Serving Students on Alternate Curriculum and Assessment

Kelsey Dayan & Katie LeSage Author

04/07/2023 Added

23 Plays

Description

2023 Conference Session

Searchable Transcript

Search:

[00:00:29.348]Okay, so just wanna welcome
[00:00:31.260]everyone here who's in person,
[00:00:33.150]and also everyone who's on Zoom.
[00:00:35.430]Today we'll be listening
[00:00:37.020]to a presentation about serving
[00:00:38.430]students on an alternate
[00:00:39.810]curriculum and assessment.
[00:00:41.820]And we have Katie LaSage
[00:00:44.400]and Kelsey Dayan with us today.
[00:00:46.920]Thank you.
[00:00:48.210]Can you guys hear me okay.
[00:00:50.160]Yeah. Okay.
[00:00:52.290]Like she said, I'm Katie LaSage,
[00:00:53.880]and this is Kelsey Dayan.
[00:00:55.380]We're from Capillia and La Vista
[00:00:56.850]Community School District,
[00:00:58.020]so that's what PLCS stands for.
[00:01:00.030]We had a little change in our presenters,
[00:01:02.610]so if your packet says something different,
[00:01:05.190]we had two family emergencies.
[00:01:06.990]So names changed, but just a
[00:01:10.170]little bit about ourselves.
[00:01:11.220]So like I said,
[00:01:12.053]we currently serve as behavior
[00:01:13.050]coaches in our district.
[00:01:14.760]I was a former self-contained
[00:01:16.560]behavior skills teacher for
[00:01:17.850]eight years, then a special
[00:01:19.320]ed instructional coach,
[00:01:20.220]and I've been now in the pavilion district for,
[00:01:23.850]it's my fourth year as the role as a behavior coach.
[00:01:27.020]Hi and I'm Kelsey Dayan.
[00:01:28.290]I was previously a special
[00:01:29.970]education teacher in an inclusive
[00:01:31.770]building within pavilion,
[00:01:32.820]and then this year moved into this role.
[00:01:36.300]Yeah.
[00:01:37.133]Just real quick,
[00:01:37.966]can you give a shout out just
[00:01:38.970]what your guys' current roles?
[00:01:40.260]I like to know kind of what the
[00:01:41.610]audience, what you're doing.
[00:01:44.340]This SLP. Awesome.
[00:01:47.670]Special education.
[00:01:48.840]Special education.
[00:01:50.700]Special education.
[00:01:53.250]What?
[00:01:54.150]School psych.
[00:01:55.290]Awesome.
[00:01:56.670]Any others?
[00:01:59.040]Parents. Awesome.
[00:02:01.140]All right, well welcome.
[00:02:02.640]Huh?
[00:02:03.577]Preschool. Preschool. Okay.
[00:02:04.770]So we have a really good mix.
[00:02:06.480]Any administrators in here?
[00:02:08.730]All right, welcome.
[00:02:09.870]So glad you're here.
[00:02:12.120]So we'll get started.
[00:02:12.953]Sorry about the little delay.
[00:02:13.890]Hopefully we got Zoom up and running.
[00:02:16.860]These are objectives that we will focus on.
[00:02:19.380]So in our district,
[00:02:20.970]we looked at the MD's extended
[00:02:23.040]indicators in looking at the
[00:02:25.380]scheduling, communication,
[00:02:27.210]curricular programming,
[00:02:28.440]and you also received some
[00:02:29.820]practical tools that are in your
[00:02:31.170]handout for hope that will
[00:02:33.360]help you to use some of these
[00:02:34.911]strategies that we're gonna go through.
[00:02:36.870]So we do hope to understand the
[00:02:38.250]use of implication of the
[00:02:39.350]extended indicators,
[00:02:41.160]develop an individualized
[00:02:42.330]schedule matching student needs,
[00:02:44.310]and then implement strategies
[00:02:45.660]to support authentic inclusion
[00:02:47.940]and student progress.
[00:02:50.670]This is the table of contents.
[00:02:52.200]So just kind of what we're gonna
[00:02:53.490]flow through today with the
[00:02:54.780]introduction, extended indicators, scheduling,
[00:02:57.270]academic content, and our closing.
[00:03:01.770]And then in our district of PLCs,
[00:03:05.010]we believe in the worth
[00:03:06.227]of every individual and that all
[00:03:08.850]students can achieve high
[00:03:10.770]expectations regardless of their
[00:03:12.660]needs and where they fall academically.
[00:03:17.760]And we ask that you bring two
[00:03:20.100]big ideas with you through this training.
[00:03:22.290]So the first one is presuming competence,
[00:03:24.660]the belief that all students
[00:03:25.656]have the potential to develop
[00:03:28.260]their thinking, learning,
[00:03:29.164]and understanding.
[00:03:31.290]We went back and forth about
[00:03:33.000]do we cut this video short or not?
[00:03:34.890]It is a long video,
[00:03:35.820]but it is an absolutely amazing video.
[00:03:38.550]So bear with us that we really
[00:03:40.320]wanted you to watch it from
[00:03:41.310]the start to beginning that really
[00:03:42.948]focuses on that presuming competence.
[00:03:45.810]So I think we got all the
[00:03:47.250]volume stuff figured out, so it should.
[00:03:50.409](tense music)
[00:04:00.269](audience applauding)
[00:04:04.176](audience applauding)
[00:04:07.440]Hi everybody, it's a long walk.
[00:04:10.766]Okay, so for those of you who don't know me,
[00:04:13.470]I'm Shelly Moore, and speaking of Geekdom,
[00:04:17.280]I'm an inclusion geek.
[00:04:18.990]Like I am obsessed with inclusive
[00:04:22.140]education if you know me at all.
[00:04:24.600]But this definition that about
[00:04:27.279]inclusion and inclusive education
[00:04:29.160]didn't just come to me in the night.
[00:04:31.110]Like this has been something
[00:04:32.460]that's evolved over the
[00:04:34.020]last 12 years of my career.
[00:04:35.940]And so when I first started,
[00:04:38.010]I kind of got it,
[00:04:38.843]but then I was like,
[00:04:39.720]but I didn't get it enough to defend it.
[00:04:42.120]And so when I'm working with the kids,
[00:04:44.490]who I represent are the students
[00:04:45.780]who kind of need the most
[00:04:46.613]supportive schools and students
[00:04:48.030]with developmental
[00:04:48.863]disabilities, especially in secondary.
[00:04:51.150]And if you guys have ever
[00:04:51.990]worked in a secondary school,
[00:04:52.823]there's a whole different kind
[00:04:53.970]of worms when it comes.
[00:04:55.230]I mean, they're naturally
[00:04:56.063]compartmentalized buildings.
[00:04:57.840]And so I learned that I had
[00:04:59.550]to really refine my definition
[00:05:00.960]of inclusion because I would
[00:05:02.610]get zingers from people zingers
[00:05:05.460]all the time, and for a while I ducked them.
[00:05:09.150]And then I would be like, you know what,
[00:05:11.280]if I'm gonna advocate,
[00:05:12.480]if I'm gonna move forward
[00:05:13.410]in inclusive education,
[00:05:14.370]I have to be able to have these conversations.
[00:05:18.090]So one zinger that I would often
[00:05:19.830]get and still get to this day is,
[00:05:22.680]I'm trying to advocate for kids
[00:05:23.790]to get into classrooms
[00:05:24.780]and the zinger I get is, why are they here?
[00:05:29.730]What are they gonna get out of science?
[00:05:32.430]They can't read,
[00:05:33.263]they can't write like why they
[00:05:34.912]need to learn about the
[00:05:35.970]period table of elements.
[00:05:38.040]And before I could like articulate this,
[00:05:39.871]I would just get sassy and be like,
[00:05:42.930]why does anyone need to learn (audience laughing)
[00:05:44.572]about the periodic table of
[00:05:46.620]elements smirk and walk away?
[00:05:51.150]So you can imagine how well
[00:05:52.110]that went over in my building.
[00:05:55.470]And so you can see why this
[00:05:58.020]would be an important thing to develop.
[00:05:59.400]So anyways, over the last
[00:06:01.590]like decade or so, I've been,
[00:06:02.423]learning about what this means
[00:06:05.250]to be an inclusive educator.
[00:06:06.840]And most of my learning actually
[00:06:08.460]has not come from books or
[00:06:09.570]classes or experts or teachers or professors,
[00:06:11.550]but from the kids that I work with.
[00:06:14.160]And so the story that I'm gonna
[00:06:15.870]tell you today is about one
[00:06:16.890]particular student that I worked
[00:06:17.940]with who was a very,
[00:06:18.773]very early learning in my career.
[00:06:20.100]And I think very pivotal
[00:06:22.050]because without this learning,
[00:06:23.640]I can guarantee you that I
[00:06:24.900]wouldn't be standing here right now.
[00:06:26.940]So I'm gonna share this with you.
[00:06:28.140]And this is a story about a student
[00:06:30.180]that I worked with named Daniel.
[00:06:32.460]And it was, I met Daniel it was
[00:06:35.340]my second job,
[00:06:36.810]I got hired at a high school
[00:06:38.640]and I was still fresh,
[00:06:40.710]like where you go and like
[00:06:41.730]you buy an outfit before your
[00:06:42.810]first day of school, right. (audience laughing)
[00:06:46.200]Kind of like this outfit
[00:06:47.033]that I bought for this event
[00:06:48.090]right now, and thank you. (audience laughing)
[00:06:55.130]And so, I'm a little bit nervous
[00:06:58.980]when I'm showing up
[00:06:59.813]and my nerves were quickly
[00:07:01.380]relieved when I walked in and was
[00:07:02.700]like so welcomed by this group,
[00:07:05.370]this group of kids and staff.
[00:07:06.540]And so the job that I got was
[00:07:08.310]working with a caseload of
[00:07:09.420]about 15 students with developmental disabilities.
[00:07:11.970]And I had these two EAs who work
[00:07:14.130]with me and they were best
[00:07:16.170]friends with each other.
[00:07:17.370]And so often they would
[00:07:18.300]be referred to as one person.
[00:07:20.190]So their names were Sharon and Marlene,
[00:07:23.400]but we called them Sharon
[00:07:24.597]and Marlene, where's Sharon, Marlene, I need Sharon
[00:07:28.527]and Marlene and
[00:07:29.910]they were actually one person.
[00:07:30.743]And so I would always go
[00:07:31.890]to Sharon and Marlene if I ever needed anything.
[00:07:34.860]So anyways,
[00:07:35.693]so I'm getting to know all the
[00:07:36.526]kids and I'm walking around
[00:07:37.359]and everyone's awesome,
[00:07:38.192]but like in the corner of my eye,
[00:07:39.150]I'm like, there's a kid under
[00:07:42.660]the table in the corner of the classroom
[00:07:44.639]and no one's acting as if
[00:07:46.080]this is strange.
[00:07:48.060]And so I'm like just kinda keeping eye it.
