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Presenter: Dr. Frances Stetson, Ph.D. President of Stetson & Associates, Inc.Moderator: Clay Whitehead Co-CEO and Co-Founder, PresenceLearning

May 21, 2015

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Dr. Shari RobertsonHow to Become a Change Agent for Better Readers With Early Collaborative Partnerships

Trip Hawkins & Janice Toben, M.Ed. How Games Can Help Children with Special Needs Develop Critical L ife Skills

Watch the webinars at plearn.co/change-2015

Dr. Frances StetsonFive Easy Ways to Fail in Education

WATCHWE BINAR ONLINE

Special Agents of Change Spring 2015 Webinar Series

Dr. Martha BurnsThe New Science of Learning: Effective Approaches for Older Students with Autism & Attention Disorders

WATCHWE BINAR ONLINE

WATCHWE BINAR ONLINE

WATCHWE BINAR ONLINE

Dr. Barry PrizantUniquely Human: A Different Way of Seeing Autism for Parents, Educators & All Humans

Tu e sd a y

JUN 16

5 EASY WAYS TO FAIL IN EDUCATION !"#$%&#'%()*+,#-.+.,/)The Imperative for Reinvention in Special Education

I HA V E 3 RUL E S FOR K E Y NOTE S

Self-DiscloseOriginal Keep it

Brief!

5 E A S Y W A Y S TO FA I L I N E DUCA TI ON

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LOSE THE VISIONChallenge #1gggg

L OS E THE V I S I ON

Where there is no vision, the people perish.

—Proverbs

L OS E THE V I S I ON

! Shared ownership

! Every student is a general education student

! General education classroom and curriculum as our reference point

! Fade supports – Pursue Exits!

! Authentic partnerships (One faculty not several camps!)

! Lose it

! Fail to convey it

! Offer inconsistent information

! Create confusion with our organizational charts

! Keep it a secret

! Develop it in a vacuum

! Fail to identify non-negotiables

! Confuse compliance with vision

Yet some of us…We know what we want

1964

1975

1997

2014

W E CA N A L M OS T B E E X CUS E D

Chris tmas in Purgatory by Burton Blatt

Institutional Model

Limited to No Access –No Equity – No Rights

IDEA, FAPE, LRE, IEP What are these?

Limited models in public schools

Pull-out the norm

Compliance Orientation

Access & Opportunity to succeed in the general curriculum!

Accountabil i ty

Inclusive Practices

Shifts in s tudent population

Impact of RTI

Inclusion Confusion

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Christmas in Purgatory

"The quality of care furnished by State institutions varies widely, but from the standpoint of well- qualified and adequate personnel and the availability and use of professional services and modern, progressive programs, the general level must be regarded as low. In large State institutions the normal problems of administration and care are compounded by overcrowding, staff shortages, and frequently by inadequate budgets."

The President.s Panel on Mental Retardation

12

1964

1975

1997

2014

Chris tmas in Purgatory by Burton Blatt

Institutional Model

Limited to No Access –No Equity – No Rights

IDEA, FAPE, LRE, IEP What are these?

Limited models in public schools

Pull-out the norm

Compliance Orientation

Access & Opportunity to succeed in the general curriculum!

Accountabil i ty

Inclusive Practices

Shifts in s tudent population

Impact of RTI

Inclusion Confusion

W E CA N A L M OS T B E E X CUS E D

What, if anything, is special about special education?

TREND: A CHANGING STUDENT POPULATION

! Learning disabilities from 6.1% to 4.9% of all students nationwide

! Intellectual disabilities from 1.3% to 0.9%

! Emotional Disturbance from 1.0% to 0.8%

! Autism and OHI quadrupled from 1.5% to 5.8%

INCREA SI NGSHRINKI NG

SPECIAL EDUCATION POPULATION BY DISABILITY

2009 – 2010

WHY IS THIS IMPORTANT?

! Creates re-conceptualization of “what special education is all about”

! Increases student diversity under the general education umbrella

! Forces new attention to research re: effective practices

! A shift in teacher comfort zone – more PD/Coaching

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RE-IMAGINE SERVICES

! What is the role of general education for increasingly diverse students?

! What is so special about special education today?

ADMIRE THE PROBLEMChallenge #2ggggg

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DE FI N I TI ON OF TW O K E Y TE RM S

A change in HOW procedures for teaching or testing are done, in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills.

A change in WHAT the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

ACCOMO DA TIO N MODIFICATI O N

HOW WHAT

A DM I RE THE P ROB L E M

We have been admiring this problem for decades!

S Y S TE M S L E V E L S OL UTI ONS

Eliminate checklists of accomms.

Include discussion box linked to FIE

Use FIE to effectively determine functional

impact of student disability/needs.

Determine need for continuing

existing accommsand for revising or

deleting them.

From admiring to systems level solutions!

S Y S TE M S L E V E L S OL UTI ONS

!Include the student in discussions and

decisions re: preferences for

accom-modations.

!Design an Initial Assessment

Team process.

Promote the Martha message: A versus A for accommodations.

From admiring to systems level solutions!

S Y S TE M L E V E L S OL UTI ONS

!Use IEP meetings as coaching opportunities re: effective selection and use of accommodations.

!Use a Documentation Log to track use of accommodations

!Expand knowledge base of the range of accommodations through coaching, online newsletters, etc.

