Embed Size (px)
Citation preview
Illinois Regional Consultants:Illinois Regional Consultants:AKA AKA
Model Classrooms and Model Classrooms and Mentor TeachersMentor Teachers
Illinois Regional Consultants:Illinois Regional Consultants:AKA AKA
Model Classrooms and Model Classrooms and Mentor TeachersMentor Teachers
Michelle Clyne, CoordinatorMichelle Clyne, Coordinator
Project Reach: IL Deaf-Blind ServicesProject Reach: IL Deaf-Blind Services
Welcome to Illinois!
Largest city - Chicago
But also very rural
There are 3.2 FTEs to cover the state
• Universal – especially trainings through collaborative partners, articles in others’ newsletters, IS-TAC library…
• Targeted – trainings to specific groups
• Intensive – child-based coaching in homes and schools
Universal, Targeted and Intensive services are offered
• Used to guide student-specific TA in classrooms
• Provides measurement of adult behaviors and environment
• Can be used to determine “scores” in various areas
Classroom Observation Instrument
• Extra “bang for the buck” for project’s intensive TA
• New type of targeted technical assistance
• Develops natural supports for professionals throughout Illinois
Why develop Model Classrooms?
Current Model Classroom locations
• Provided through specific child-based technical assistance in their classrooms
• June 2010 training with WDBTAP – optional college credits provided by Reach. Topics included intensive deaf-blindness training and coaching
• Gift bag included flash drive loaded with NCDB Teacher packet and Project Reach Mentor Teacher Coaching Manual
Training for current Mentor Teachers
Teacher Packet
Begin with a LetterCustomize this letter template as an introduction.
All Packets
NCDB Brochure or Contact NCDB directly for brochures. In Spanish
NCDB Bookmark or Contact NCDB directly for bookmarks.State Project Brochure/InfoState Project Information
State Resource Fact SheetState Project Newsletter
Children Who Are Deaf-Blind In SpanishOverview on Deaf-Blindness In Spanish
Customize With Information on CommunicationTalking the Language of the Hands to the Hands Other LanguagesHarmonious Interactions In SpanishCommunication Interactions: It Takes Two In Spanish Developing Concepts with Children Who are Deaf-Blind In Spanish Customize With Information on Educational ProgrammingTeaching Strategies and Content Modifications for the Child with Deaf-BlindnessThe Roles and Responsibilities of Team Members for a Student Who is Deaf-BlindDocumenting Modifications in the IEP for the Student with Deaf-BlindnessIEP Quality Indicators for Students With DeafblindnessDeveloping an Effective IEP for Children with Deaf-Blindness: A Parent Mini-GuideTransition In Spanish Customize with Information from Selected TopicsCommunicationAssessment - OverviewEducational PracticesIntervenersIEP Development
• Definitions of coaching• Characteristics of coaching• Reflective questions list• Mentor Teacher/Model Program Procedures• References• Mentor Teacher/Model Program Letters and
Forms (individualized signed forms)
Project Reach Mentor Teacher
COACHING MANUAL
How are visits arranged?
• Generally, project specialists “introduce” potential visitors to mentor teachers
• Each building’s and classroom’s visitor procedures are followed.
• Visitors complete CPDU reflection paper and evaluations of experience, as well as evaluation of total TA.
Costs involved – NONE!• Model Classroom staff and
teachers all volunteer to receive visitors
• Visitors pay own transportation costs individually or through job
• Visitors receive professional development credits
• People eager to be selected
• Cooperation of all levels of staff
• “Carrot” for programs that would LIKE to be included
• Having this as one of many TA options
What’s worked?
• Teachers/students moving/moving on
• Difficulty getting a “variety” of students and programming options
• Visitors getting release time
• Visitors being able to travel
What has not worked
Future plans• Selection of more classrooms/teachers to invite to
participate• Videoing highlights from model classrooms to be sent
to TA recipients• Possible product – link videos to COI so people have
a visual representation of “achieved” for many items (include student footage and teacher interview)
• List serve for participants to continue collaboration• Continue to look for flexible ways to use these rich
resources