[00:07:49.610]So I'm like, eventually I'm
[00:07:50.910]like, Sharon, Marlene,
[00:07:53.370]there's a kid under the table.
[00:07:55.860]And they laughed.
[00:07:56.693]They're like, oh, that's Daniel.
[00:08:01.458](audience laughing)
[00:08:03.810]What's he doing under the table?
[00:08:05.880]And they're like,
[00:08:07.200]because you're here,
[00:08:09.963]what do you mean?
[00:08:10.860]Because I'm here.
[00:08:11.693]They're like, well, you're new.
[00:08:12.840]Like he'll come out in good time.
[00:08:14.910]And then they kind of smirk
[00:08:15.750]at each other and they're like,
[00:08:17.850]but if you can get him out
[00:08:19.290]then you can stay.
[00:08:21.450]And I'm like, are they kidding?
[00:08:23.100]I don't think they're kidding.
[00:08:24.677](audience laughing)
[00:08:25.510]This kid is like the
[00:08:26.343]gatekeeper of special education.
[00:08:31.170]So I'm like, okay, okay, okay, okay, you know what?
[00:08:33.090]I can accept the challenge.
[00:08:36.480]So I go over kind of lean under, Hey Daniel,
[00:08:40.710]but I should tell you a few things about Daniel.
[00:08:43.140]From what I knew from him
[00:08:44.130]at that moment,
[00:08:44.963]there's Daniel, he's under the table
[00:08:46.650]and he's dealing with a lot of things.
[00:08:48.450]So Daniel had down syndrome,
[00:08:50.820]Daniel was deafblind,
[00:08:53.490]Daniel had autism.
[00:08:55.650]Daniel also had a bin filled
[00:08:57.750]with about 300 newspaper flyers.
[00:09:00.510]And he also had a giant red dictionary.
[00:09:04.050]And so I'm seeing him,
[00:09:05.400]and this is all I know about him, right.
[00:09:06.660]So I'm just like, okay.
[00:09:07.493]So he did have some
[00:09:09.660]residual sight and hearing,
[00:09:11.340]but to get him to choose
[00:09:13.200]to look or hear you was the hard part.
[00:09:14.940]So,
[00:09:16.327]you had to be flashy.
[00:09:18.540]So I go over and I'm like,
[00:09:19.867]"Daniel, hi, I'm Ms. Moore.
[00:09:23.790]I'm really nice."
[00:09:25.255](audience laughing)
[00:09:26.550]Like I'm a student whisperer.
[00:09:30.661](audience laughing)
[00:09:32.100]Come out.
[00:09:35.370]As you can imagine,
[00:09:36.540]I needed a new strategy.
[00:09:38.340]So I'm like, Sharon, Marlene, what is he like?
[00:09:44.100]Teenagers love food, beef jerky,
[00:09:47.250]captain Crunch, what does he love?
[00:09:49.350]They're like, oh, he loves Diet Coke.
[00:09:51.630]So I run across the store,
[00:09:53.220]get a diet Coke, and I'm like, oh Daniel.
[00:09:57.165](audience laughing)
[00:09:57.998]And I wish I could see this
[00:09:58.831]from the bird's eye view because
[00:10:00.000]it was like his hand came
[00:10:00.990]out, grab the diet Coke,
[00:10:03.120]pulls it outta the table, and I was left.
[00:10:04.950]And I'm like, okay, next strategy.
[00:10:09.599](audience laughing)
[00:10:12.510]So I'm like, okay, okay,
[00:10:13.343]okay, next plan.
[00:10:15.150]So maybe we need to see that we like,
[00:10:16.440]have a similar interest.
[00:10:18.000]So I'm like, you know what?
[00:10:18.833]I like dictionaries.
[00:10:21.409]I can listen to it,
[00:10:22.242]I can pretend that I like dictionaries.
[00:10:24.300]So I go get a dictionary
[00:10:26.010]and this time I'm like,
[00:10:26.880]I need to get under
[00:10:28.140]the table with him because this
[00:10:29.494]bending over is not cutting it.
[00:10:31.050]So I actually get under
[00:10:31.883]the table and I'm like, wow, Daniel,
[00:10:34.440]did you read this page?
[00:10:35.460]This is really interesting page.
[00:10:37.550](audience laughing)
[00:10:39.060]But I'm watching him
[00:10:40.737]and he's not reading it.
[00:10:41.703]What he's doing with it is he's feeling it.
[00:10:43.977]And I don't know if you've
[00:10:44.810]ever worked with kids who have
[00:10:46.860]sensory deficits, they'll often find,
[00:10:50.790]well, I mean to be honest,
[00:10:51.960]just things occupy themselves
[00:10:53.070]and that feel good, right.
[00:10:54.600]And so he was taking the
[00:10:55.470]pages of the dictionary end
[00:10:57.510]and like flipping them so he
[00:10:59.430]could feel the fan on his cheek
[00:11:01.200]and dictionary pages.
[00:11:02.280]They're really thin,
[00:11:03.113]like the pages of a bible.
[00:11:04.170]So I mean it was like feathers.
[00:11:05.520]So I'm like, I never tried it.
[00:11:08.040]So I pick up the dictionary and I was like, ughh.
[00:11:12.036](audience laughing)
[00:11:17.790]I'm like Sharon, you gotta try this.
[00:11:21.038](audience laughing)
[00:11:24.530]And this is not one day
[00:11:26.190]people, I mean we're like,
[00:11:27.650]so that lasted for three
[00:11:28.650]days because I didn't wanna stop,
[00:11:30.279](audience laughing) but Daniel was still not
[00:11:33.780]coming up from another table.
[00:11:34.800]So I'm like, okay, I need a new strategy.
[00:11:37.470]I'm like, maybe we could
[00:11:38.820]support, like an interaction,
[00:11:40.890]like a game.
[00:11:41.880]I dunno hungry, hungry hippos,
[00:11:43.110]I don't know something.
[00:11:44.460]So I'm like, Sharon, Marlene,
[00:11:47.520]I need something that he likes to play.
[00:11:50.850]They look at each other,
[00:11:52.290]we got the perfect thing.
[00:11:54.450]He loves math.
[00:11:56.700]Numbers adding.
[00:11:58.140]So this is my face in front of Sharon and Marlene.
[00:12:00.630]Oh, good idea.
[00:12:02.370]This is my face in my head, math, who likes math?
[00:12:06.710](audience laughing)
[00:12:07.543]Who wants to play math?
[00:12:11.640]And then I start thinking,
[00:12:13.560]but how do you even know that he likes math?
[00:12:17.520]He doesn't talk, he doesn't read, he doesn't see,
[00:12:21.180]he can't hear like
[00:12:22.380]how could you possibly
[00:12:23.280]even know that he likes math?
[00:12:24.930]He is knee deep in newspapers.
[00:12:29.400]But I keep my thoughts
[00:12:30.330]to myself because I'm a new teacher
[00:12:32.670]that has learned to do so, (audience laughing)
[00:12:35.760]and,
[00:12:38.880]this is how it went.
[00:12:40.290]So Sharon and Marlene gave
[00:12:41.478]me my flashcards and under the
[00:12:42.990]table I go and had a conversation with myself.
[00:12:45.210]So Daniel, what is 10 plus 20?
[00:12:49.860]What?
[00:12:52.020]Did you say 30? (audience laughing)
[00:12:55.050]Oh my, you're so brilliant.
[00:13:00.660]This went on.
[00:13:01.980]But what he's doing beside me
[00:13:03.690]is he's just like totally in a
[00:13:05.220]dictionary, flip, flip, flip,
[00:13:06.615]flip, flip, flip, flip, flip,
[00:13:08.880]flip, stop for a minute,
[00:13:11.010]flip, flip, flip, flip.
[00:13:11.970]While I'm having a conversation with myself,
[00:13:16.830]finally I put a flashcard
[00:13:18.540]down and I'm like, "Hey,
[00:13:21.000]Daniel what's 20 plus 60?"
[00:13:24.240]What?
[00:13:25.200]Okay, so you can imagine that he's
[00:13:26.820]probably getting as irritated
[00:13:27.930]as I am of myself.
[00:13:29.790]And he let me know it by
[00:13:30.690]smacking me across the face.
[00:13:34.740]A total backhand in my face,
[00:13:38.490]head hits the table,
[00:13:40.140]my eyes are tearing,
[00:13:41.400]my nose is like swollen.
[00:13:43.920]And I'm like, I don't think
[00:13:45.750]you're allowed to hit teachers.
[00:13:47.483](audience laughing)
[00:13:55.229]So I'm like after the shock
[00:13:56.880]and I'm like, should I go?
[00:13:57.810]Should I stay?
[00:13:58.650]Should I get the principal?
[00:13:59.880]Like what do I do?
[00:14:02.070]But I actually didn't have
[00:14:03.210]to answer this question too long
[00:14:04.770]because when I peered through
[00:14:06.060]the fingers holding my face
[00:14:07.740]together, I saw him pointing
[00:14:09.536]at something and I'm like, no way.
[00:14:14.730]And I looked closer and sure
[00:14:15.930]enough he was pointing to the
[00:14:18.000]page number 80 and I was like, omg.
[00:14:26.970]So I put down another
[00:14:27.803]flashcard flip, flip, flip, flip, flip, flip, flip, flip,
[00:14:31.371]stop point.
[00:14:32.910]Sure enough, it's the answer,
[00:14:35.477]flip the page number.
[00:14:37.170]So I'm like, whoa, we have
[00:14:38.760]connection, flashcard, flashcard,
[00:14:39.780]flashcard, flashcard.
[00:14:41.610]And sure enough, every single one,
[00:14:43.560]he would stop and answer the question.
[00:14:48.780]This totally blew my mind
[00:14:50.790]because I was thinking, I'm like,
[00:14:51.990]how long has he been doing that for?
[00:14:53.977](audience laughing)
[00:15:02.280]So I get out from under
[00:15:03.360]the table and sure enough,
[00:15:04.470]guess who follows me from
[00:15:05.970]under the table is Daniel comes
[00:15:07.680]out from under the table.
[00:15:09.358](audience applauding)
[00:15:11.026]And Sharon and Marlene are like secretly,
[00:15:14.910]quietly cheering in the background,
[00:15:17.610]so it was a really great day,
[00:15:19.530]but I realized it had
[00:15:20.363]nothing to do with me.
[00:15:21.710]It had everything to do with him.
[00:15:23.640]And so,
[00:15:24.840]I think about this all
[00:15:25.673]the time and I was like,
[00:15:27.630]after my swelling went down and was reflecting,
[00:15:32.430]this is really hard for me
[00:15:33.480]to admit right now because I
[00:15:34.313]would never say this now, but 10 years ago,
[00:15:36.030]I'm gonna be really brutally honest.
[00:15:37.590]I didn't think he could do it.
[00:15:39.300]There's no way.
[00:15:40.800]He is too autistic, he is
[00:15:42.570]too deaf, he is too blind.
