special education for administrators

Special Education for AdministratorsModule 3- Building Relationships and Developing People Securing Accountability

2

Norms of Operation• Go slow to go fast• Listen and speak with an open mind• Take risks• Respect others and ourselves• Leave positions at the door• What we say here stays here• Begin, end, and transition on time

Module 3 Agenda:

• Norms of Operation

• Building Relationships – Trust

• PLC’s& Learning For All

• OLF revisited

• School Effectiveness Framework – Components 1 and 5

• Assessment & Evaluation: Securing Accountability

• Exceptionality Group Presentations

• Shared Solutions

• Alternative Dispute Resolution

• Leading Mentally Healthy Schools

Ontario will cultivate and continuously develop a high-quality teaching profession and strong leadership at all levels of the system.

Achieving Excellence: A renewed vision for education in Ontario (2014)

3

Building Relationships of TrustThe Case for Trust – Stephen Covey

http://www.youtube.com/watch?NR=1&v=CciecbzzH-ghttp://www.youtube.com/watch?v=9J4oxmqLsBY&feature=related

TRUST how do you create a culture of trust?Think of a time when you were successful in creating a

professional relationship of trust.How will a culture of trust support students with special

needs?

4

Professional Learning CommunitiesProfessional Learning CommunitiesSupporting Supporting Learning for AllLearning for All

In Professional Learning Communities there is a culture of high expectations that supports the belief that all students can learn, and the school responds in a timely fashion to students who require intervention and support

Learning for All K-12 (2013) notes that PLC’s have the potential to close the achievement gap for students

5

The Learning LeaderDouglas Reeves

“Do we know the names, the faces, and the stories of students who are in danger of failure nine months from now?”

“We know…the only relevant question is whether we have the will to apply that knowledge to meet the

needs of our students.”

6

How can PLC’s support students with special needs!

Key Questions for teaching/learning:– What is it we want our students to learn?– How will we know if each student has learned?– How will we respond when students do not learn the

identified expectation/big idea etc.?– How can we extend and enrich the learning for students

who have demonstrated proficiency? i.e., gifted– How do we build in the regular, ongoing monitoring of

students with special needs?

8

“Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership” – Andy Hargreaves

“What, then, can we conclude about the emotional dimensions of self-initiated change and its distinctions from mandated change?”

When we have to implement mandated change how can we have teachers “own” the change?

Managing Change and Building Relationships

9

1. Inspire a shared vision of leadership in schools and boards

2. Promote a common language that fosters an understanding of what leadership and what it means to be a leader

3. Identify the competencies and practices that describe effective leadership and guide professional learning

The Leadership Framework

10

RESEARCH SAYS….And you have heard this before…

There are five Core Leadership Capacities that lead you to your best practices:

Setting goals

Aligning resources

Promoting collaborative learning cultures

Using data

Engaging in courageous conversations

11

OLF with a Special Education lens…Improving the Instructional Program

Review the OLF chart and keeping your SIP in mind regarding special education :

• Highlight in GREEN those areas you do ALWAYS

• Highlight in YELLOW the areas you do SOMETIMES

• Highlight in PINK those areas you do RARELY

• Your goal is to turn the SOMETIMES into ALWAYS

12

All of that along with “ALWAYS, SOMETIMES, RARELY” for…

Personal Leadership ResourcesCognitive:

Problem-solvingKnowledge about school and classroom

conditions with direct effects on student learning

Systems Thinking (NEW!)

14

As well as…Social Resources: including the ability to…

Perceive emotionsManage emotionsAct in emotionally appropriate ways

Psychological Resources:OptimismSelf-efficacyResiliencePro-activity (NEW)

15

So now you have a goal for Module 3

Focused, ongoing learning that is job embedded and “in context.”

16

School Effectiveness Framework…Components 1 and 5

a support for school improvement and student success!

Goal Indicators Where we are now?

Where do we want to be?

What student work/evidence will tell us we are there?

What do we have to do differently?

Who can help us?

Who is monitor-ing?What?When?How?

3.1

3.2

3.3

3.4

18

SEF and Assessment (Component 1)and

SEF and Pathways (Component 5)

• Select one goal ongoing in your school related to special education and then

• Highlight one key goal and one key indicator for your school. Work across the chart in relation to students with special needs

• Think, pair, share your insights

• How can this support your work with your staff at your school?

19

Goal Setting for School Effectiveness Framework

Complete the School Effectiveness Framework – Components 1 & 5

Open in Adobe Acrobat Reader to edit fields

20

In large group or partners…..

What are current practices in your school regarding assessment for students with special needs and what technical and adaptive changes need to occur?

What actions will you take?

How will you secure accountability?

School Effectiveness Framework

21

SEF Component 1 Assessment for, as and of Learning

The primary purpose of assessment and evaluation is to improve student learning.

