Ponaganset High School Faculty Meeting May 3, 2010

Ponaganset High SchoolPonaganset High SchoolFaculty MeetingFaculty Meeting

May 3, 2010May 3, 2010

Thomas P. DiPaola Ph.D. Thomas P. DiPaola Ph.D. Associate Professor Associate Professor

Doctoral Program in Education LeadershipDoctoral Program in Education LeadershipJohnson and Wales UniversityJohnson and Wales [email protected]@jwu.edu

401 598 2026401 598 2026

Who is that Masked Man?Who is that Masked Man?

Life Changing ExperienceLife Friendly Schedule

Johnson & Wales UniversitySchool of Education

M.A.T., M.Ed., Ed.D., Professional DevelopmentR.S.V.P. Jaime DiPaola 401-598-1993, [email protected]

The Alan Shawn Feinstein Graduate School at JWU

Session Purpose and GoalsSession Purpose and Goals

PurposePurposeDefine and Discuss range and type of Define and Discuss range and type of supports and services for studentssupports and services for students

GoalsGoalsDefine and Discuss Response to Define and Discuss Response to Intervention (RTI)Intervention (RTI)

Distinguish between an IEP and an Distinguish between an IEP and an accommodation plan under section accommodation plan under section 504 of the rehab act 504 of the rehab act

2:20 2:20 Welcome and introductionWelcome and introduction 2:25 2:25 You make the callYou make the call 2:302:30 Context Context 5:00 5:00 How did we get here from there?How did we get here from there?

Rehab Act Section 504 Rehab Act Section 504 Accommodation Accommodation Plan Plan

IDEA- Individual Education ProgramIDEA- Individual Education Program 5:455:45 DinnerDinner 6:156:15 RTI Response to InterventionRTI Response to Intervention 6:306:30 Being proactive: taking action to Being proactive: taking action to

meet the learning needs of all students meet the learning needs of all students 7:00 7:00 AdjournAdjourn

Monday May 3, 2010

2:20 2:20 Welcome and introductionWelcome and introduction

2:25 2:25 Context – Federal and State and LocalContext – Federal and State and LocalPHS Mission and NEASC Self StudyPHS Mission and NEASC Self Study

2:35 2:35 Rehab Act Section 504 Accommodation Plan Rehab Act Section 504 Accommodation Plan IDEA- Individual Education ProgramIDEA- Individual Education Program

2:452:45 Being proactive: taking action to meet the Being proactive: taking action to meet the needs of all studentsneeds of all students

Response to Intervention, Universal Design Response to Intervention, Universal Design and Differentiation of Instructionand Differentiation of Instruction

3:05 3:05 AdjournAdjourn

Monday May 3, 2010

ContextContextFederal and StateFederal and State

Accountability for Performance of All Accountability for Performance of All StudentsStudents

Research Based Instruction-Evidence Research Based Instruction-Evidence Based PracticeBased Practice

Educator Evaluation based in part on Educator Evaluation based in part on student performance resultsstudent performance results

Multiple Measures of Student Multiple Measures of Student PerformancePerformance

ContextContextPHS Mission Statement PHS Mission Statement

““Ponaganset High School students Ponaganset High School students will be reflective learners, critical will be reflective learners, critical thinkers, problem solvers, thinkers, problem solvers, independent researchers, and independent researchers, and effective communicators. Our effective communicators. Our students are taught to live a healthy students are taught to live a healthy lifestyle and to respect the dignity lifestyle and to respect the dignity and rights of others so they can and rights of others so they can succeed at life, work, post-secondary succeed at life, work, post-secondary pursuits and citizenship.”pursuits and citizenship.”

“…“…respect the dignity and rights of respect the dignity and rights of others so they can succeed at life, others so they can succeed at life, work, post-secondary pursuits and work, post-secondary pursuits and

citizenship.”citizenship.” Most effective instruction and learning Most effective instruction and learning

environment:environment:

active engagement (learn by doing)active engagement (learn by doing)

role models and simulation (do as others role models and simulation (do as others do)do)

ContextContextNEASC-Self StudyNEASC-Self Study

Over 72% of students feel Over 72% of students feel comfortable asking for helpcomfortable asking for help

Over 2/3 of parents feel their child Over 2/3 of parents feel their child receives appropriate helpreceives appropriate help