[00:15:43.710]He is way too disabled
[00:15:45.180]to be able to do math.
[00:15:47.760]How could he possibly do math?
[00:15:50.970]There's no way.
[00:15:52.920]Like these are the kids that we
[00:15:55.020]expect to have a functional existence.
[00:15:57.450]We don't teach the math
[00:15:58.470]for a reason, right.
[00:16:00.990]And then after thinking about
[00:16:01.860]this, I realized, I'm like,
[00:16:03.480]he's not the one that's too anything.
[00:16:06.120]It was me.
[00:16:08.100]I was too ignorant,
[00:16:09.660]I was too unmindful.
[00:16:11.790]I was too assuming because he was
[00:16:14.280]trying to communicate with
[00:16:15.120]me the entire time.
[00:16:17.430]It was me that had the walled up.
[00:16:19.320]It was me that wasn't listening.
[00:16:21.990]So this was really, really
[00:16:22.980]profound because I think about,
[00:16:26.370]how many times we do this
[00:16:27.210]to kids to be like,
[00:16:28.043]they can't do it, they won't do it.
[00:16:30.240]That's that saying that just like,
[00:16:31.590]I hate these kids are too low,
[00:16:34.650]they can't do it.
[00:16:36.000]And so you can see how this
[00:16:37.710]would impact me every single day
[00:16:38.910]with the kids that I work with,
[00:16:39.840]but like the teachers that I
[00:16:40.740]work with and the people on the
[00:16:41.573]street, this is underlying belief.
[00:16:44.670]Like do we believe that people are competent?
[00:16:48.610]And so there's another zinger
[00:16:50.550]that often comes my way
[00:16:53.160]and it's about this idea of the real world.
[00:16:58.110]You can't do that.
[00:16:58.943]That's not in the real world.
[00:17:00.510]You need to do this.
[00:17:01.410]This is the real world.
[00:17:03.180]And there's something about
[00:17:04.710]all of this that really
[00:17:06.390]resonates to me because I'm
[00:17:07.320]like, who's real world?
[00:17:09.960]'Cause that implies there's only
[00:17:11.010]one real world, right.
[00:17:13.410]And when I'm thinking about Daniel
[00:17:15.390]and I look him under the table,
[00:17:16.470]like he was in his world
[00:17:18.450]and I had my world and what was
[00:17:20.790]magical was when our world connected.
[00:17:23.910]But what did we need to connect?
[00:17:25.140]We needed something that wasn't words.
[00:17:27.930]We needed something that
[00:17:29.430]we both understood in a way.
[00:17:31.440]And for us it was the dictionary.
[00:17:33.900]And then we could,
[00:17:34.860]build that trust and include
[00:17:36.900]each other and learn from
[00:17:38.520]each other and see how we
[00:17:41.100]have different abilities
[00:17:43.080]to teach each other.
[00:17:45.510]And I think if you're not willing
[00:17:47.040]to open up and understand
[00:17:48.510]what this looks like from
[00:17:51.690]different perspectives and different
[00:17:52.770]lenses and different
[00:17:53.603]abilities and different genders and
[00:17:54.450]different languages and cultures,
[00:17:57.450]your world is gonna be so small.
[00:18:01.710]So I challenge you to think about,
[00:18:03.600]when you're having those hard
[00:18:04.590]days with those kids think
[00:18:05.610]like what's the dictionary
[00:18:07.680]that you need so that your world
[00:18:10.500]can come together.
[00:18:12.660]But there's still one more lesson,
[00:18:13.950]and this is the lesson
[00:18:14.783]that really, really hit home for me.
[00:18:15.616]And this is the one that I
[00:18:16.740]hope that you hold onto,
[00:18:18.330]is that there's this idea,
[00:18:19.200]and I mentioned it before,
[00:18:20.040]of competence and that
[00:18:21.690]if we're moving forward in 21st
[00:18:22.890]century learning and teach
[00:18:23.850]to diversity and strength-based
[00:18:25.080]learning, la la la, la, la la, la.
[00:18:27.450]The underlying thing for all
[00:18:28.680]of this is that we have
[00:18:29.513]to believe that people are competent.
[00:18:32.460]We have to trust that all people can learn.
[00:18:37.140]Because what I realize is
[00:18:38.220]that if you don't presume
[00:18:39.450]competence, it's us who are
[00:18:42.414]the people who are disabled.
[00:18:44.640]Thank you.
[00:18:45.825](audience applauding)
[00:19:15.154](indistinct chattering)
[00:19:36.574](indistinct chattering)
[00:19:53.424](indistinct chattering)
[00:19:56.905]And so this is where the (indistinct)
[00:20:02.970]Teams come together and have
[00:20:05.010]that presumed competency and
[00:20:06.570]that collective efficacy that kids
[00:20:08.119]have worth that they can do well.
[00:20:13.740]But it's a lot.
[00:20:14.580]It's having to find that sweet spot.
[00:20:16.980]Okay.
[00:20:17.813]So figuring out all the pieces
[00:20:19.830]that go in that to meet a
[00:20:21.660]kid's needs where they're at.
[00:20:23.610]So each student's program is unique, okay.
[00:20:27.390]Yet there are components
[00:20:28.500]that are essential to all.
[00:20:30.270]And this training series
[00:20:31.800]will help kind of guide you what
[00:20:33.300]are those pieces that you can
[00:20:34.590]help meet those kids who are
[00:20:35.790]on alternate assessment and curriculum.
[00:20:38.126]Okay.
[00:20:38.959]So teaching strategies, purposeful inclusion,
[00:20:41.130]extended indicators,
[00:20:42.570]modify classroom and independent activities,
[00:20:45.300]and then specific programs.
[00:20:50.580]So next we're gonna talk
[00:20:51.720]about using the extended indicators.
[00:20:53.370]So a big step that we really
[00:20:54.660]focused on within our business
[00:20:56.910]was the extended indicators
[00:20:58.650]and how do we inform our
[00:20:59.850]teachers and help our teachers
[00:21:01.350]to know how and when to use the indicators.
[00:21:10.634](indistinct chattering)
[00:21:27.393]Did students with alternate curriculum.
[00:21:31.561]So we created these big ideas
[00:21:33.870]and then we gave them to our
[00:21:34.800]professional learning director
[00:21:40.057]who built a module that was
[00:21:43.770]'cause I'm too close, sorry guys.
[00:21:49.621](indistinct chattering)
[00:22:03.241]We wanted them to understand how (indistinct).
[00:22:07.032]We wanted them to understand what they were in general.
[00:22:10.600]We wanted them to understand
[00:22:11.550]the purpose of our (indistinct).
[00:22:13.765]and then (indistinct).
[00:22:20.685]The term.
[00:22:21.518]They can't hear.
[00:22:22.623]Does this turn off?
[00:22:25.040]Yeah.
[00:22:35.695]Okay.
[00:22:36.650]So go ahead and press play on the video.
[00:22:38.670]Significant cognitive disability
[00:22:40.710]is not a separate category of disability.
[00:22:43.470]It is a designation given
[00:22:44.940]to a small number of students with
[00:22:46.860]disabilities for purposes
[00:22:48.630]of their participation in the
[00:22:50.610]statewide student alternate
[00:22:52.560]assessment program who are
[00:22:57.210]within one or more of the existing categories of
[00:22:59.880]disabilities under the IDEA or whose cognitive
[00:23:05.430]impairments may prevent them
[00:23:07.020]from at obtaining grade level
[00:23:08.280]achievement standards.
[00:23:09.870]Even with systematic instruction,
[00:23:12.450]it is important to remember
[00:23:14.970]that 1% or less of students
[00:23:16.950]should qualify for the NSCAS
[00:23:19.080]alternate assessment.
[00:23:22.110]Decisions need to be made annually.
[00:23:26.340]It needs to be an IEP team decision.
[00:23:39.300]So we could, the video that you just watched,
[00:23:41.256]we created to help them.
[00:23:42.840]remember
[00:23:45.810]when to use the extended
[00:23:46.800]indicators that we need to be
[00:23:47.880]looking at that 1% and aligning
[00:23:50.070]to our students that truly
[00:23:51.990]are in need of looking
[00:23:54.120]at these extended indicators.
[00:23:57.480]We use the flow chart from NDE a lot as our district and
[00:24:01.050]it's part of the annual IEP team decision.
[00:24:08.370]Then for our teachers,
[00:24:09.330]we went through and made scenarios.
[00:24:11.070]So we described a student
[00:24:13.620]in first grade, for example,
[00:24:15.360]and it gave some brief descriptors
[00:24:17.280]about the student in
[00:24:18.870]order to just create a mindset
[00:24:20.580]of thinking about would this
[00:24:22.080]student be a student we consider
[00:24:23.370]for alternate in the
[00:24:24.203]extended indicators
[00:24:25.036]or would this not be a student?
[00:24:26.607]And so it was just a bunch
[00:24:27.900]of scenarios just designed around
[00:24:29.204]getting everyone thinking in the same way.
[00:24:33.930]We went back to the two big ideas,
[00:24:35.610]presuming competence and that
[00:24:37.800]knowing that using all of
[00:24:40.470]these tools is critical for
[00:24:41.712]making a change for students and
[00:24:43.380]meeting students where they're at.
[00:24:47.550]We then started looking at
[00:24:49.230]the extended indicators and
[00:24:50.460]describing four teachers, what are they?
[00:24:53.340]Where do you find them?
[00:24:54.540]And we linked them all for
[00:24:55.530]teachers so that they could click
[00:24:56.363]and see for themselves and go
[00:24:58.730]through the indicators for each area.
[00:25:08.400]And then we broke it down
[00:25:09.591]to help teachers understand the
[00:25:11.820]different parts of the indicators.
[00:25:13.830]So the strand, the indicator
[00:25:16.620]or the strand, the standard,
[00:25:17.510]the indicator for the grade level
[00:25:19.260]and then what the extended
[00:25:20.250]indicator and how that all aligns
[00:25:22.230]down for students and what
[00:25:24.000]we're teaching them.
[00:25:26.310]And then we went one step
[00:25:27.360]further as a district and we
[00:25:30.150]decided to make a skills
[00:25:31.590]progression that really aligned
[00:25:35.198]with the standard,
[00:25:36.390]went down to the extended indicator
[00:25:37.770]and we gave teachers a
[00:25:39.750]baseline with where
[00:25:42.090]the student is at,
[00:25:43.050]what are skills that we could
[00:25:44.100]teach prior to that indicator,
[00:25:45.630]and then what are next step skills
[00:25:47.610]that they could build on.
[00:25:48.570]And we did this for, go back to the slides.
[00:25:55.140]Yeah, that one's the video.
[00:25:58.320]So click back to the slides
[00:25:59.280]and then we can see it.
[00:26:07.200]So you can see that we went
[00:26:08.370]through and looked at each,
[00:26:11.220]each standard, each indicator,
[00:26:12.570]and we broke it down into pre-skills
[00:26:15.990]and post-skills to give
[00:26:17.460]teachers a more clear path
[00:26:18.723]of what they could do with a
[00:26:21.030]student along a continuum.
