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Special Education Special Education For AdministratorsFor Administrators

Module 4Module 4

Developing the Organization to Developing the Organization to Support Desired PracticesSupport Desired Practices

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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

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 SchoolsCulture Proficient LeadershipSchool Effectiveness Framework – Parent RelationshipsOTF Special Education WebsitePracticum – submission formatPost Assignments ReviewWhat’s Next?

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Rethinking

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

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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

KNOWING

DOING

Group Presentations On Exceptionalities!

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

DINNER!!

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!

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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.

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“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 is unaware of the implications of that disorder, any uninformed and unmitigated discipline of symptomatic behaviour could be both ineffective and in violation of the student’s human rights. See Ontario Human Rights Commission Settlement with TDSB, 2005.

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Mitigating Factors

• Pursuant to O. Reg. 472/07…the following mitigating factors shall be taken into account:

(a)The pupil does not have the ability to control his or her behaviour.

(b)The pupil does not have the ability to understand the foreseeable consequences of his or her behaviour.

(c)The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person.

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Other Factors

Pursuant to O. Reg. 472/07…the following other factors shall be taken into account:

(a)The pupil’s history.(b)Whether a progressive discipline approach has been used.(c)Whether the activity…was related to harassment.(d)How the suspension…would affect the pupil’s ongoing education.(e)The age of the pupil.(f)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.

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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.

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‘General’ Learning Disabilities: Verbal Versus Nonverbal

1. Nonverbal Learning Disability High Verbal Functioning Low Nonverbal  Functioning

2. Language Based Learning Disability Low Nonverbal Functioning High Verbal Functioning

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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

CRRPCulturally Relevant

Responsive Pedagogy

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SchoolFamilyCommunity Partnerships

If Not You, Then Who?

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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?

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Ministry of Education MessagesFOUNDATION MINISTRY DOCUMENTS:

1. Parents in Partnership… A Parent Engagement Policy For Ontario Schools 

2. Equity and Inclusive Education Strategy – Caring and Safe Schools Policy

4. Leadership Framework for Principals and Vice Principals

5. School Effectiveness Framework 

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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)

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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

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Equity and Inclusive Education StrategyEngaging Parents and Communities

http://www.principals.ca/Display.aspx?cid=8194&pid=8075

• How do you counter deficit thinking in your school?• What do you do when students are not learning as

defined through the expectations in their IEP?• How do you address the underserved students in

your school? What does underserved mean to you?

THE KEYS TO SUCCESSFULSCHOOL-FAMILY-COMMUNITY PARTNERSHIPS

EPSTEIN’S SIX TYPES OF INVOLVEMENTPARENTING: Assist families in understanding child and adolescentdevelopment, and in setting home conditions that support childrenas 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 resourcesand services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community.

Type 1

Type 2

Type 6

Type 5

Type 4

Type 3

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Line of Privilege• Purpose: To raise awareness of the entitled and stigmatized

groups participants belong to or identify with(page 29)

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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

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Leadership Framework and Parent/Community Engagement: M1, M2 and M3

SETTING DIRECTIONS: The principal works within the school community to translate the vision into 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.

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Leadership Framework for Principals and Vice PrincipalsModule 4

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IMPROVING THE INSTRUCTIONAL PROGRAM - The principal … monitors and evaluates the effectiveness of instruction. The principal fosters a commitment to equity of outcome and to closing the achievement gap

SECURING ACCOUNTABILITY - The principal is responsible for creating conditions for student success and is accountable to …parents, the community …for ensuring that students benefit from a high quality education.

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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?

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School Effectiveness Framework…parents as partners in inclusive schools…

Home, School and Community Partnerships: Indicator 6.2http://resources.curriculum.org/secretariat/framework/partners

hips.shtml Length 2:58• a support for school improvement and student success!Goal Indicators Where we

are now?Where do we want to be?

What student work/evidence will tell us we are there?

What do we have to do differently?

Who can help us?

Who is monitor-ing?What?When?How?

6.1

6.2

6.3

6.4

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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

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Case Study:

You are the Principal in a secondary school. You are the Principal in a secondary school. A number of teachers have brought forward A number of teachers have brought forward concerns to the Special Education teacher concerns to the Special Education teacher about a new grade 9 student. One teacher about a new grade 9 student. One teacher thinks that the student should be identified thinks that the student should be identified and moved to a special education class and moved to a special education class where she can get the support and where she can get the support and attention she needs. The psych assessment attention she needs. The psych assessment in her OSR indicates a diagnosis of a in her OSR indicates a diagnosis of a learning disability.learning disability.

• The concerns focus around the fact that the The concerns focus around the fact that the student claims she requires extra time to student claims she requires extra time to complete in class assignments and tests. complete in class assignments and tests. She often asks to have additional She often asks to have additional clarification about the details of clarification about the details of assignments and instructions. The student assignments and instructions. The student lacks confidence and teachers think she lacks confidence and teachers think she needs extra support.needs extra support.

• Other teachers have praised this student’s Other teachers have praised this student’s verbal abilities and artistic talents. She is verbal abilities and artistic talents. She is very capable at remembering content and very capable at remembering content and has strong general knowledge.has strong general knowledge.

• The parents DO NO WANT their child moved The parents DO NO WANT their child moved to a special education class. to a special education class.

• Develop a plan to resolve the issue: Develop a plan to resolve the issue: Parents, staff and student should be Parents, staff and student should be considered.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.

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Curriculum Development for Educational Partners: students, staff, parents and

community

Teachers’ Gateway to Special EducationOntario Teachers Federation

www.teachspeced.ca

Group Presentations On Exceptionalities!

Time allocated for any groups that are left to present.

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

Practicum Outline

There is an outline at the back of this module!Are there any questions regarding the format

for submission?

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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.

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Visual SynecticsSpecial Education is like _______________ because ___________________.