Taken from Growing Success, page 6

22

Leadership and Student Learning –Professional Learning Communities for Special Education Goal Setting

Key to student learning is how a school leader brings staff into a learning community that has a focus on student work.

Discuss the following quotes from: Building and Connecting – Learning Communities Katz, Earl, Jaafar, 2009 (Corwin)

“One of the most powerful ways to ensure that any (learning team) stays focused – whether within or across schools – is by making sure that it is anchored by actual student work.” p. 76

“Having actual student work is at the center of the collaborative inquiry exercise. It creates the opportunity for evidence-driven, focused professional learning conversations.” p. 76

23

Professional Learning Community Teacher engagement in the change process

– why is descriptive feedback so important for students who have special needs?

24

General(“need more practice”)

•Identify what is done well (encouraging)

•Connect to learning goals and success criteria

•Provides both oral and written

•Describes what needs improvement and how to get there

•Involves follow up

Specific,Focused

Assessment for Learning: Feedback

http://www.edugains.ca/resourcesAER/VideoLibrary/index.html?movieID=20

How can effective feedback make a difference for students with special education needs and how will you ensure this happens in your school (accountability)?

25

Assessment Cycle for Learning

BIG IDEA

26

Feedback Strategies•Timing - when/how often

•Amount – points that relate to major learning goals

•Mode – oral , written, visual demo

•Audience – individual versus group

Area of Focus for Feedback

27

Clear Target - Analogy of archery - If students are beginners at archery, they cannot be expected to hit the bull’s eye the first time. It is fine if they miss the target as long as they

understand what they need to do in order to improve. With ongoing practice and feedback, students can gradually witness their own improvement

28

Edugains – Effective Feedback

29

Collaborative Scoring of Student Work – an Ethical Issue!

Watch the video

In groups of four share your thoughts on what Reeves says and why it is especially important for students

with special needs30

Think-Pair-ShareAssessment & Evaluation Symposium Keynote:

Dr. Douglas Reeves (Excerpt)

Toxic Grading Practices

In groups of four share your thoughts on what Reeves says and why it is especially important for

students with special needs

31

Effective learning tasks lead to deep thinking

Investigation is of real interest

Students are active in designing the problems and the methods of investigation

Students engage with disciplined inquiry (student sees self in own world related to the task)

Tasks connects to the world outside the class

Involves substantive conversation

http://www.curriculum.org/secretariat/framework/programs2.shtml

Length 3:17 Grade 4-6

Tangible product presented to a real audience Freedom Writers

Authentic Learning

32

Critical Issues in Equity and Inclusive Education: The Need for Action

http://www.principals.ca/stream/equity/part3/part3stream.html

33

Where are you on the continuum?

How have you utilized relationships to create an effective PLC in your school related to special education and/or inclusive classrooms?

How do you provide individualized support for teachers based on their needs to build capacity around special education/inclusive classrooms?

Disciplined entrepreneurship and collective self efficacy in special education: How do staff/students demonstrate that they truly believe they can make a difference, grow and enhance their learning?

How do you monitor the PLC’s and TLCP’s in a timely manner with effective feedback and accountability?

34

Let’s revisit the questions:

What are current practices in your school regarding assessment for students with special needs and what technical and adaptive changes need to occur?

What actions will you take?

How will you secure accountability?

School Effectiveness Framework

35

Exceptionality Group Presentations

36

Shared Solutions In Special Education

Principles of Conflict Resolution

Power Bases

The Anger Cycle

Shared Solutions Case Studies

Principled Negotiation

ADR and Mediation

Restorative Justice

Aboriginal Cultural Competency

37

Are you an active listener? “Listening … requires not only open eyes and ears, but open hearts and minds. We do not really see through our eyes or hear through our ears, but through our beliefs … It is not easy, but it is the only way to learn what it might feel like to be someone else and the only way to start the dialogue.” – Lisa Delpit

“Listening is probably the most cost effective element of a conflict management system.” – Mary Rowe

“Seek first to understand, then to be understood.” – Stephen Covey, Habit 5Seven Habits of Highly

Effective People

38

Principles of Conflict ResolutionPrinciples of Conflict ResolutionPrinciple-Based Power-Based

Look for solution Not for blame

Focus on the problem Not on the person

Take a non-adversarial approach Not an adversarial one

Use dialogue Not debate

Focus on interests Not on position

Try for a win/win solution Not a win/lose one

Focus on change Not on control

Conflict resolution is a long process Not a quick fix

39

Conflict TriangleFramework for analyzing a conflict

Past history

Values, meanings

Relationships

Emotions

Behaviours

Abilities

Personalities

• Facts Perceptions Positions• Interests, needs Issues Solutions• Consequences of events Consequences of possible outcome

•How people communicateissues and feelings• Structures, system, procedures, patterns• Norms about how to behave in a conflict• Decision making• Roles, jobs

40

Power Bases…• Think – Pair –Share:• Can you identify where your power lies,

from where it comes?• Reflect on how you should exercise your power,

when, for what purpose and under what conditions?• Reflect on how you should share your power, when,

for what purpose and under what conditions?