[00:26:22.440]We also looked at kindergarten
[00:26:24.060]first and second that do not
[00:26:25.102]have indicators.
[00:26:28.890]And started looking at for
[00:26:31.710]kindergarten first and second,
[00:26:32.730]what do we do for kids who may
[00:26:33.930]not be ready for those
[00:26:34.920]kindergarten standards?
[00:26:36.870]What could we teach without an indicator prior to?
[00:26:39.870]And then where could you kind of go from there?
[00:26:42.000]And so we also built this out
[00:26:43.710]into our early grades that do
[00:26:46.290]not have extended indicators yet.
[00:26:48.999](indistinct chattering)
[00:26:55.170]Gen ed, special ed school psychs,
[00:26:58.500]and some other service providers
[00:26:59.880]that all participated in
[00:27:01.290]this,
[00:27:02.610]with our instructional coaches too.
[00:27:03.960]So we made sure we were
[00:27:04.830]covering all the areas,
[00:27:06.270]not just from a special ed lens.
[00:27:08.430]And with the new standards,
[00:27:10.740]it's on our to-do list this
[00:27:12.690]summer to really meet back with
[00:27:14.160]those instructional facilitators
[00:27:15.630]for our district building
[00:27:16.680]instructional coaches
[00:27:17.700]and then special education
[00:27:18.750]representatives to look at the
[00:27:20.730]new standards and how do we
[00:27:22.830]again realign and make sure
[00:27:24.420]that what we have aligns to all
[00:27:26.040]the new standards as well.
[00:27:32.693](indistinct chattering)
[00:27:35.760]Yes.
[00:27:36.870]The question was can our
[00:27:37.890]general education teachers access
[00:27:40.050]this as well?
[00:27:40.890]Yes.
[00:27:41.723]We have a district site for
[00:27:42.840]curriculum as a whole and these
[00:27:44.940]are linked not only for
[00:27:46.230]the special education side,
[00:27:47.220]but they're also linked
[00:27:48.090]within each grade level's curriculum.
[00:27:50.760]So all people can access that within our district.
[00:27:53.820]And then within our district
[00:27:54.835]we have common plan time,
[00:27:56.700]so our gen ed special ed
[00:27:57.960]will meet together too.
[00:27:58.793]So they will use these to look
[00:28:00.210]at what they're planning
[00:28:01.920]weekly or throughout the
[00:28:03.840]month long-term planning too.
[00:28:07.233]So great question.
[00:28:09.510]Scheduling.
[00:28:10.350]The great part of scheduling
[00:28:11.610]that we all go crazy over
[00:28:13.410]and trying to cover everything.
[00:28:16.380]So those questions,
[00:28:17.760]where do we start building students
[00:28:20.850]schedules and CAPS, forms, structure,
[00:28:22.620]teach and alternate work
[00:28:24.720]locations is what we're gonna look
[00:28:26.130]at through the scheduling portion of this.
[00:28:29.790]And again, where do we start always
[00:28:32.640]keeping that inclusion at the forefront.
[00:28:34.890]Inclusion is going to look
[00:28:35.956]a variety of different ways
[00:28:37.680]depending on what your district's models are,
[00:28:40.320]but we always wanna look
[00:28:41.370]at that inclusive piece.
[00:28:43.320]Then skills instruction,
[00:28:45.120]do we have those sensory breaks
[00:28:46.560]to keep that co-regulation going on?
[00:28:49.140]And then independence always,
[00:28:51.630]how are we creating those independent learners?
[00:28:54.120]And then anything such as bathrooming, lunch,
[00:28:58.770]functional skills, et cetera.
[00:29:01.440]And then how do we practice
[00:29:02.670]that to generalize everything
[00:29:05.010]that we're teaching?
[00:29:05.843]Are we helping these kids
[00:29:06.720]to generalize them into multiple
[00:29:08.730]areas throughout their environment
[00:29:10.230]and their school day?
[00:29:13.230]So keep the ZIGGURAT in mind.
[00:29:15.570]So the ZIGGURAT model is a framework for developing
[00:29:20.280]comprehensive interventions for your students.
[00:29:23.820]Some of you may have gone
[00:29:24.810]through the ZIGGURAT training before.
[00:29:27.150]It is set to
[00:29:27.983]a lot of like your curriculum
[00:29:29.250]you might be able to access
[00:29:30.270]within your district.
[00:29:31.440]But the ZIGGURAT is one of my favorite things.
[00:29:34.920]And we're really looking at
[00:29:36.390]these core areas when we think
[00:29:38.280]about a kid's day,
[00:29:39.808]specifically our kids
[00:29:41.550]who are on those alternate
[00:29:42.660]assessments in curriculum.
[00:29:44.940]So sensory differences,
[00:29:46.530]reinforcement structured visuals,
[00:29:49.144]cast demands and skills to teach.
[00:29:51.660]So it's looking at those specific
[00:29:53.280]interventions that you're
[00:29:54.120]gonna put into a kids' day
[00:29:57.690]through the ZIGGURAT model
[00:30:01.200]and with the ZIGGURAT,
[00:30:02.640]you build what's called
[00:30:03.510]that comprehensive planning system.
[00:30:06.379]In our district,
[00:30:07.212]we don't just apply this
[00:30:08.610]to students who fall into the
[00:30:10.740]category of autism.
[00:30:12.480]Okay.
[00:30:13.313]So it could be kids who have
[00:30:14.220]varying disabilities or like characteristics.
[00:30:17.970]And so it is designed to provide
[00:30:20.610]that whole over day view.
[00:30:22.110]So think of all the people
[00:30:23.460]that might be working with a
[00:30:24.660]student throughout their day,
[00:30:26.430]they can go through
[00:30:27.300]and see everything that they're
[00:30:29.190]needing from that physical structure.
[00:30:31.260]Sensory needs, reinforcement.
[00:30:33.592]How do they communicate daily?
[00:30:35.970]And I'll pull up one of the blank examples.
[00:30:40.620]So we have modified this
[00:30:42.000]from the ZIGGURAT in the CAPS form
[00:30:45.150]to kind of meet the needs of
[00:30:46.320]what's in our district.
[00:30:47.730]But you can see how it has, what is the goal,
[00:30:49.584]the targeted skill,
[00:30:50.426]is that pulled from the extended indicators?
[00:30:55.500]What structures,
[00:30:56.333]modifications does that child
[00:30:57.660]need to navigate through the
[00:30:58.740]day, their reinforcement,
[00:31:00.780]how are you collecting the data?
[00:31:03.960]And we have an inclusive
[00:31:05.850]we have a lot of adults that
[00:31:06.900]are working with children that
[00:31:08.010]are moving throughout our entire school environment.
[00:31:10.530]And this has been extremely
[00:31:11.850]helpful to increase fidelity
[00:31:15.090]in helping ensure kids
[00:31:16.290]programming stays consistent.
[00:31:18.660]One of the most favorite parts
[00:31:19.740]that our district has or that our
[00:31:21.310]teachers and especially
[00:31:23.010]our assistants and our
[00:31:24.450]paraprofessionals love is the
[00:31:26.340]top part where it talks about
[00:31:27.540]communication system,
[00:31:29.130]behavior protocols, reinforcement,
[00:31:30.990]sensory, and then their pro-social skills.
[00:31:33.270]Because we take a lot of time
[00:31:34.590]to build in everything about
[00:31:36.600]that student within there.
[00:31:37.590]So for their reinforcement,
[00:31:39.210]what are all their reinforcers,
[00:31:40.560]what are their top reinforcers,
[00:31:41.880]what are other ones that might
[00:31:42.900]be like level B reinforcers,
[00:31:45.210]sensory strategies.
[00:31:46.043]So we put that all in and it's the front page.
[00:31:47.880]So it's almost like
[00:31:48.840]a new adult can walk in and have
[00:31:50.866]big huge information of how
[00:31:52.770]to connect with that child
[00:31:53.970]right away just on the front page
[00:31:55.620]before even digging into what
[00:31:57.060]do I need to do with them
[00:31:57.900]and when they can have,
[00:31:59.640]here's how I can really
[00:32:00.570]connect with them here might be
[00:32:01.710]skills they're working on
[00:32:03.360]and if a behavior arise,
[00:32:05.580]here's how I can problem solve
[00:32:06.930]and keep it consistent for that student.
[00:32:08.850]And going back to that team approach,
[00:32:11.220]we don't build this separately as like
[00:32:13.410]the case manager isn't
[00:32:14.940]doing this on their own.
[00:32:15.780]It's not just one of us as a coaches.
[00:32:17.189]We have our OTs,
[00:32:18.660]our SLPs, we'll have PTs,
[00:32:20.490]we have ATs, we have case managers,
[00:32:21.712]we'll have gen ed teachers
[00:32:23.790]all participate in this because
[00:32:25.500]we want all the lenses of what this
[00:32:27.630]kid needs and who that child is.
[00:32:29.880]So it's not just a one person deal,
[00:32:33.990]which brings it back to
[00:32:34.920]that if you do it together,
[00:32:36.510]that collective efficacy.
[00:32:39.060]Yeah. Yeah.
[00:32:39.893]So in part of the CAPS planning
[00:32:41.460]and it's a very lengthy
[00:32:43.470]it can be a lengthy process,
[00:32:44.670]but it's amazing.
[00:32:45.780]You actually can do surveys with the parents,
[00:32:48.150]especially reinforcement surveys.
[00:32:51.900]We've had the underlying
[00:32:52.890]characteristics assessment
[00:32:54.270]that goes with the CAPS.
[00:32:55.290]We've had parents involved in those process,
[00:32:58.410]especially with our early
[00:32:59.550]childhood learners just because if
[00:33:03.450]they just have way more information
[00:33:05.100]to share with us about those little kids.
[00:33:07.320]So Yes.
[00:33:09.570]Huh.
[00:33:11.880]Yeah, well we do,
[00:33:13.590]especially like reinforcement's
[00:33:14.620]gonna change your schedules,
[00:33:16.020]your goals are going to change
[00:33:17.520]because you're gonna work
[00:33:18.450]on those different extended
[00:33:19.530]indicators as they need and they grow.
[00:33:21.660]So yes, you would update this.
[00:33:23.340]Sometimes we've had to update
[00:33:24.600]it quarterly because kids
[00:33:25.860]change behaviors get better,
[00:33:27.630]they meet academic expectations.
[00:33:29.820]So we're gonna.
[00:33:30.870]Yeah.
[00:33:47.490]So we try really hard with,
[00:33:49.350]if a child comes with a CAPS
[00:33:50.940]form or we develop that
[00:33:52.560]in early childhood,
[00:33:53.400]that will follow to them to kindergarten.
[00:34:00.000]Yeah, it just depends on the needs.
[00:34:01.590]Again, it's looking at what the academic needs,
[00:34:05.190]behavior needs, their communication needs.