80% of faculty report knowing the 80% of faculty report knowing the law and requirements re: IEP and 504 law and requirements re: IEP and 504 Plan Plan

NEASC- Self StudyNEASC- Self Study

Self study strengths and needs Standard 6Self study strengths and needs Standard 6 P. 120P. 120 Strengths:Strengths:

Support personnel are trained to offer Support personnel are trained to offer support, professional development, and support, professional development, and strategies to use in the classroom or strategies to use in the classroom or throughout the school with students to throughout the school with students to help enhance the educational process help enhance the educational process

NeedsNeeds

A system for improved school-wide A system for improved school-wide communication and collection of data communication and collection of data related to student progress to ensure related to student progress to ensure better academic, career, and better academic, career, and personal/social support. personal/social support.

Range and Variety of Supports for Range and Variety of Supports for All StudentsAll Students

Develop, maintain and evaluate a Develop, maintain and evaluate a school wide system for providing school wide system for providing timely supports for all students, and timely supports for all students, and

Develop, maintain and evaluate a Develop, maintain and evaluate a system for collecting and using data system for collecting and using data on student progresson student progress

PHSPHS

NEASC self study and response from NEASC self study and response from students and parents suggest that students and parents suggest that “customers” perceive support is “customers” perceive support is available and provided when neededavailable and provided when needed

Self study also identifies the need to Self study also identifies the need to make these practices systemic and make these practices systemic and to use data for instructional decision to use data for instructional decision makingmaking

Response to InterventionResponse to Intervention(RTI)(RTI)

As an example of such a systemic approach:As an example of such a systemic approach:

““..With RTI, schools identify students at risk for ..With RTI, schools identify students at risk for poor learning outcomes, monitor student poor learning outcomes, monitor student progress, provide evidence-based interventions progress, provide evidence-based interventions and adjust the intensity and nature of those and adjust the intensity and nature of those interventions depending on a student’s interventions depending on a student’s responsiveness..”responsiveness..”

National Center on RTINational Center on RTI

Systemic Support for All StudentsSystemic Support for All Students

For the 5-15% of students who For the 5-15% of students who need more intensive supportsneed more intensive supports

Accommodation Plan under Section Accommodation Plan under Section 504 of the Rehabilitation Act 504 of the Rehabilitation Act

(504 Plan)(504 Plan)

Individual Education Program (IEP) Individual Education Program (IEP) under the Individuals with Disabilities under the Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)

Section 504 Section 504 of the Rehabilitation Actof the Rehabilitation Act

C.F.R. Part 104C.F.R. Part 104The IDEIAThe IDEIA

Office of Special Education POffice of Special Education Programs (OSEP) - Home Pagrograms (OSEP) - Home Pagee

basic legal overview/comparisonbasic legal overview/comparison

Rehabilitation Act-Rehabilitation Act-Section 504 Requires:Section 504 Requires:

““No otherwise qualified individualNo otherwise qualified individual

with disabilities in the United States with disabilities in the United States shall, solely by reasons of her or his shall, solely by reasons of her or his disability, be excluded from the disability, be excluded from the participation in, be denied the participation in, be denied the benefits or, or be subjected to benefits or, or be subjected to discrimination under any program or discrimination under any program or activity receiving Federal financial activity receiving Federal financial assistance...”assistance...”

(29 USC Sec. 794)

Otherwise Qualified Individual:Otherwise Qualified Individual:

has a physical or mental impairmenthas a physical or mental impairment

which substantially limits one or morewhich substantially limits one or more

major life activities,major life activities,

has a record of such impairment, orhas a record of such impairment, or

is regarded as having such anis regarded as having such an

impairment.impairment.

Purpose of Section 504 of Purpose of Section 504 of the Rehab Act the Rehab Act

"level the playing field" "level the playing field" eliminate impediments to full participation eliminate impediments to full participation

by persons with disabilities of all agesby persons with disabilities of all ages prevent intentional or unintentional prevent intentional or unintentional

discrimination against:discrimination against:

persons with disabilities, persons with disabilities,

persons who are believed to have persons who are believed to have disabilities, or disabilities, or

family members of persons with family members of persons with disabilities. disabilities.

