to the
  instructor.

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Module 3 Post Assignment

• Reflect on how the concepts discussed in the
  articles for this module, the online courses,
  Shared Solutions and ADR impact directly on your
  own school including next steps and connections
  of learning from this module to your goals
  identified in the Leadership Framework and the
  School Effectiveness Framework. Write a two page
  response integrating your learning and future
  application of these concepts.

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Module 4 Pre Assignment

1. Complete the OPC online Legal Issues Workshop
   Human Rights
2. Research ONE article on communication and
   building relationships within our schools and be
   prepared to make connections to special education
   programs and students.

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