[00:34:08.010]Are they a kid that's looking
[00:34:09.690]at that alternate assessment?
[00:34:10.740]We have kids that use these
[00:34:11.790]that aren't on alternate
[00:34:12.720]assessment as well.
[00:34:13.680]That's why we love about the CAPS form.
[00:34:15.750]We try really hard to reach
[00:34:17.460]out to previous districts
[00:34:18.540]if we can get ahold of their team,
[00:34:20.550]we try and reach out.
[00:34:21.450]Yes. Hey, can you send us their
[00:34:22.770]schedule of what their
[00:34:23.603]day looked like with you?
[00:34:24.810]Can you send us information
[00:34:26.100]and then build a plan based on that,
[00:34:28.440]the best we can to at least
[00:34:29.760]try and keep it as consistent as
[00:34:30.900]possible in the beginning
[00:34:32.430]and then change as it needs
[00:34:33.990]to adapt to our district and where they're at.
[00:34:37.800]Go ahead.
[00:34:47.130]No, some kids it updates like monthly.
[00:34:49.920]Like if there's a lot changing,
[00:34:50.940]we might update it monthly.
[00:34:51.840]For some kids it might just
[00:34:52.980]be on an annual IEP and it might
[00:34:54.480]roll for them for the entire
[00:34:56.160]school year and everything
[00:34:57.000]stays in place.
[00:34:57.833]It really just depends on the
[00:34:58.740]student and what needs they have.
[00:35:01.200]And then we've really tried
[00:35:02.070]to find some systems within our cap.
[00:35:03.750]So a few of our buildings
[00:35:05.310]have started like color coding by
[00:35:06.870]adults or color coding by area
[00:35:08.880]within the building.
[00:35:09.713]So we really start to look
[00:35:10.950]at like how is it the easiest
[00:35:12.600]tool for adults to use with
[00:35:14.460]kids to keep it consistent for them.
[00:35:16.290]And the great thing with it
[00:35:17.123]is you make it unique to what
[00:35:18.870]works in your team too,
[00:35:20.670]which is why we've kind of
[00:35:21.660]adapted what our form looks like.
[00:35:24.180]It's gonna vary across
[00:35:25.470]districts, across schools,
[00:35:26.670]it varies across our buildings.
[00:35:29.700]But that's what we love about it
[00:35:30.533]is that it is uniquely built for that child.
[00:35:34.800]Great questions you guys.
[00:35:37.830]And then structure teach always important.
[00:35:40.393]So what are we putting
[00:35:41.910]in for those physical structures,
[00:35:45.780]the schedules, work systems, okay,
[00:35:48.329]how does that kid know the predictability,
[00:35:51.330]what's happening next?
[00:35:52.440]So again, in that CAPS form,
[00:35:53.730]you're gonna have these pieces
[00:35:55.050]built into that so the adult,
[00:35:57.060]they know what,
[00:35:58.650]am I gonna work in this space?
[00:35:59.910]Am I going to this area when,
[00:36:01.980]how do I know when I'm done?
[00:36:03.570]So structured teach is
[00:36:04.500]gonna be a huge piece of also
[00:36:06.960]building that independence for the child.
[00:36:09.360]Okay.
[00:36:10.470]Fading off of those as support.
[00:36:12.090]So combined with that CAPS,
[00:36:13.740]you can give some explanation
[00:36:15.120]to the paras, like okay,
[00:36:16.380]this is where we're gonna
[00:36:17.280]do a little bit of modeling
[00:36:18.900]and then they're gonna do some independence.
[00:36:23.160]Student visuals also varies
[00:36:26.010]on their cognitive ability.
[00:36:27.330]There's a lot of research
[00:36:28.950]based on a schedule that goes from
[00:36:31.680]top to bottom and left to right.
[00:36:33.990]You're gonna meet those kids
[00:36:35.100]just because they're in high
[00:36:36.270]school, they might still have a picture schedule,
[00:36:39.300]but are we thinking about
[00:36:40.710]that progression of what those changes are?
[00:36:43.830]Our hope is, is that child might
[00:36:44.863]be moving to a handwritten
[00:36:47.820]schedule, okay.
[00:36:49.860]But you're gonna meet those
[00:36:50.760]kids where they're at.
[00:36:56.610]And so this is my son Chase.
[00:36:59.490]And so I have the pleasure
[00:37:01.560]and the joy of not only being
[00:37:02.850]in special education,
[00:37:04.445]but I have a child who
[00:37:05.940]is on alternate assessment.
[00:37:08.070]He is a third grader
[00:37:10.830]and this picture just makes me happy.
[00:37:14.004]He is in, not in the district that I work in,
[00:37:17.070]he's in our home district.
[00:37:18.510]And inclusion, like we said,
[00:37:20.128]it varies between where your district,
[00:37:22.508]what your district is doing,
[00:37:24.480]some have self-contained
[00:37:25.560]whether or you're a level three you
[00:37:28.500]are in our district,
[00:37:29.370]which we don't have self-contained,
[00:37:31.075]but he's in an alternate
[00:37:32.700]assessment classroom.
[00:37:34.230]And his teacher always
[00:37:37.740]is thinking of how is he being
[00:37:39.360]included with his class no matter what.
[00:37:41.490]Whether it's kids coming to him,
[00:37:43.020]he's going in the class,
[00:37:43.984]he's got, these are some of his buddies,
[00:37:47.790]one's in his classroom,
[00:37:48.990]they're doing activities together,
[00:37:51.510]art, things like that.
[00:37:52.890]That is meeting him where
[00:37:54.270]he is, they come in,
[00:37:55.260]they do games, unified activities.
[00:37:58.080]Thinking of that from that parent standpoint,
[00:38:00.420]what would that, if you are that parent,
[00:38:02.130]what would you want for your child?
[00:38:04.050]How do you want them to be
[00:38:05.220]included within their program?
[00:38:07.410]And you can see the different models,
[00:38:10.470]where inclusion is versus
[00:38:12.060]what inclusion looks like.
[00:38:14.070]Okay.
[00:38:14.903]Just take a real,
[00:38:15.736]just a quick minute with people next to you.
[00:38:17.910]Just kind of like what model
[00:38:19.050]are you at right now within
[00:38:21.390]your district?
[00:38:24.090]What is happening within your buildings?
[00:38:50.850]Like I said, for Chase,
[00:38:52.080]he is in a self-contained classroom,
[00:38:54.120]but inclusionary practices
[00:38:55.620]are constantly being done by his
[00:38:57.645]teacher in that building.
[00:39:00.930]Everybody in my son's school knows who he is.
[00:39:05.370]Teachers know he has so much
[00:39:07.260]involvement across the board.
[00:39:10.650]Anybody wanna shout out or anything?
[00:39:13.440]Just kind of where.
[00:39:22.104](indistinct chattering)
[00:39:36.000]But you have that in your forefront.
[00:39:37.350]You're looking at how do
[00:39:38.400]I make this more purposeful
[00:39:39.870]inclusion, but it's going to vary.
[00:39:42.330]But if you're always keeping
[00:39:43.380]that in your forefront,
[00:39:44.550]then you're gonna move
[00:39:45.383]in that right direction.
[00:39:50.250]Okay.
[00:39:51.083]And then obviously there's
[00:39:51.916]always those things to consider
[00:39:53.160]when you're serving kids
[00:39:54.180]in a more restrictive setting.
[00:39:56.550]So this is something that we work
[00:39:58.260]with our district on is,
[00:40:00.030]just always looking at that
[00:40:01.290]continuum of service and these
[00:40:03.570]are, this must be for determining
[00:40:05.550]that least restrictive,
[00:40:07.290]your structured work environments
[00:40:09.030]appropriate and effective
[00:40:10.350]programming, need for behavior intervention plan.
[00:40:14.160]All students are entitled
[00:40:15.420]to a continuum of services that
[00:40:17.070]meet individual needs
[00:40:18.300]in their least restrictive environment.
[00:40:20.220]So having those good
[00:40:21.053]conversations about are we serving them
[00:40:23.201]in that least restrictive environment?
[00:40:27.510]And then the next area we
[00:40:28.410]looked at for our teachers was
[00:40:29.825]academic content.
[00:40:33.000]We started looking specifically at, reading,
[00:40:36.210]math and writing,
[00:40:37.043]but then also how does verbal
[00:40:38.490]behavior play into these roles
[00:40:41.250]for all of our students,
[00:40:42.420]both on alternate and not on alternate.
[00:40:47.370]We created a handout for you
[00:40:48.960]guys to look at and really when
[00:40:50.970]we outlined our resources,
[00:40:52.830]this is for our teachers as well,
[00:40:54.480]that it's not,
[00:40:57.180]we'd love to provide our
[00:40:58.013]teachers with interventions and we
[00:40:59.100]have some of these interventions
[00:41:00.538]in our district throughout
[00:41:01.860]the district, but we also looked
[00:41:04.252]at without a boxed kit,
[00:41:07.050]what are the best strategies
[00:41:08.280]that we can be doing with students?
[00:41:10.650]So thinking about our airless teaching methods,
[00:41:12.810]providing multi-sensory movement
[00:41:17.070]in embedding foundational skills,
[00:41:19.050]all of our phonological
[00:41:20.220]awareness, alphabet awareness,
[00:41:21.690]emergent reading strategies, explicit teaching.
[00:41:24.870]So we really just wanted
[00:41:26.160]teachers to see that yes,
[00:41:27.120]a box kit is always fantastic
[00:41:28.830]and we all love our boxed
[00:41:29.910]interventions that are so
[00:41:30.810]great, but outside of that,
[00:41:32.250]what else can we we do
[00:41:33.150]that is great practices for students
[00:41:34.800]to help them grow.
[00:41:35.880]Because there's not always
[00:41:36.713]a one size fits all.
[00:41:37.860]So again, going back to that
[00:41:39.480]and thinking of the extended indicators,
[00:41:41.657]the progressions,
[00:41:43.074]finding the appropriate if you're
[00:41:45.150]going to use some of these,
[00:41:46.230]but also looking at those
[00:41:47.700]instructional strategies that you are embedding,
[00:41:49.980]which is why we love going back
[00:41:51.240]to the CAPS form because you
[00:41:52.187]can put some of those
[00:41:53.490]instructional strategies to help those
[00:41:55.170]other adults that are working with students.
[00:42:04.020]And then something else
[00:42:04.853]we love is verbal behavior.
[00:42:06.300]We try really hard to send
[00:42:07.950]as many of our teachers as we can
[00:42:10.770]over the years and especially
[00:42:12.690]each year we really target
[00:42:13.950]which teachers really need
[00:42:15.960]a refresher or need to attend for
[00:42:18.180]the students that they have
[00:42:19.260]and which students would really
[00:42:20.250]benefit from having a program in place.
