The Role of the Elementary Special Educator (2010)

7/28/2019 The Role of the Elementary Special Educator (2010)

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The Role of the ElementarySpecial Educator

Case Management

Co-Teaching

Using Resources

Christie Flayhart,

Special Education Teacher Specialist

[email protected]


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A Quote: Asking Questions

Successful people ask better

questions, and as a result, they

get better answers.

Anthony Robbins


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Part One: Case Management

People Work

Paper Work


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Case Management:

Your Other Full-Time Job

Activity:

Work with a partner to make achart of case management

jobs. Divide the jobs into paperwork and people work.Brainstorm at least three jobs

you will do for each side of thechart. Be prepared to share!


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Case Management

Case Manager Checklist

OIEP Case Management

Spreadsheets

Caseload Information chart

Student Information chart

Testing Referrals chart


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Case Management:

The 5 Day Rule

House Bill 269 School personnel shall provide the

parents of the child with an accessiblecopy of each assessment, report, data

chart, draft IEP, or other document thateither team plans to discuss at themeeting at least 5 business days beforea scheduled meeting

School personnel shall provide theparents of the child with a copy of thecompleted IEP not later than 5 businessdays aftera scheduled meeting


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Case Management:

Your Other Full-Time JobPaper Work

Identification/testing

Blue folder

IEP/OIEP

Accommodation report

BIP (BehaviorIntervention Plan)

Referrals: testing, ACT,Autism Cadre, itinerantservice providers

Contact Log

Quarterly Progress

Transition/Move-Ups MSA/ModMSA/AltMSA

Tier IV data collection

People Work

Support for student:behavioral, technological,etc.

Communication withparents

Assistance for teachers Accommodations for

assessments

Training for instructionalassistants (SEIAs)

Interactions withadministration andcurriculum specialists


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My Advice:

Case Management

Stay on top of paperwork

Develop a system

Contact Log Binder

Binder System: Caseload Information

Testing Referrals

Individual Student Section Student Information

Copy of Current IEP Personal notes or observations

Work samples/documentation

Dont be afraid to ask questions


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A Quote: Paper Work

Perhaps the most valuable

result of all education is the

ability to make yourself do thething you have to do, when it

ought to be done, whether you

like it or not.Thomas Huxley


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A Quote: People Work

As a general rule, teachers

teach more by what they arethan by what they say.

Anonymous


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Teaching

Activity:Write down at least one question

that you have about yourteaching role. As we talk, addany other questions that come tomind.


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Lesson Planning and

Adaptations

Review Chapter 22, Teachers

Guide to Success, How Do I

Write Unit, Weekly, Daily, and

Lesson Plans?


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How Do I Write Unit, Weekly,

Daily, and Lesson Plans?

Literature-based unit to begin year

(p. 214)

Resource units (p. 215)

Planning within parameters (p. 220) Blooms Taxonomy of Thinking Skills

(p. 223)

Gardners Theory of MultipleIntelligences (p. 224)

Formats and Organization of Plans

(p. 228)


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My Advice: Lesson Planning

Have regular planning time with co-teacher or other specialists

Gather lots of resources

Make a visual/graphic of ideas Consider needs of individual

students to plan for adaptations

Save everything

List resources used on outside offolder



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Co-Teaching

Co-Teaching: Making It

Happen PowerPoint by Michele

Weddle, Chris Bowman & Ilva

Richardson

Components of Effective Co-

Teaching PowerPoint

Co-Teaching Planning Forms


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Co-Teaching:

Shared Knowledge

General EducationTeacher

Content

Curriculum

objectives,material, sequence

Content resources

Contentdevelopment

Large groupmanagement

Typical childdevelopment

Special EducationTeacher

Disabilities

Learning styles

Adaptation ofcurriculum

Legal issues

Integration of IEPobjectives with

State Curriculum Individual student

needs


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Co-Teaching Models

Station Teaching

Parallel Teaching

Alternative Teaching Team Teaching

One Teach/One Assist


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My Advice: Co-teaching

Get to know your co-teacher and cultivatethe relationship bring candy and helpgrade papers

Have open, ongoing conversations about

classroom management, instructionalstrategies, and student performance

Rely on general education teacher for longterm planning of curriculum indicators

Share resources and ideas

Schedule a regular planning time

Dont be afraid to ask questions!


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Differentiation

Review Chapter 28, Teachers Guide toSuccess, How Do I Differentiate to Meetthe Needs of All Learners?

