Embed Size (px)
Citation preview
A model of support in a school for
students with special education needs
• David O’BrienDavid O’Brien Teacher / EST Coordinator
• Susan KaupSusan Kaup Speech and Language Therapist
• Grainne MuldoonGrainne Muldoon Social Worker• Fiona McDaidFiona McDaid Speech and Language
Therapist• Elsabe de VilliersElsabe de Villiers Educational
Psychologist
ContentContent
• Why, what, who Why, what, who and how? how?• Support Support (Activity)• The ProcessThe Process: Case study
(Activity)• The The Educator Support TeamEducator Support TeamEstablishment & DevelopmentEffective FunctioningContinuous Professional Development
• FeedbackFeedback from staff
• The number of students experiencing learning and developmental barriers is of great concern.
• Every student must have the Every student must have the opportunity to realise his / her opportunity to realise his / her potentialpotential
• The implementation of appropriate and effective problem-solving strategies is necessary.
TheThe
• could be a possible could be a possible strategy …. strategy ….
The The processprocess
What is an
• Any group of staff members who supportssupports the teachingteaching and learning learning process in the school.
• What is the purposepurpose of the
» to assist Teachers, Special Needs Assistants and Parents/Carers to to supportsupport students who experience barriers to learning and development, or who are at risk of developing such barriers.
Student
• Activity:Activity: Meet Connie (10)
• 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.
• 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.’
• 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?
Old paradigm
New paradigmNew paradigm
Levels of support
LEVEL 6LEVEL 6: : Student referred to other services/school/setting
LEVEL 5:LEVEL 5: Teacher and SNA & External support
LEVEL 4LEVEL 4:: Teacher and SNA & Individual (SLT, Psy, SW, Chaplan, CCW)
LEVEL 3LEVEL 3:: Teacher and SNA & EST EST (Parent involvement)
LEVEL 2:LEVEL 2: Teacher & SNA and other teacher(s), any staff member(s). (Parent involvement)
LEVEL 1LEVEL 1:: Teacher & SNA support in classroom (Parent involvement)
Individual Individual Education Education
PlanPlan(IEP)(IEP)
FAMILY FAMILY SKILLS SKILLS
WORKERWORKER
RESOURCERESOURCETEACHERTEACHER
PRINCIPALPRINCIPAL
MUMMUM
PE TEACHERPE TEACHER
TEACHER TEACHER
CONNIECONNIE& IEP& IEP
• Teacher completes referral form• Coordinator reviews referral• Coordinator schedules a meeting• Invitation to those involved• Meeting Meeting • Development of IndividualDevelopment of Individual Education PlanEducation Plan• Implementation and monitoring• Review• Monitor
• Educator Support Team MeetingMeeting
Group TaskGroup Task
• Read case study• Fulfill your role during the
Educator Support Team meeting
• Develop Connie’s Individual Individual Education Plan (3 targets)Education Plan (3 targets)
• Feedback
Suggested
Target How Who When Assess•Not achieved•Partially achieved•Achieved
•Not achieved•Partially achieved•Achieved
•Not achieved•Partially achieved•Achieved
What?
(Targets)
How?
(Strategies)
Who? When? Assess
(Progress)
1. Connie will be able to leave the class for a break in a structured and planned way
Teach/ demonstrate skill – when she needs a break from the classroom, hold up coloured card and SNA will go with Connie to the oratory for a time out
Principal, Teacher, SNA, Mum and Family Skills Worker.
Remind every morning when school starts.
Remind throughout the day and at home.
0%
25%
50%
75%
100%
2. Connie will participate in Maths class / RT and PE without becoming argumentative and walking out
Observe Connie as to how long she can manage Maths class without walking out and document same.
Remind Connie if she needs a break from PE class / RT, she should hold up her coloured card and RT/ SNA can go with her for time out to oratory
Teacher, SNA, PE teacher, RT
During PE and Maths period with RT
•Not achieved•Partially achieved•Achieved
3. Connie will do homework at home without slamming doors and shouting.
•Remind Connie if she needs a break from homework she can hold up her coloured card and mum or Family Skills Worker can go to the kitchen for time out.
(1st Negotiate,2nd demonstrate and continue to praise).•RT to set maths homework for 10 mins
Mum and Family Skills Worker
RT/ Mum and family skills worker
At home during school nights
Daily
0%
25%
50%
75%
100%
0%
25%
50%
75%
100%
The Process
• BeforeBefore• Notice to all involved• Read referral information • Prepare for meeting
• DuringDuring• Share information
• Discuss possible strategies• Start to develop Individual Education
Plan• AfterAfter• Implementation of IEP, adjustments • Monitor progress• Document student response• Review / follow-up discussion
The 30 Minute MeetingThe 30 Minute Meeting
• Student’s recent successes and identified strengths
• Identify areas of needareas of need• Establish SMART targetsSMART targets• Brainstorm interventions interventions • Select ideasideas for trial
(teacher)• Decide on assessment assessment
strategies• Agree on review datereview date
• 5 minutes
• 5 minutes• 5 minutes• 5 minutes• 5 minutes
• 3 minutes• 2 minutes
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
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
Continuous Professional Development
• To includeTo 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
Contact informationContact information
• St. Augustine’s School
• Tel.:
• Email: [email protected]
• School website: [email protected]
Resources, articles and Resources, articles and websiteswebsites • 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.