[00:42:22.200]So we really focus with our
[00:42:23.280]teachers on not only learning
[00:42:25.470]what verbal behavior is,
[00:42:26.520]but then as a district we
[00:42:27.840]have verbal behavior coaches
[00:42:29.070]and we're checking in with our
[00:42:30.240]teachers quarterly and helping
[00:42:32.400]them make sure their
[00:42:33.233]programs are up and running, watching them,
[00:42:35.130]giving feedback and really
[00:42:37.020]coaching right alongside them
[00:42:38.430]in building great programs for students.
[00:42:43.470]We also like to keep in mind the balance.
[00:42:45.090]So remembering that yes,
[00:42:46.770]academics are a huge piece,
[00:42:48.090]but how do we also teach
[00:42:48.923]functional communication social
[00:42:50.499]skills and meet the needs
[00:42:52.198]of that student while thinking
[00:42:54.480]about what the indicators are,
[00:42:56.940]where they need modified curriculum,
[00:42:59.010]where do we build in the
[00:42:59.970]interventions and then where do we
[00:43:01.410]build in time to practice independence?
[00:43:03.390]Because overall we know
[00:43:04.440]that all parents and all families
[00:43:06.390]want their children to be happy and independent.
[00:43:08.430]Yeah.
[00:43:09.963]But it's a balance and that,
[00:43:10.796]it's finding that balance and working as that team.
[00:43:15.050]So this is our chance to ask some questions.
[00:43:21.161]I think, where are we at with time?
[00:43:22.533]We have about 20 minutes.
[00:43:24.497]20 Minutes.
[00:43:29.100]So the last bit is,
[00:43:30.323]this is a rubric that we put
[00:43:31.920]together for our district.
[00:43:33.480]It's a reflection tool.
[00:43:35.670]It's not meant to be a like
[00:43:38.940]a gotcha or an evaluation.
[00:43:41.130]This is something we did because kids, so
[00:43:43.710]we have so many adults working with our kids with
[00:43:47.100]programming and that have CAPS forms.
[00:43:49.740]And so it was like how do we
[00:43:50.850]create something that we can do
[00:43:53.010]kind of just checking in
[00:43:54.120]or even like a guide as our team,
[00:43:56.490]like where are we at with thinking
[00:43:58.080]about least restrictive?
[00:43:59.520]So we created this document,
[00:44:02.100]it's more of like a rubric
[00:44:02.933]to just help us make sure that
[00:44:07.110]we're following the least
[00:44:08.220]restrictive environment for these kids.
[00:44:10.440]So again, this is very reflective
[00:44:11.910]to what we have in our district,
[00:44:13.770]but it's been a really helpful
[00:44:14.880]tool for teams when they're
[00:44:16.230]talking about when we think
[00:44:17.370]of that 1% that falls into
[00:44:19.950]that maybe category of being
[00:44:21.660]on alternate assessment.
[00:44:24.330]Do we have these things?
[00:44:25.380]Are we looking at these things
[00:44:26.580]and if we did put them on,
[00:44:27.780]are we doing this so you can see
[00:44:29.700]we're setting what would be
[00:44:31.320]a four versus a one and what
[00:44:34.590]direction we want us as a team
[00:44:36.600]to go while working with those kids.
[00:44:38.940]And so this is really gonna vary
[00:44:41.160]for depending on your district.
[00:44:43.283]Yeah.
[00:44:44.190]And our administrators felt
[00:44:45.450]like they thought this was the
[00:44:47.010]best tool for them as building
[00:44:48.270]leaders because a lot of
[00:44:49.554]administrators, they're like,
[00:44:50.640]we wanna know more about special education,
[00:44:52.260]we wanna know more about how
[00:44:54.120]to help our teams and be inclusive.
[00:44:56.520]But they can't attend all
[00:44:58.590]the trainings and everything either.
[00:44:59.820]They're like,
[00:45:00.653]we can't be out of a building
[00:45:01.486]going to verbal behavior every
[00:45:02.370]year going to structured teach.
[00:45:04.320]So we felt like this gave them
[00:45:05.820]a tool to have their banks of knowledge,
[00:45:08.370]but then what they could look
[00:45:09.420]for and what questions to ask
[00:45:10.890]teams as they guide as a building leader.
[00:45:15.977]Yeah.
[00:45:18.544](indistinct chattering)
[00:45:31.531](indistinct chattering)
[00:45:35.340]Lets them add in information about the student.
[00:45:37.680]So they add in like what
[00:45:39.600]they're looking at.
[00:45:40.433]So student verification or age grade,
[00:45:43.890]it's just more for the
[00:45:45.450]team to add in personal
[00:45:46.680]information that helps
[00:45:47.520]them as they look back and go,
[00:45:48.810]oh which kid were we talking about?
[00:45:50.250]What year and what were
[00:45:52.020]we really focusing on?
[00:45:53.160]Sorry, I thought you were
[00:45:54.098]talking about the PowerPoint piece.
[00:46:04.920]No, but you can see the core area.
[00:46:07.950]So we wanted to make sure
[00:46:09.030]that we were targeting all of
[00:46:10.470]those pieces that we were
[00:46:11.700]putting those program that into
[00:46:13.620]the kids programming.
[00:46:19.260]Oh yeah.
[00:46:20.400]She had the question of the dropdown box,
[00:46:22.770]which is right here, what that was for.
[00:46:25.890]And it was just to put the
[00:46:26.910]student information in and kind
[00:46:28.440]of keeping track of that for the.
[00:46:30.870]Yeah.
[00:46:31.703]And then under the programming
[00:46:32.550]section it looks at
[00:46:34.710]is an intervention being used,
[00:46:36.210]what instructional strategies are there,
[00:46:39.180]like early learner protocols,
[00:46:40.470]different things that are
[00:46:41.303]embedded in and how it is
[00:46:43.200]structured around the students'
[00:46:44.220]individual needs to teach new skills.
[00:46:49.230]And again, coming back to that,
[00:46:50.580]finding the sweet spot, it's a lot to,
[00:46:53.520]when you're thinking of those
[00:46:54.600]kids who are an alternate
[00:46:55.740]assessment and curriculum
[00:46:56.880]and finding the best instructional
[00:46:59.070]strategies in structures to put together.
[00:47:01.560]So just having to find that balance.
[00:47:03.900]Thinking of teaching strategies,
[00:47:05.250]purposeful inclusion,
[00:47:06.360]extended indicators,
[00:47:07.890]going back to that and am
[00:47:08.893]I putting those pieces and
[00:47:10.560]thinking about those in their day?
[00:47:14.220]Yeah.
[00:47:15.486](indistinct chattering)
[00:47:22.440]So we've run an
[00:47:25.080]inclusive district for many, many years.
[00:47:26.670]A lot of it.
[00:47:27.503]So last year we focused on ZIGGURAT
[00:47:31.020]and CAPS a ton because it
[00:47:32.550]was a new training that we'd all attended.
[00:47:33.930]So last year we really bit off
[00:47:35.880]the piece of let's attend the
[00:47:37.350]ZIGGURAT training,
[00:47:38.190]let's learn more about CAPS
[00:47:39.450]forms and start using those.
[00:47:41.820]And really it just became,
[00:47:43.560]as they coached it with students,
[00:47:45.957]it was this student could
[00:47:47.940]really benefit from this,
[00:47:48.840]let's teach that team
[00:47:50.370]and then branch it off from there.
[00:47:51.630]So it kind of just spread through,
[00:47:53.430]hey look at this great tool
[00:47:54.480]I did with this kid.
[00:47:55.313]And then other teams were like help.
[00:47:57.300]It's also like through our coaching aspects.
[00:47:59.640]So I don't know what your
[00:48:00.510]coaching is like within your school district,
[00:48:04.620]but we're very involved
[00:48:06.360]and immersed with part of our job as
[00:48:08.220]behavior coaches.
[00:48:09.090]We wear it, we're called behavior
[00:48:10.890]coaches but we're also like inclusion
[00:48:12.210]facilitators and we work
[00:48:13.317]extensively with our kids
[00:48:14.970]on alternate assessment.
[00:48:16.620]So between all of that and kind
[00:48:17.929]of digging and seeing what
[00:48:19.440]our teachers were needing is
[00:48:21.300]how we were starting to pull these things.
[00:48:23.130]So we also are verbal behavior coaches.
[00:48:25.350]So we have our verbal behavior piece,
[00:48:27.150]we have our CAPS training,
[00:48:29.640]we also run our structured teach trainings.
[00:48:32.610]So like looking at all those foundationals,
[00:48:35.130]that's when we brought our
[00:48:35.963]team together to really outline
[00:48:38.430]what is it that is,
[00:48:40.530]why are teachers struggling
[00:48:42.090]with programs and getting them
[00:48:43.380]in place and kind of built
[00:48:44.580]it around that model of how we
[00:48:46.680]could get them more efficient
[00:48:48.600]and having and accessing what
[00:48:50.070]they needed to help support those kids.
[00:48:53.370]Go ahead.
[00:48:57.922](indistinct chattering)
[00:49:01.230]It's to our district only,
[00:49:03.060]Unfortunately it, yeah,
[00:49:04.500]it's to our district.
[00:49:05.970]But we wanted to share that this
[00:49:07.310]is something we had that capability
[00:49:09.360]that is something that we
[00:49:10.290]did because post COVID,
[00:49:12.600]the zooming and module options
[00:49:14.580]have been coming kind of the
[00:49:15.720]new age thing.
[00:49:16.590]And so we started to build it
[00:49:18.420]into a module and have that ability.
[00:49:22.471](indistinct chattering)
[00:49:52.438]That is a great question.
[00:49:53.490]I think it comes back to
[00:49:55.800]it's a team approach if,
[00:49:57.113]and I'm that's a parent, is a parent asking?
[00:50:02.460]So you gotta get your,
[00:50:03.630]view one is start doing
[00:50:06.120]some of these things but getting
[00:50:07.470]your administrators having meetings,
[00:50:10.650]I was a self-contained teacher
[00:50:12.630]and it was creating those
[00:50:13.860]relationships with those gen
[00:50:15.030]ed teachers to get those kids
[00:50:16.350]into their room and having
[00:50:18.030]those collaborations you have
[00:50:19.470]to collaborate together and learn
[00:50:21.390]from each other and have kind
[00:50:22.920]of building that relationship
[00:50:24.840]with your coworkers.
[00:50:25.950]And so from someone who was
[00:50:28.500]in a similar situation,
[00:50:29.700]it's about relationships with
[00:50:31.140]your gen ed going to those
[00:50:33.300]trainings, bringing stuff back, talking,
[00:50:35.640]you need your administrators
[00:50:36.930]on board and having those team
[00:50:39.420]meetings, bringing in your SLPs, your school psychs,
[00:50:43.289]your assistive tech to look
[00:50:45.120]at that from a different lens
[00:50:47.610]and this is a way to start to bridge that gap.
[00:50:55.200]Yeah, yeah.
[00:50:56.033]And I also think finding little
[00:50:58.980]ways that you could include a student.
[00:51:00.300]So even if it's recess or lunch
[00:51:01.710]at the beginning and seeing
[00:51:02.760]how other students are
[00:51:04.890]impacted by that inclusion.