Differentiating Instruction: Making it

Work! PowerPoint by Michele Weddle FCPS Teach Lesson Plan Templates

Differentiation Terminology from FCPSTeach Instructional Terms

Management Terms

Strategy Terms


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How Do I Differentiate to Meet

the Needs of All Learners?

Gardners Theory of Multiple

Intelligences (p. 292)

Visual/Spatial

Verbal/Linguistic Mathematical/Logical

Bodily/Kinesthetic

Musical/Rhythmic

Intrapersonal

Interpersonal

Naturalist


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How Do I Differentiate to Meet

the Needs of All Learners?

Differentiated Instruction (p.296)

Core Knowledge

Essential Standards

Formative Assessment Readiness

Interests

How students learn best

Modifying Instructional Components

Content

Process

Outcomes


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CONTENT: The What

Refers to the concepts, principles,

and skills that teachers want

students to learn.

It also refers to the means teachersuse to give students access to skills

and knowledge.

Teachers address the SAME

CONTENT with all students, but

adjust the degree of complexity.

Taken from: Differentiating Instruction: Making it Work!

PowerPoint by Michele Weddle, High School Special Education Teacher Specialist


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CONTENT: The What

Pre-assess skills and knowledge Provide choices about topics to

explore in greater depth

Provide students with basic and

advanced resources that match their

current level of understanding

Use reading material at varying

readability and depth of content Meet with small groups of students

to extend or re-teach curriculum.




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PROCESS: The How

Refers to the activities that help

students make sense of, and come

to own, the ideas and skills being

taught. Varies by student interest and

learning preferences.




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PROCESS: The How

Add greater complexity to tasks

Engaging students in creative and

critical thinking

Increase the ways in which you askthem to learn

Scaffold learning (step-by-step

directions, re-teaching, additionalmodels)




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PRODUCTS:

The Show What You Know

Refers to culminating projects thatallow students to demonstrate andextend what they have learned.

Reveal whether students can applylearning beyond the classroom tosolve problems and take action

Different products can be assigned

based on readiness levels, interests,learning preferences, etc.




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PRODUCTS:

The Show What You Know

May be tangible: report, brochure

or model

May be verbal: dialogue, speech

or debate

May involve action: skit, mock trial

or dance

Reflects many ways for studentsto represent or show what they

have learned




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What Differentiated Instruction

is NOT

Same assignments with harder

questions for some students

Grading some students harder then

others Playing games if they finish early

Doing more or extra work after

finishing the regular assignment(more of the same thing)




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How to Begin START SMALL: Try a differentiated task

for a small block of time. GROW SLOWLY BUT GROW: Take notes

so you can see what works and whatdoesnt; assess before you teach and useresults to guide the differentiation.

ENVISION IN ADVANCE HOW ANACTIVITY WILL LOOK: Write outprocedures for yourself and directions forthe students, think about what might gowrong, plan alternative options.

STEP BACK AND REFLECT: Ask yourselfquestionsWere all students engaged inlearning?, Did grouping (size,arrangements) work? Adjust accordingly.




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My Advice: Differentiation

Have regular, ongoing conversationswith teacher and SEIA about needfor differentiation

Choose method of differentiationbased on lesson objectives

Help to plan for differentiation evenwhen you arent in classroom

Think creatively about use of staffingand resources



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Teaching: Any Questions?

Activity:

Review your questions. If theyhavent been answered, ask themnow!


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Part Three: Using Resources

Material

Human


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Using Resources

Activity:On a post-it note, write down oneresource that you can find in

your school. Then place it on thegroup chart. Remember to thinkabout: Human resources Material resources


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Finding Resources

Human Resources Administration

Reading Specialist

Targeted InterventionTeachers

Special EducationTeam Leader

General EducationTeacher

Special Education

Teacher Specialists

Media Specialist Computer Technician

Instructional Assistants

School Secretary

Parents

Material Resources Book room

Supply closet

Media center

Computer lab

Reading specialistsoffice/bookshelf

Special educationteam materials

Grade level teamresources

FCPS Teach (links tonew sites)

ACTT Website


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My Advice: Using Resources

Look and listen

As soon as possible, ask for a tour of yourschool

Forget about the labels general education

and special education when it comes toresources

Talk to team mates and administrators ifyou need something

Offer to share Remember that you are also a valuable

resource



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A Quote: Using Resources

Heres the greatest secret to

teaching success:

Beg, Borrow, and Steal!

Anonymous


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A Quote: Special Educators

Start by doing what's

necessary, then what's possible,and suddenly you are doing the

impossible.

St. Francis of Assisi

Documents

The Role of the Elementary Special Educator (2010)