pennsylvania training and technical assistance network (pattan) april 28, 2009 credential of...

Pennsylvania Training and Technical Assistance Network (PaTTAN)

April 28, 2009

Credential of Competency Standard # 10:

Collaboration

Pennsylvania’s Commitment to Least Restrictive Environment

(LRE)

Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

NEWS FLASH!!

• Effective April 1, 2009, PA Department of Education, Bureau of Special Education will only accept Competency Assessment Checklists with original signatures from the supervisor or designee.

• This means blue ink • Previous signatures can be initialed in blue ink

by supervisor or designee

District, IU, Preschool, Agency Policy

Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

Standard #10: CollaborationK1. Common concerns of families of individuals

with exceptional learning needs.K2. Roles of stakeholders in planning an

individualized program.S1. Assist in collecting and providing objective,

accurate information to professionals.S2. Collaborate with stakeholders as directed.S3. Foster respectful and beneficial relationships.S4. Participate as directed in conferences as

members of the educational team.S5. Function in a manner that demonstrates a

positive regard for the distinctions between roles and responsibilities of paraeducators and those of professionals.

Agenda• Roles and Responsibilities of

Stakeholders in Planning an Individualized Education Program (IEP)

• Fostering Respectful and Beneficial Relationships Including Understanding Common Concerns of Families

• Collaboration: Working as a Team!• Being a Positive and Contributing

Member of the School Community

Learner OutcomesParticipants will:• Know roles of all participants, including

paraprofessionals, in planning an individualized program for a student with a disability.

• Recognize common concerns of families of individuals with exceptional learning needs.

• Assist in collecting and providing objective, accurate information to professionals.

• Collaborate with stakeholders as directed.• Foster respectful and beneficial relationships.• Function in a manner that demonstrates a positive

regard for the distinctions between roles and responsibilities of paraeducators and those of professionals.

The Individualized Education Program

Your Role in the IEP Process…

The IEP Process

How do students qualify for Special Education?

Evaluation• Referral • Evaluation Team• Gather Information• Write Evaluation Report

The IEP Process

Determining eligibility

The Evaluation Team answers two questions:

1. Does the child have a disability?2. Does the child need specially

designed instruction?

Disability Categories

• Autism• Deaf-blindness• Deafness• Emotional

Disturbance• Hearing

Impairment• Mental Retardation• Multiple Disabilities

• Orthopedic Impairment

• Other Health Impairment

• Specific Learning Disability

• Speech/Language Impairment

• Traumatic Brain Injury

• Visual Impairment

The IEP Process

IEP Development: The Evaluation Report (ER)

Includes information about:

• Where the student is now• What the student’s strengths are now• What the students needs are now

The IEP Process

IEP Development: The Special Education Program

The IEP:

• Outlines goals and supports needed for the student to live, work, and play in the community

• Is directly related to the general education curriculum

The IEP Process

How is the IEP Developed?

• Based on the Evaluation Report• Written by the IEP Team• Paraeducator’s role• IEP Form

The IEP Process

IEP Development: The IEP Team

• Special Education Teacher• Regular Education Teacher• Parents• LEA Representative• Student if appropriate• Vo-tech rep., if appropriate

The IEP Process

Writing the IEP

• Look at Evaluation Report• Where the child is presently

functioning• Determine annual goals and short

term objectives

The IEP Process

Writing the IEP

• Decide what supports are needed• Discuss where services will be

provided

The IEP Process

The Paraeducator’s Role

May attend meetingsMay provide information for team

The IEP Process

IEP Implementation

• What is taught• Where it is taught• How it is taught• Who teaches it• Paraeducator’s role

The IEP Process

Progress MonitoringData is gathered to:

• See if students are on track to meet their goals

• Adjust instruction if not on track• Make decisions at IEP meetings• Report progress to parents

The IEP Process

Reevaluation

• Use data collected during Progress monitoring

• IEP team decides if additional information is needed

• Report is written and used to write a new IEP

The IEP Process

Let’s take a brief look at some of the important parts of the IEP form…

Fostering Respectful and Beneficial Relationships

With Families

Interacting with Families

Importance of Families

• They know the child best.• They are involved with the child’s

educational program throughout their entire school career.

• They have responsibility for the child’s care and well-being.


Role of the Family

• Informed decision makers in all aspects of special education program planning

• Equal and important team members regarding decisions about their child’s education


Families and Educators Working Together

• Parents can be an educator’s greatest ally.• The special education process is complex.• It is critical to share a focus on instructional

goals to promote the student’s independence.


In the Classroom

• Be sure parents know who you are and who the teacher is.