[00:51:06.360]Because that's, I feel like how we
[00:51:07.650]as adults really buy into how great (indistinct)
[00:51:09.915]inclusive practices can be
[00:51:12.390]is watching the impact that it
[00:51:14.250]has on all kids as they see kids befriending,
[00:51:17.730]kids building skills,
[00:51:18.780]kids learning that awareness and acceptance.
[00:51:20.970]So just providing any opportunity
[00:51:22.890]even in the beginning if
[00:51:23.880]it's super small chunks
[00:51:25.980]and then letting it speak for itself
[00:51:27.840]as we see student successes
[00:51:29.130]and letting adults buy in.
[00:51:30.900]And going back to my son Chase,
[00:51:32.250]he is in a self-contained
[00:51:33.690]alternate assessment program,
[00:51:35.250]but his teacher is Special
[00:51:37.680]Olympics unified events.
[00:51:39.240]They have their snack cart,
[00:51:40.470]they go around,
[00:51:41.303]they have all their gen ed kids
[00:51:42.300]that come and help kids come
[00:51:43.860]into their room,
[00:51:44.693]they go into their like there's
[00:51:45.990]a whole way of just kind of
[00:51:47.580]opening that door and realizing
[00:51:49.170]we can all be together.
[00:51:53.040]That works.
[00:51:53.873]What other questions do you guys have?
[00:51:55.590]Go ahead.
[00:52:01.324](indistinct chattering)
[00:52:31.830]So your question is moving
[00:52:33.840]the kids who are in the room but
[00:52:35.160]they're just kind of working
[00:52:36.090]on the island in the back to
[00:52:37.650]being part of the classroom.
[00:52:38.987]It's a great question.
[00:52:41.490]It varies.
[00:52:42.690]I mean we have kids that have
[00:52:44.580]some of that situation but
[00:52:45.960]like their peers are at the back
[00:52:47.490]table doing work as well.
[00:52:49.350]Or it is, why are the kids having
[00:52:52.080]to work when everyone's sitting on the carpet?
[00:52:54.300]So it is, should we be practicing carpet
[00:52:57.000]time just like all the other
[00:52:58.560]kids because who wants to
[00:53:00.330]be the kid doing the work in the
[00:53:01.560]back while everybody gets
[00:53:03.150]to listen to the teacher.
[00:53:04.710]So kind of trying to really think
[00:53:07.140]about like why is that kid working
[00:53:08.820]while everyone is sitting up
[00:53:09.990]and listening to the teacher or
[00:53:11.580]can their table be right
[00:53:12.690]there with them?
[00:53:13.523]We have peers that will go
[00:53:14.610]back and it's just,
[00:53:15.692]paras are all, navigating all the kids.
[00:53:18.213]It's not just the one.
[00:53:20.340]We really try to focus
[00:53:21.930]on paraprofessionals.
[00:53:23.340]You're here for all the kids.
[00:53:24.900]Yes you need to maintain some
[00:53:26.040]safety but go around the room.
[00:53:28.380]Don't just be attached at the hip.
[00:53:31.260]Yeah.
[00:53:32.093]Another big focus we've
[00:53:32.956]built is that co-planning
[00:53:35.130]with the general education
[00:53:36.180]teacher and the special education teacher.
[00:53:38.190]And even if it's 15 minutes a week,
[00:53:40.470]sitting down and talking about
[00:53:41.790]those kiddos that are in
[00:53:42.840]their room and how do they include them.
[00:53:45.510]So then they might be
[00:53:46.343]looking at, okay in science,
[00:53:48.330]we're doing, we're taking notes.
[00:53:50.220]What could that look like
[00:53:51.120]for this kid?
[00:53:51.953]Could we make an adaptive notebook?
[00:53:53.910]Could they be picture matching?
[00:53:54.990]Could they draw a picture?
[00:53:56.310]So really looking at this
[00:53:57.300]specific activities that the
[00:53:58.212]classroom is doing and thinking
[00:54:00.203]what skills does
[00:54:01.436]that student have that they
[00:54:02.615]could do and how do we incorporate
[00:54:05.550]that with, they don't even need
[00:54:06.810]to bring their separate materials.
[00:54:07.890]We've got things in there
[00:54:08.760]for them, they're ready to go.
[00:54:10.440]Yep, it really comes back to collaboration.
[00:54:14.232]In sharing the ownership in the
[00:54:16.500]students because they're not
[00:54:17.970]your kid, they're our kids
[00:54:20.340]and really leading with that and that
[00:54:23.130]common planning is they are a student,
[00:54:25.671]they are a gen ed student
[00:54:27.420]first always, forever.
[00:54:30.272]They're always gen ed first.
[00:54:32.040]So what do you hope and see
[00:54:34.200]in this classroom that
[00:54:35.730]he or she can do with the
[00:54:37.920]other kids and building those
[00:54:39.780]programs around that.
[00:54:42.390]What other questions?
[00:54:43.530]Go ahead.
[00:54:46.226](indistinct chattering)
[00:54:52.140]Yeah,
[00:54:52.973]I mean we can talk to our
[00:54:53.806]district leadership and see if
[00:54:55.470]that's something they would
[00:54:56.303]be willing to let us share.
[00:54:58.530]You have our emails so please contact,
[00:55:01.950]I know that Kelsey Conlan
[00:55:03.420]and Kay Ailey are not here but we are.
[00:55:05.130]So just email that and then
[00:55:07.350]we can see if we can give you
[00:55:08.520]some more information
[00:55:10.440]and how to navigate that again,
[00:55:13.830]we created that within our district.
[00:55:15.780]So,
[00:55:16.613]we have to just kinda see how that works.
[00:55:19.170]But as far as the extended indicators,
[00:55:21.120]you do have access to that through the MDE.
[00:55:26.751]Go ahead.
[00:55:29.847](indistinct chattering)
[00:55:40.140]So the question was do we have
[00:55:42.540]a specific curriculum we use
[00:55:44.100]for life skills or alternate
[00:55:45.180]curriculum, in our middle
[00:55:47.280]schools and high schools
[00:55:48.113]we have unique and we just
[00:55:50.310]got it this year in our
[00:55:51.540]elementary we do not have
[00:55:52.800]a specific program so we really
[00:55:54.840]focus on interventions, best practices,
[00:55:58.050]verbal behavior.
[00:55:59.580]But at this time,
[00:56:00.413]no we don't have a specific
[00:56:01.290]intervention outside of unique
[00:56:02.430]for our upper grades.
[00:56:07.548](indistinct chattering)
[00:56:18.540]When do we switch to unique?
[00:56:20.400]So we are,
[00:56:21.240]elementary is K six and middle
[00:56:23.640]school seven eight and then
[00:56:25.590]high school nine through 12.
[00:56:26.423]And then our young adult program
[00:56:27.900]also has access to unique as well.
[00:56:30.360]When they decided to try unique this year,
[00:56:33.270]they really just decided secondary
[00:56:34.800]needed to try this piece first.
[00:56:36.330]And then it's kind of a constant
[00:56:38.820]conversation among our
[00:56:39.990]leadership team and our district
[00:56:42.120]office of is this something
[00:56:44.280]we need to be looking at, is it not?
[00:56:46.380]So it's just kind of a constant conversation.
[00:56:48.690]And our teachers still through
[00:56:50.580]like learning some life skills, we still,
[00:56:52.680]they bring in those social
[00:56:53.760]skills like your traditional
[00:56:55.740]superflex, zones of regulation
[00:56:57.720]and they kind of modify kind
[00:56:59.100]of based on those needs.
[00:57:00.720]But we don't have that core
[00:57:02.700]like a unique that has
[00:57:04.500]that specific life skills piece
[00:57:06.240]for that elementary, but.
[00:57:13.260]How do we schedule like ours or.
[00:57:17.220]Schedules?
[00:57:18.053]So we are.
[00:57:19.280]So the question is how do
[00:57:20.520]we schedule collaborating?
[00:57:22.200]Go ahead.
[00:57:23.033]So we have the end of the day,
[00:57:26.400]so elementary wise kids dismiss at three.
[00:57:29.010]And so from three to 3:45 is our like PLCs.
[00:57:33.240]So that collaborated time.
[00:57:35.340]So gen ed and special ed,
[00:57:37.230]all they have their days.
[00:57:39.120]So we have common, we have PLCs weekly.
[00:57:41.880]And so that's where a lot
[00:57:42.990]of that comes into play.
[00:57:44.040]And then depending on caseloads
[00:57:45.990]our special ed teachers try
[00:57:48.630]to remain within one to two
[00:57:50.130]grades so that they can go to
[00:57:52.320]plan time and they have common plan time.
[00:57:55.110]But we are very fortunate
[00:57:56.640]the way that our system is set up
[00:57:58.230]that kids dismiss and we have 45 minutes for PLCs.
[00:58:03.210]Yeah.
[00:58:04.043]It's also different
[00:58:04.876]administrators do different things.
[00:58:06.030]So like one building that I taught
[00:58:08.130]in it was just a mandatory,
[00:58:10.140]you meet 15 minutes a week
[00:58:11.490]during that teacher's plan time.
[00:58:12.660]And so it was just a set day
[00:58:13.830]of the week and we looked at,
[00:58:17.130]like kind of what my schedule as a special
[00:58:18.930]education teacher looked like
[00:58:20.160]and where could I pull that 15
[00:58:21.750]minutes from and then make
[00:58:22.770]it up at a different time.
[00:58:23.700]So it was almost like you flexed
[00:58:24.870]your plan time once a week
[00:58:26.760]to meet with them.
[00:58:27.593]And I did the different things.
[00:58:29.280]So you have to get creative
[00:58:30.113]and it's really based on what
[00:58:32.040]works at each building level
[00:58:33.210]and what works for each team.
[00:58:34.990]But we focus on PLCs.
[00:58:40.680]Did we have some teachers
[00:58:41.513]that were resistant?
[00:58:42.346]Sometimes a lot of teachers
[00:58:45.450]within the building I was in
[00:58:46.920]they really wanted more
[00:58:49.290]information and they wanted to have
[00:58:50.367]the students as a part 'cause it was like,
[00:58:52.290]if you're not in there,
[00:58:53.123]what can I do for them to keep
[00:58:54.540]it going and help them the best.
[00:58:57.180]So I think it's really just
[00:58:58.110]been around that collaboration
[00:58:59.340]and we've seen less resistance
[00:59:00.900]the more we've collaborated
[00:59:02.310]and the more we've built
[00:59:03.150]that relationship and really
[00:59:04.290]focused on before we even get into teaching,
[00:59:07.320]how do you work with that person?
[00:59:09.120]And a lot of buildings
[00:59:10.230]have also tried to,
[00:59:11.970]instead of like case
[00:59:12.870]manager moving with student,
[00:59:14.820]how do you keep them within
[00:59:16.230]grade levels to build that
[00:59:17.490]relationship so that it's
[00:59:19.020]the teachers have that
[00:59:19.980]relationship before kids are even involved.
