Kurt Brown Slide 2 Slide 3 Slide 4 Slide 5 Slide 6 Slide 7 Slide
8 WE ALL HAVE ONE PURPOSE TO BRING ABOUT CHANGE Slide 9 During The
Past 5 Years Your Executive Director Oversees and directs a budget
of over 10 million dollars Has managed a decline in funding of over
2 million dollars while at the same time overseeing: An expansion
of staff from 267 to 310 An expansion of territory from 19 school
districts to an additional 41 school districts in the migrant
program stretching from Salina to the Colorado border He does this
so that you can bring about change Slide 10 Kay Mitchell Has worked
with nearly 400 families during the past 19 years impacting the
lives of over 1600 individuals Trying to bring about change Slide
11 Staff Development and Custodians Order and distribute nearly
8000 meals a year! Clean, arrange and organize rooms for over 300
events a year So that you can bring about change Slide 12 Janell
Griffin For 26 years she has worked in nearly every school district
in both Special Education and Head Start Trying to bring about
change Slide 13 Your Director of Special Education Is the President
elect for the Kansas Association of Special Education
Administrators Is the past president of The Statewide Special
Education Advisory Council Is a member of the Statewide Interagency
Coordinating Council Testifies to the Kansas Legislature numerous
times per year Communicates regularly with legislators at both the
state and federal level So that you can bring about change Slide 14
Jeannie Sharp For 31 years Jeannie has worked with students in
every school district and currently works with individuals in a
territory stretching from Hays to the Colorado border and from the
Nebraska border to the Oklahoma border. Trying to bring about
change Slide 15 JANE WIELAND Over the past 36 years Jane has worked
with over 1800 individual students Trying to bring about change
Slide 16 The Business Office Processes nearly 11,000 daily logs per
and 1200 expense vouchers per year! So that you can bring about
change Slide 17 Your MIS Clerk: Processes data for over 1300 IEPs a
year Processes on average an additional 600 IEP changes per year
Processes, verifies and submits over 3000 Medicaid billing claims
per year Processes, verifies for accuracy and submits to KSDE
literally millions of pieces of data per year So that you can bring
about change Slide 18 Thank you!!!!! We cannot rest The need is
greater than ever We need each and every one of you Slide 19 You
Have a Responsibility: To this agency To the people within this
agency To the people you serve To yourself Slide 20 Expectations
Supervisors will hold regularly scheduled meetings with staff Every
adult will be able to articulate the purpose of the program they
serve in Every adult will be able to answer the why question Every
Head Start and Special Education room will have a Needed to be Done
list Every teacher will have direct contact every student on their
caseload on regular basis Slide 21 Supervisor Responsibilities
Listen! Provide specific guidance and feedback to ensure that the
people you supervise understand their specific role and
responsibilities Conduct meetings with classified staff on a
regular basis to facilitate communication Provide specific
information to classified staff in regards to the students that
they work with Complete required paperwork within the required
timelines for the people you supervise Oversee the educational
program including daily lesson plans for your students. Share the
plan with all relevant providers Share the purpose, the vision for
the student, program, etc. Slide 22 Classified Staff
Responsibilities Listen Seek clarification when you dont understand
Provide feedback in regards to the students that you work with
Follow through with the directives given to you Work with a purpose
and stay busy Complete and submit required paperwork within
required timelines Slide 23 Our mission is too important To have
late daily logs To have chronic errors in paperwork To not
communicate with one another To demonstrate unprofessional conduct
Slide 24 What are the required paperwork timelines? Professional
leave requests should be submitted four to six weeks in advance of
the requested activity Expense vouchers are due by the 5 th of the
month Inservice logs are due on December 10 th and May 1 st. Email
should be checked daily The website should be checked weekly Slide
25 Work Time There is always a need Breaks are a luxury not a right
Recess, lunch and bus duty Duty Free lunch Extra duties Slide 26
Supervisors: You need to help when special education paras are
being assigned to time consuming non-special education functions.
Follow the 9/10 rule to determine if students are not getting
served Remember we can help all students So supervisors ask
yourself. Does this activity benefit kids? Slide 27 Specialized
Instruction! For Special education we must be providing specialized
instruction as per the IEP Helping isnt enough. There needs to be a
purpose to all supports given Slide 28 Reporting Abuse You are a
mandatory reporter If anyone tells you that you are not to report a
concern you need to immediately notify your supervisor Slide 29
Daily Logs Daily logs are due on Monday for the previous week.