• Be friendly and professional. • Defer questions about child’s education

to the teacher.• Before sending home-school

communication books home, have teachers review items written by you.


Before, during, and after school

Be prepared for questions or discussions outside of the school day!


Tools for Challenging Situations

•Anticipate situations

•Collect ideas for what to do or say


•Families want information or help.•Families share information with

you.•Families ask you to do something

in the classroom that is not consistent with the student’s written plan

•You perceive that families are angry or upset.


Challenging Situation #1:

The family asks you for information about educational progress.



The family wants your help.



The family shares personal information with you.



The family directs you how to do something related to the child’s educational plan.



Families confront you with statements expressing dissatisfaction or anger.


Positive Comments

Positive Things to Say:

• I enjoy working with your child.• Sam always tries his best.• We are all proud of his

accomplishments.• Sally is helpful to her classmates.• Joe is always willing to try something

new.


• Avoid judgment or opinions and decisions of families• Anticipate situations and consider possible

responses• Remove yourself from conflict situations or

seek help from your partner teacher• You are an important person in the lives of

many children.

Collaboration: Working as a Team!

ActivityActivity

Boggle GameBoggle Game

What did Boggle Teach Us ?

Collaboration:Stages of Teaming

TEAMA number of people

associated together in work or activity to function

collaboratively

Stages of Teaming

•Forming•Storming•Norming•Performing

Collaboration: Stages of Teaming

• Stage 1: Forming

_______, anticipation, and ______, but members are somewhat _________about

the team and _______ about the task ahead.


• Stage 1: Forming

Excitement, anticipation, and optimism, but members are somewhat tentative about the team and anxious about the

task ahead.


• Stage 2: Storming

_________to the task and fluctuations in attitude about the team.

Stage 2: Storming

Resistance to the task and fluctuations in attitude about the team.



• Stage 3: Norming

_________of “team” and progress on accomplishing the project.


• Stage 3: Norming

Acceptance of “team” and progress on accomplishing the project.


• Stage 4: Performing

“One singular sensation”Acceptance, Progress,

___________


• Stage 4: Performing

“One singular sensation”Acceptance, Progress,

Satisfaction

Consider…

Being a Good Team Member

The Four Knows

• Know yourself

• Know your fellow team members

• Know your students

• Know your stuff

Interacting Positively With Other Adults In the Class

Use effective communication strategies

• Active listener• Objective reporting• Be aware of “filters”


Be responsible, honest, loyal and show integrity


Learn to give and receive compliments

Interacting Positively with Others In the Entire School

•What happens in Vegas, stays in Vegas!

• Treat others with respect• Recognize the levels of authority

and sphere of influence• Obey school rules

Resolving Conflicts When They Occur

Resolving Conflicts (cont.)

Use “I” messages• the feeling• the situation • the reason

“I feel__________when________ because____________.”


• Find a good time to talk• Listen carefully, speak carefully• Take the time to get at the real

problem• Focus on what you can do to solve

the conflict• Take action and evaluate the

situation over time

Collaboration: Problem-Solving

Five-Step Problem-Solving Process1. Identify and describe the problem2. Determine the cause of the problem3. Decide on a goal and identify

alternative solutions4. Select a course of action5. Implement and evaluate the solution


Once an issue has been resolved

LET IT GO!

And help things get back to normal

What We Can Learn From Geese?

—excerpted from What Do You Think?

by Darrell Sifford

Learner OutcomesParticipants will:• Recognize common concerns of families of

individuals with exceptional learning needs.• Know roles of all participants, including

paraprofessionals, in planning an individualized program for a student with a disability.

• Assist in collecting and providing objective, accurate information to professionals.

• Collaborate with stakeholders as directed.• Foster respectful and beneficial relationships.• Function in a manner that demonstrates a positive

regard for the distinctions between roles and responsibilities of paraeducators and those of professionals.

Summer Paraeducator Institute

• August 18-19, 2009

PaTTAN King of PrussiaPaTTAN HarrisburgPaTTAN PittsburghSelected Downlink sites

2 ½ hours of training each morning and afternoon for a total of 10 hours

Afterschool Videoconferences

• October 13, 2009• November 17, 2009• February 10, 2010• March 10, 2010• April 28, 2010

4:15-6:15 pm

Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary

Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary Education

John J. Tommasini, DirectorBureau of Special Education

Bureau of Special EducationPennsylvania Training and Technical Assistance Network

Contact Information: Name of Consultant, Email addresswww.pattan.net

pennsylvania training and technical assistance network (pattan) april 28, 2009 credential of...

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