!Build meta-cognitive strategies into the curriculum at every grade level.

A DM I RE THE P ROB L E M

What other “intractable” challenges do we face in education that a system-level approach would solve?

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AVOID FEARChallenge #3gggg

A PRACTICING MODEL FOR CRI

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Competence

Pre-Competence

Incapacity

Blindness

Destructiveness

FRAMEWORK FOR CULTURAL PROFICIENCY

P r ofi c i enc y E mpa thy & Le a r ni ng

Confl i c t & B l a me

UNDE RS TANDING WHI TE P RI VLE GE

White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.

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W HI TE P RIV LEGE

UNPACKING THE INVISIBLE BACKPACK

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WHITE PRIVILEGE – ROBERT JENSEN

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On average, whites are more likely than members of racial/ethnic minorities to:

WHITE PRIVILEGE – ROBERT JENSEN

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On average, whites are more likely than members of racial/ethnic minorities to:

WHITE PRIVILEGE – ROBERT JENSEN

! At the slow rate that the black-white poverty gap has been narrowing since 1968, it would take 150 years until 2152 to close.

! For every dollar of white per-capita income, African Americans had $0.55 in 1968 and only $0.57 in 2001. At this pace, it would take blacks 581 years to get the remaining $0.43.

! Although white home-ownership has jumped from 65% to 75% since 1970, black home-ownership has only risen from 42% to 48%. At this rate, it would take 1,664 years to close the gap, after 55 generations.

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On many measures, closing the achievement gap between black and white is decades or centuries away:

W HI TE P RIV LEGE

! Developing feelings of worthlessness! Achieving less in school

! Lowering aspirations for the future

! Increasing likelihood of school drop-out

! Developing feelings of worthlessness! Achieving less in school

! Lowering aspirations for the future

! Increasing likelihood of school dropIncreasing likelihood of school drop-out

DEBRIEFING WHITE PRIVILEGE

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A V OI D FE A R

" I have a thimble- ful l of knowledge.

" Will my word choice offend?

" What are my real motives?

" Will I create more problems or misunders tandi ngs?

FEAR

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A V OI D FE A R

“Now I have something to say to my daughters”

W HI CH DO Y OU CHOOS E ?

Avoid Fear? Embrace Fear?

What other issues in education require courage to discuss?

ISOLATE YOURSELFChallenge #4gggggggg

ADULT CHOICE

IsolateCollaborate

CULINARY ARTS TEACHERCULINARY ARTS TEACHER

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I S OL A TI ON

! Avoid collaborative planning opportunities

! Invoke higher value or knowledge

! Focus on adult issues and Personal Preferences

! Reduces effectiveness and impact of services

! Reinforces a dual system

! Losses for Students

SIGNALS IMPACT

STOP LEARNINGChallenge #5gggg

STATES OF GROWTH OF INDIVIDUALS

Gourmet Omnivores(10-15%)

Active Consumers

(20%)

Passive Consumers

(50%)

Reticent Consumers(10-15%)

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STATES OF GROWTH OF INDIVIDUALS

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Gourmet Omnivores(10-15%)

Active Consumers

(20%)

Passive Consumers

(50%)

Reticent Consumers(10-15%)

I S OL A TI ON

! Subscribe to two or more professional journals

! Read professional journals! Subscribe to one or more education research sites

! Follow five or more authors of education texts

! Research your topics before a speech before the board or parents! Recognize that there are millions of practical experts with valid

concepts and conclusions

! Purchase a minimum of 10 professional books each year ! Recognize that personal opinions are not as valid or compelling

as juried research studies

WHAT TO DO…

Purchase a minimum of 10 professional books each year ! Recognize that personal opinions are not as valid or compelling

as juried research studies

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Register Now At:plearn.co/go-indep

Free WebinarWednesday May 27th

%&'()*+,-.

Dr. Shari RobertsonHow to Become a Change Agent for Better Readers With Early Collaborative Partnerships

Trip Hawkins & Janice Toben, M.Ed. How Games Can Help Children with Special Needs Develop Critical L ife Skills

Watch the webinars at plearn.co/change-2015

Dr. Frances StetsonFive Easy Ways to Fail in Education

WATCHWE BINAR ONLINE

Special Agents of Change Spring 2015 Webinar Series

Dr. Martha BurnsThe New Science of Learning: Effective Approaches for Older Students with Autism & Attention Disorders

WATCHWE BINAR ONLINE

WATCHWE BINAR ONLINE

WATCHWE BINAR ONLINE

Dr. Barry PrizantUniquely Human: A Different Way of Seeing Autism for Parents, Educators & All Humans

Tu e sd a y

JUN 16

%&'()*+,-.

PresenceLearning will email you in the next 48 hours: # Certificate of Attendance for all attendees# Link to the recording of the webinar & follow-up materials

For ASHA CEU credit, PresenceLearning will submit:# Webinar participation information to ASHA for people who

have provided valid ASHA membership ID & contact info# CEUs may take 4-6 weeks to show up in your ASHA account# No further action required on your part!# Send CEU questions to ceu@presencelearning.com

For a demo or quote for PresenceLearning services# Email us at schools@presencelearning.com

What to Expect Next

May 21, 2015 %&'()*+,-.%&'()*+,-.

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May 21, 2015