Daily logs should reflect what actually occurred Delete all days in
your calendar shown as non work days. (district specific
explanations) This is true for your schools calendar as is right
now. You will be notified if work and non work days are changed for
your district Slide 30 Leaves You must use personal leave before
accessing sick leave (bereavement exception) Check your leave
amounts available before putting it on your daily log You must take
leave for snow days because they are calendar work days If you
exhaust all leave you will be frozen on the salary schedule Slide
31 Inservice For all required inservices work day begins and ends
at your homebase Yesterday and today you are working through lunch
The website will have the allowable inservice hours for each
training You must list blood borne pathogens and confidentiality We
do have some funds for para training opportunities Slide 32 Issues
Issues with schedules, work assignments, hours contracted, etc.
should start with your immediate supervisor Then follow the chain
of command. It is the joint responsibility of you and your
supervisor to monitor the portal in regards to hours worked, codes,
leave amounts, etc. Slide 33 Personal Information Changes Phone
numbers, addresses, etc should be made with the business office
Those changes need to be made to your employee data sheet and
turned in! This includes changes to your direct deposit email.
Slide 34 Change Numerous books, articles, etc. on change. Two
primary types of change for people 1. Incremental 2. Fundamental
Incremental change is a slow process that does not alter the
fundamental structure or core Fundamental is dynamic and changes
the fundamental structure or core. These are also referred to first
order change and second order change Slide 35 Also There is a
difference between the actual change and our emotional, mental and
psychological response to the change. We must attend to and take
care of the emotional, mental and psychological responses that
occur. Slide 36 Incremental or First Order Change These typically
do not illicit a strong emotional or psychological response This is
because they either occur slowly over time or they do not require
an individual to change a value set, belief system, etc. Slide 37
Fundamental or Second Order Change Typically occur rapidly Cause a
fundamental emotional response because they require an individual
to change a value set or belief system, etc. Slide 38 This Applies
to: Everyone You Me Students Etc. Remember that a change may be a
first order change to one person and a second order change to
another! Slide 39 Fundamental or Second Order Change There are 3
basic phases to coming to terms with a Fundamental change
Ending-Coming to terms with the fact that how it used to be will be
no more Neutral Zone-A transition time between the old way and the
new way The New Beginning- Occurs when the individual makes a
commitment to the change Slide 40 Ending An individual has to
grieve for what the perceive that they are losing Students can lose
Power Control Attention ? We assist by acknowledging and
empathizing with the loss Slide 41 The Neutral Zone Student doesnt
know for sure if they like the new idea or not Not sure of anything
really May start making comments such as whats the use May try the
new way and fail because of a lack of commitment We help by
offering non-judgmental feedback Remember this is the time that a
person decides if moving to the new way will make them better or
not Slide 42 The New Beginning The student decides to buy into the
new way This is still dangerous because rejection may occur We must
provide consistent and accurate feedback on how it is working. The
feedback should be very frequent We also encourage at this point
and maybe give tangible reinforcement Slide 43 Feedback and
Reinforcement The feedback needs to be data driven, accurate and
frequent. Data sheets or some type of data collection instrument is
a must Reinforcement should begin as consistent and data driven as
well It can then be moved to intermittent and less data driven once
the behavior has been internalized. Slide 44 Incremental or First
Order Change Dont forget to use incremental change in order to
effect a larger change over time. Sometimes this is the only way to
bring about a fundamental change Slide 45 How to use Incremental
Change Make tiny small changes on a frequent basis Make the change
small enough that is does not initiate an emotional or
psychological response Be careful, students are very savvy.
Legitimately make the change about others or issues rather than the
student Slide 46 The Elements of Learning Immediate Memory Working
Memory 15 to 20 minute time limit to Working Memory What does this
mean for the students we work with? Slide 47 The Elements of
Learning Types of Rehearsal Initial rehearsal Rote rehearsal
Elaborative rehearsal We need to be using elaborative rehearsal as
often as possible Elaborative rehearsal provides meaning to the
information being learned Slide 48 The Elements of Learning Does
the information make sense? Does the information have meaning?
Having meaning is very important. Slide 49 Memory Declarative
Memory Has two components Episodic Semantic Slide 50 Memory
Nondeclarative or implicit Memory Procedural memory refers to motor
skills Slide 51 Memory We remember what comes first best What comes
last second best What comes in the middle third best Slide 52
Important Accurate feedback based upon data is vital to the
learning process