41

Strategies for Responding to Anger

1. Listen carefully with full attention

2. Assess point on anger cycle

3. Acknowledge feelings

4. Check for understanding

5. Remain calm

6. Begin problem solving when anger is diffused

7. Try to stay in the present, “What can we do about what is happening now?”

Leave

Stay

Short TermLong Term

42

Phases of the Anger Cycle

Base Line

Quality of Judgment

Physiological Arousal

1. This is the event which triggers the rest of the cycle. The extent to which a person feels provoked enough to explode is

related to both internal and external factors (stimuli from the environment).

1. 2. 3. 4. 5.

43


Base Line

Quality of Judgment


2. Escalation Phase: During the phase the body’s physiological arousal systems prepare for a crisis. The body prepares to attack or defend. Physiological cues include:

• Muscle tension• Increased respiration• Increased heart rate• Increase in voice volume and pitch

1. 2. 3. 4. 5.

44

Phases of the Anger CyclePhases of the Anger Cycle

Base Line

Quality of Judgment


3. Crisis Phase: This phase begins as the body reaches the fight or flight point. Since the body is at maximum stress, the person must aggress or withdraw. Judgment is very poor at this point and rational discussion is useless. Short, simple and non-provocative comments are best.

1. 2. 3. 4. 5.

45


Base Line

Quality of Judgment


4. Recovery Phase: The crisis has passed, but the body must still recover from its high level of arousal. Provocative communication at this point may cause another crisis. Allow space during this phase if possible.

1. 2. 3. 4. 5.

46

Base Line

Quality of Judgment


5. Post-Crisis : The body and judgment have now returned to normal. Physiological signs are normal or depressed or self-destructive during this stage. This is an important time for discussion and problem solving.

1. 2. 3. 4. 5.


47

Shared Solutions – Case Studies

In a group of four reflect on the case studies of Paul, Jovan, Ziyaad, and Brigitte

Share verbally a conflict concerning a student with special needs and describe from Shared Solutions the specific strategies that you used to resolve the conflict effectively

Describe what you learned from Shared Solutions and what you will be able to apply to your work with students with special needs and their families

48

PerspectiveThe most recent IPRC occurred on March 8, 2011. The decision

was Behaviour exceptionality and the placement was Special Education class, Intensive Support Program/Behaviour. The parents were in attendance and the statement of decision is signed by a parent with the indication that they agreed to both the exceptionality and the placement.

Mother’s recent comments about wanting a regular class placement are in opposition to the decision, which she participated in, on March 8. The deadline for appealing the IPRC decision has passed.

What will you do following Shared Solutions?

49

Communication TechniquesParaphrasing

This technique is used to restate in your own words the issues and concerns of the other person – reflect first the feeling and then the

content. It helps that person know that she or he has been heard, helps to clarify the problems, and helps the Principal focus on the issues that

must be resolved within the mediation.

“ You sound frustrated that…”

“ Let me see if I understand what you are saying. “

“ You felt…when…”

“ What I hear you saying is…”

50

Processes and techniques that act as a means for disagreeing parties to come to an agreement short of litigation

Conflict resolution is a major goal of all the ADR processes

If a process leads to resolution, it is a dispute resolution process

Alternative Dispute Resolution (ADR)Alternative Dispute Resolution (ADR)

51

Negotiation

A dialogue between two or more people or parties, intended to reach an understanding, resolve point of difference, or gain advantage in outcome of dialogue, to produce an agreement upon courses of action.

(Shared Solutions Problem Solving)

52

Resolution Meeting Process Considerations

Preparation– Flexible scheduling, location, seating, refreshments– Clarifying participation, purpose, setting a collaborative tone– Reviewing student’s records

Convening– Agree on agenda, clarity in purpose, confidentiality, ground rules, breaks– Remove distractions, communicate effectively, manage time– Fully examine issues, ensuring equity in participation – If dynamics are at issue do something different

(e.g. change representation, rethink offer/demand, etc.)

Implementation– Clear agreement components (e.g., SMART – specific, measurable,

attainable, realistic, time-accountable)

53

Principled Negotiation1. Separate people from problem

Focus on communication with people, not to people

What are the interests, motives?

Remember that the other party has feelings, too

Are you paying enough attention?

Watch you ego

Focus on relationships

What is most important to the party? What do they want? Why?

