Project MAX

Maximizing Access and Learning: PA Common Core Standards

April 2013

Students with Complex Instructional Support Needs

•  Are those student with disabilities who comprise about 1 – 2 % of all students; and,

•  Are most often are assessed via the PASA, rather than the PSSA; and,

•  May include students who have intellectual disabilities and/or may need life skills support, multiple disabilities support, autistic support or physical support; and,

•  May require augmentative communication systems and assistive technology in order to access, participate and progress in learning.

Presuming Competence

"Simply put,, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectations, performance and growth are not so encouraged and may in fact be discouraged in a variety of ways.“

James Rhem on the “Pygmalion effect…”

Membership/Participation/Learning

(MPL)

•  A grant funded initiative that supported the inclusion of students with complex instructional needs in the general education setting

–  Belmont Hills Elementary (Bensalem)

•  began in 2009-2010 –  Hoover Elementary (Neshaminy)

•  began in 2010-2011

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Membership

Participation

Learning

I count

I belong

General Education Instruction

Social & Other Academic Everything

Else

Adapted from Michael McSheehan, Institute on Disability, University of New Hampshire, 2009

Standards Aligned Instruction for Students with Complex Instructional Needs

2011-12

•  A pilot program that 3 IU classes participated in last school year

•  Explored the use of the Stepwise Process to develop standards aligned instruction

•  Video taping and feedback of a developed lesson –  Shafer Middle School (ASI 2 class) –  Edgewood Elementary School (ASI 3 class) –  Pennridge South Middle School (MDS class)

PROJECT MAX

Implementation and Capacity Building Model

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Higher Education

Parent Network

Administrators

Coaches

LEAs

Student Achievement

Building Capacity: Regional teams

•  Project Coordinator •  Project

Implementors •  PaTTAN Training

Team

PaTTAN Professional Development and

Technical Assistance

•  Intermediate Unit TaC

•  Internal Coach(es) •  Leadership Team •  Program Team

Intermediate Unit •  Internal Coach(es) •  Leadership Team •  Program Team

LEA

Use of the Cascading Model for capacity building

PaTTAN Training Teams

•  PaTTAN Regional Teams –  Project Implementors and Regional Teams

•  Designed to provide targeted, cascading support to IUs to build capacity

•  Gradual shifting of responsibility from PaTTAN to IU based on identified benchmarks

•  Comprised of PaTTAN staff with expertise in SCSN, autism, inclusive practices, assistive technology, leadership, effective instruction, ELA, math and secondary transition

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IU Implementation Scope

Intermediate Unit

LEA IU Program(s)

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Tiered Capacity Building One Two Three Four Five

Plan & Apply

6 IUs 1 LEAs

IU Replication

6 IUs 2 LEAs

Application & Practice

6 IUs 1 LEAs

IU Replication

6 IUs 2 LEAs

Deepening 6 IUs 1 LEAs

IU Replication

6 IUs 2 LEAs

Mastery 6 IUs 1 LEAs

Multi-Year LEA and IU Implementation Process

•  Implementation support from PaTTAN, TaCs, and internal coach

Year One: Plan and Apply

•  Implementation support from TaCs and internal coach with fading support from PaTTAN

Year Two: Application and Practice

•  Implementation support from internal coach with fading support from TaCs

Year Three: Deepening Understanding

•  Implementation support from internal coach Year Four:

Mastery

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Questions and Discussion

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