Purpose of IDEAPurpose of IDEA ensure a free and appropriate education ensure a free and appropriate education

(FAPE) (IEP) (FAPE) (IEP)

for children with disabilities ages (Birth)3-for children with disabilities ages (Birth)3-21 who fall within one of the 13 specific 21 who fall within one of the 13 specific disability categories as defined by the lawdisability categories as defined by the law

disability adversely affects the child's disability adversely affects the child's educational performance and/ or ability to educational performance and/ or ability to benefit from general education (not benefit from general education (not limited to academic performance)limited to academic performance)

504504 Requires schools to eliminate barriers Requires schools to eliminate barriers

that would prevent the student from that would prevent the student from participating fully in the programs and participating fully in the programs and services offered in the general services offered in the general curriculum.curriculum.

IDEA

• Provides individual supplemental educational services and supports in addition to what is provided to students in the general curriculum to ensure that the child has access to and benefits from the general curriculum.

How did we get to where we areHow did we get to where we are

exclusionexclusion

integrationintegration

accountability for resultsaccountability for results How do we make this work well How do we make this work well

being proactivebeing proactive

policies and procedurespolicies and procedures

initial and ongoing PDinitial and ongoing PD Where do we go from hereWhere do we go from here

universal design and RTIuniversal design and RTI

removal from general education as removal from general education as a a last resortlast resort

completion of the cultural shift completion of the cultural shift

The 504 ProcessThe 504 Process

Child FindChild Find ReferralReferral EvaluationEvaluation PlacementPlacement Reasonable AccommodationsReasonable Accommodations

Don’t forget employees, family members and members of the community

Being Proactive Being Proactive Universal Design for Learning (UDL)Universal Design for Learning (UDL)

CASTCASTPrimer on Universal DesignPrimer on Universal Design

Differentiated Instruction (DI)Differentiated Instruction (DI)Differentiated instruction is a teaching philosophy Differentiated instruction is a teaching philosophy based on the premise that teachers adapt based on the premise that teachers adapt instruction to student differencesinstruction to student differences

ASCD Differentiated InstructionASCD Differentiated InstructionDifferentiated Instruction ExamplesDifferentiated Instruction Examples

Addressing the gap between legal Addressing the gap between legal requirements and staff and/or requirements and staff and/or

customer expectationscustomer expectations– How to avoid needless conflictHow to avoid needless conflict

Prevention:Prevention:

Training and Technical AssistanceTraining and Technical Assistance

– Addressing conflictAddressing conflict

Intervention:Intervention:

Stop, Look, ListenStop, Look, Listen

– Developing and maintaining relationships Developing and maintaining relationships between the school district & parent(s)between the school district & parent(s)

Common Mistakes of Educators and Common Mistakes of Educators and School DistrictsSchool Districts

Failing or refusing to communicate andFailing or refusing to communicate andactively coordinate with outside expertsactively coordinate with outside expertsworking with a childworking with a child

Assuming a patronizing and/or antagonisticAssuming a patronizing and/or antagonisticand/or insulting attitude toward parentsand/or insulting attitude toward parents

Failing to observe procedural timelinesFailing to observe procedural timelinesand notice requirementsand notice requirements

Failing to modify an Individual learning plan, Failing to modify an Individual learning plan, IEP or a 504 Plan that is not workingIEP or a 504 Plan that is not working

Failing to implement an Individual learning Failing to implement an Individual learning plan, IEP or a 504 Plan, and worse plan, IEP or a 504 Plan, and worse

trying to cover up that failuretrying to cover up that failure

ResourcesResources

Disability Discrimination 504 ADA IDEDisability Discrimination 504 ADA IDEIAIA

504 FAQs Protecting Students with Di504 FAQs Protecting Students with Disabilitiessabilities

Disability Resources USDOE Disability Resources USDOE US Access BoardUS Access Board New England ADA CenterNew England ADA Center 504 and ADA Wrightslaw504 and ADA Wrightslaw

ResourcesResources

Student Progress MonitoringStudent Progress Monitoring

Research Institute Progress Research Institute Progress MonitoringMonitoring

National Center on Response to National Center on Response to InterventionIntervention

RI Technical Assistance Project RI Technical Assistance Project Progress MonitoringProgress Monitoring

Q&AQ&A

Be Proactive: Don't Wait for the Ball to Come to Be Proactive: Don't Wait for the Ball to Come to YouYou