What is most obvious? Now look behind it

54

Principled Negotiation2. Focus Attention on Interests, NOT Positions Different positions – different interests Acknowledge emotion Watch for resistance. Pause to give the person a chance to object to reframe. Don’t smooth over conflict rather let it be expressed to define the issues

and get the message across.

Most powerful interests are:

Human needs… security, economic well-being and sense of belonging, recognition and control over one’s life. Interests should be openly discussed and acknowledged as part of the problem

ReframingReframing a position focus to an interest focus. Be sure your reframe contains the key element of

the original message.

“I’m not budging. Either my son stays in Mr. Smith’s math class, or I involve my school trustees in this. He’s on an IEP and he has endured enough poor math teachers without another lost year.” Reframe to delete the specific demand and focus on the underlying interests: Competent math teaching for the parent’s son.

55

Principled Negotiation3. Invent Alternate Options for Mutual Gain

THINK:

1. Mutual gain NOT win-lose

2. Shared interests NOT ONLY our interest

3. Seeking common ground instead of settling interests on basis of will

Use brainstorming to separate inventing from deciding

56

4. Base Outcomes on Objective Standards and Criteria

Use standards to move towards a principled position

Assess objective criteria

Any precedent moral standards?

Professional standards

Process

1. Each issue is a joint search for objective criteria

2. Reason and be open to reason as to appropriateness and application

3. Always ask for reasons for standards

Principled Negotiation

57

Mediation• Form of alternative dispute resolution• A way of resolving disputes between two or more parties. • A neutral third party, the mediator, who is not directly

involved assists the parties to negotiate their own settlement (Shared Solutions - facilitator)

• The Three Little Pigs Go To Mediation http://www.va.gov/orm/Mediation/VA_fable.html

• Role play

58

Resolution Meeting & Mediation: Components of Durable Agreements

• Clarify the issues and available options to resolve them• Identify what participants will do, not what they won’t do• Be specific: names, places, dates, times, amounts, actions• Use impartial, non-judgmental language that is future oriented • Avoid reference to past problems or blame• Avoid contingencies (e.g., "The school will do xyz if the parents do abc”).

Each discrete activity should stand on its own• Create conditions to monitor implementation of the agreement

and modify together if needed

59

Restorative Justice Focuses on the needs of victims and offenders, instead of punishing

the offender

Victims take an active role in the process, while offenders are encouraged to take responsibility for their actions, "to repair the harm they've done—by apologizing, returning stolen money, or community service"

Based on a theory of justice that considers crime and wrongdoing to an offense against an individual or community rather than the state

Restorative justice that fosters dialogue between victim and offender shows the highest rates of victim satisfaction and offender accountability

http://www.youtube.com/watch?v=lqaqrDnhzDw&feature=related Restorative Justice Introduction

How does restorative justice support students with special needs?

60

Aboriginal Cultural Competency -Trauma Informed Approaches

“Education can enhance survival of First Nations people only if it contributes to identity

development through learning our languages, our cultural traditions, and our spiritual beliefs”

(Longboat, 1087, p 39-40)

61


Aboriginal young people with histories of trauma are at risk for:• Depression with 3 to 5 times more prevalence• Suicide attempts at a rate of 12 times great than their peers

without abuse/neglect histories• Alcohol and drug addition at a rate 18 to 21 times more

frequency than their peers

62


Aboriginal Historic Trauma-informed schools:• Trauma is a “normal response to an abnormal situation”

(i.e., healthy survival responses to a painful life)• Shift from “what’s wrong with the parent/student”

to “what’s happened”• Healing happens in healthy communities and healthy

safe relationships

63


Trauma disrupts students’ ability to:• Learn• Process verbal information• Use of language to communicate• Develop literacy skills• Develop social/emotional skills• Self-regulate

64


Think – pair – share: www.ofifc.org

What opportunities do administrators have to address the needs of Aboriginal children/youth and families?

What needs exist to support students with special needs who also require “trauma informed” treatment from elders in their communities?

Resources: Ontario Federation of Indigenous Friendship Centers

65

Reflection/Learning Log – OPC Website/SpecEd Access:

Identify three key areas of learning from Module 3 and outline how you have implemented the content or

strategies in your daily practice and how each demonstrates the connections to the personal

goal(s) you identified in the OLF and the SEF components for this module.

66

Module 3 – Post Assignment


Complete the Exceptionality Post Assignment that you began in class and be prepared to share using multiple intelligences two changes that you made

at your school or work environment during Module 4, reflecting on the impact that you see,

hear and feel as a result of your actions.

67

Complete the Self Assessment Rubric for this module and return it electronically

to the instructor.


68

Module 4 – Pre Assignment

1. Complete the OPC online Legal Issues Workshop… Human Rights

2. Research ONE article on communication and building relationships within our schools and be prepared to make connections to special education programs and students.

69

special education for administrators

Documents