[00:59:23.430]And again,
[00:59:26.304]getting your administration
[00:59:27.330]on board and building that time.
[00:59:29.010]So we are very fortunate as a
[00:59:30.450]district we have that time built in.
[00:59:32.550]And then administrators
[00:59:33.570]will also require additional
[00:59:35.220]planning time because it is,
[00:59:37.050]it's all about that balance
[00:59:38.610]and figuring out how to find
[00:59:40.200]common plan time.
[00:59:42.090]But PLC's, professional learning
[00:59:43.560]communities is a great way to start
[00:59:46.170]how you can work in building
[00:59:48.360]those inclusive practices
[00:59:49.530]within your district.
[00:59:51.090]Absolutely.
[00:59:51.923]Do you guys have any other questions?
[00:59:55.986](indistinct chattering)
[01:00:09.900]Training, it's just getting
[01:00:12.120]more training to like schools.
[01:00:15.120]So providing those opportunities.
[01:00:16.980]We've had gen ed teachers
[01:00:18.240]go to verbal behavior,
[01:00:19.350]we have them go gen ed teachers
[01:00:21.180]go to structured teach.
[01:00:22.920]So anytime you can,
[01:00:24.608]a lot of times we just
[01:00:25.770]constantly send our special ed
[01:00:26.940]teachers to a lot of these trainings
[01:00:28.470]and we forget about the gen ed side.
[01:00:30.810]So like if you have very reluctant
[01:00:33.390]people that get on board,
[01:00:34.860]send them with to those trainings and then
[01:00:37.740]they're devising those plans together.
[01:00:39.660]And again, finding a way
[01:00:41.820]to have some common plan time,
[01:00:44.070]doing some observations,
[01:00:46.050]just getting to
[01:00:47.220]there's a whole slew of things,
[01:00:49.710]but sending them with to trainings
[01:00:52.110]that not just the special
[01:00:53.490]ed teachers I think helps kind
[01:00:54.660]of grow their background.
[01:00:55.710]A lot of reluctances,
[01:00:56.790]they just don't know,
[01:00:58.500]they don't have the training and the background.
[01:01:01.506]And so starting there is one way.
[01:01:03.840]We also really think about
[01:01:06.270]how do you build a relationship
[01:01:07.710]with that teacher and that kid.
[01:01:09.030]So if the kid's gonna go take
[01:01:10.620]a sensory break or go engage
[01:01:12.030]in an activity with their reinforcement,
[01:01:14.100]can the general education
[01:01:15.540]teacher be the one to go
[01:01:16.500]instead of the special
[01:01:17.333]education teacher to really just
[01:01:19.200]learn them and see their
[01:01:20.070]interests and find that love for
[01:01:22.200]this kiddo in their own way.
[01:01:24.900]Just providing an opportunity
[01:01:26.280]that is not related around
[01:01:27.420]work or other students
[01:01:28.500]are being in the classroom,
[01:01:29.520]but just a chance for them
[01:01:30.480]to see that student being
[01:01:32.670]uniquely themselves and finding
[01:01:34.470]their own way to love them.
[01:01:35.820]And also thinking of like if it's a teacher,
[01:01:38.250]you have one grade
[01:01:39.083]that does a really good job,
[01:01:40.140]you're moving up and oh this
[01:01:41.400]grade's a little bit challenge.
[01:01:42.900]How do you start pairing
[01:01:44.040]those students with that teacher
[01:01:46.080]before they go up to the next grade?
[01:01:47.610]Is that teacher coming
[01:01:48.570]and observing that kid in the first
[01:01:51.210]grade room and seeing how well it's working?
[01:01:53.700]So just kind of building that.
[01:01:55.050]A lot of times it's just fear.
[01:01:56.250]It's the fear of unknown
[01:01:57.330]and I don't have the background
[01:01:58.470]knowledge because I'm a gen
[01:01:59.850]ed teacher and I just,
[01:02:01.110]this is where my wheelhouse is.
[01:02:02.910]So just like everybody,
[01:02:03.743]we have to grow our capacity.
[01:02:06.750]Any other questions?
[01:02:07.980]Great questions you guys.
[01:02:11.422](indistinct chattering)
[01:02:15.270]How much time do we have?
[01:02:16.350]We have about five minutes.
[01:02:17.432]Okay.
[01:02:18.265]We're actually about 10.
[01:02:19.098]So do you guys want us to play
[01:02:20.010]the website a little bit, okay.
[01:02:21.870]Yeah.
[01:02:24.450]Here's what I found.
[01:02:25.364]Oops.
[01:02:32.007]And all of the pieces that
[01:02:33.150]we talked about are all the
[01:02:34.860]different little parts of this.
[01:02:38.490]So it started with an introduction,
[01:02:39.930]which was the same video
[01:02:41.220]and components of that we talked
[01:02:44.040]about in our introduction,
[01:02:46.710]the extended indicators is what
[01:02:48.900]we went through and then how
[01:02:51.210]we went back and showed you
[01:02:52.290]the big picture of our skills
[01:02:53.670]progression.
[01:02:54.503]It was linked into here
[01:02:55.336]and there was a video for our
[01:02:56.370]teachers that really explained
[01:02:58.230]kind of how to use it
[01:02:59.280]and went through that same thing of like,
[01:03:01.410]you might have a student that needs,
[01:03:02.820]here's the extended indicator,
[01:03:03.870]but here's where we could go
[01:03:04.980]and skills that you could teach
[01:03:06.960]back to back to help them build that skill.
[01:03:11.280]And then scheduling just went
[01:03:13.290]really into kind of what we
[01:03:15.090]already talked about with the scheduling pieces.
[01:03:17.340]It just goes into a little bit more depth.
[01:03:19.650]But then we did talk a lot about
[01:03:21.270]communication and the role of the SLPs.
[01:03:24.330]So I don't know if you can
[01:03:26.790]see the objectives on there
[01:03:31.890]to understand the role,
[01:03:32.970]to understand the importance
[01:03:33.930]of implementing communication,
[01:03:35.610]to understand ways the SLP, like I said,
[01:03:37.350]when we built this website,
[01:03:38.760]we had all these people were involved.
[01:03:40.770]So SLPs, it was case managed,
[01:03:43.860]so special ED teacher,
[01:03:45.060]it was us coaches.
[01:03:46.696]I think we had excessive technol.
[01:03:48.336]I think--
[01:03:49.169]We had assistive technology, OTE.
[01:03:51.180]Yeah, we had everybody
[01:03:52.650]be part of the planning.
[01:03:54.660]And then we also brought
[01:03:55.530]in an instructional coach
[01:03:57.060]from the district to kind of
[01:03:57.990]also weigh in from that general
[01:03:59.550]education side of this piece.
[01:04:02.160]This is currently a module
[01:04:03.207]that every teacher has to do
[01:04:05.520]during the school year.
[01:04:06.750]Most buildings did it as like
[01:04:08.100]a special education PLC.
[01:04:09.480]So it was each building team
[01:04:11.040]kind of watched it together so
[01:04:12.120]they could talk.
[01:04:12.953]And then at the beginning,
[01:04:15.330]at the very end of summer,
[01:04:16.470]right before school starts,
[01:04:17.550]we will present this where teachers
[01:04:19.350]can come in person
[01:04:20.580]and actually work through it with
[01:04:21.660]us in person instead of in the
[01:04:24.030]module format as well.
[01:04:25.020]And we're really gonna try
[01:04:25.890]and focus on our new to the
[01:04:27.660]district and first year
[01:04:28.500]teachers that'll just be joining us
[01:04:30.060]to come and hop in and start learning.
[01:04:36.270]So it doesn't let you move on and let,
[01:04:38.277]so as we go through right now,
[01:04:40.290]we can kind of click through,
[01:04:41.190]but within the module in our
[01:04:42.630]professional learning site, it locks.
[01:04:44.790]So they have to click on and do
[01:04:46.500]everything before it will move on.
[01:04:48.540]And then we track professional
[01:04:50.056]learning credits in our district.
[01:04:52.170]So you have to complete
[01:04:53.670]the entire thing for it to upload
[01:04:55.740]into your transcript and then
[01:04:57.570]every teacher in our district
[01:04:58.710]has to have seven credits.
[01:05:01.740]It changes.
[01:05:02.573]Yeah, it changes throughout the year.
[01:05:03.406]This year it's seven, seven credits of some sort.
[01:05:07.200]And so it will track on there,
[01:05:08.250]but this is a required one.
[01:05:09.660]So their building team can see,
[01:05:11.760]or the administrators can see like, Hey,
[01:05:13.680]you didn't do that yet.
[01:05:14.610]You are not done with credits.
[01:05:15.900]Yeah, you have to go back and do it.
[01:05:18.264]And it takes a, if you don't do 'em,
[01:05:19.620]they take a personal day.
[01:05:21.090]So then they're saying like,
[01:05:21.960]the opposite is different.
[01:05:24.480]So that takes you kind of through the SLP.
[01:05:27.437]And then we have the AA curricular content.
[01:05:30.462]So it goes into some more of
[01:05:33.810]like those actual strategies,
[01:05:35.640]talking about reading,
[01:05:36.690]writing and math, verbal behavior,
[01:05:40.200]and just diving deeper into
[01:05:42.750]what we were talking about from
[01:05:44.010]the instructional strategies to use.
[01:05:46.860]And then going through grading
[01:05:50.730]on progress reports.
[01:05:51.900]So this is really,
[01:05:53.400]if you wanna talk through,
[01:05:54.233]this one is really awesome.
[01:05:55.950]Kind of has those questions of
[01:05:57.750]like one kids on alternate
[01:05:59.460]assessment don't receive report
[01:06:00.780]cards because they're using
[01:06:01.830]alternate curriculum.
[01:06:02.820]Like it goes through those
[01:06:04.260]questions that some people
[01:06:05.160]actually think is no.
[01:06:07.140]Yeah, it's just true false questions.
[01:06:08.700]So the first one is, do they have
[01:06:10.800]to have a progress report?
[01:06:11.940]And then we know the answer is yes,
[01:06:13.380]all students are required
[01:06:14.790]to have a progress report.
[01:06:15.623]Then it goes into the next one is,
[01:06:17.880]do they need a report card?
[01:06:19.290]Who fills out the report card?
[01:06:21.240]Do we insert grades?
[01:06:22.500]And so some of it is law based of you do.
[01:06:27.840]Accidentally those pieces,
[01:06:28.673]the false button.
[01:06:29.520]Where'd it go.
[01:06:30.353]You're fine.
[01:06:31.680]A lot of 'em are based through law.
[01:06:35.640]But then it also gets into some
[01:06:36.650]of our district practices
[01:06:38.280]and how we use nepsis in different
[01:06:40.710]pieces to insert grades.
[01:06:42.360]So some of it is just kind
[01:06:45.990]of wrapped around everything
[01:06:46.890]related to how do we report
[01:06:48.480]their progress and what are we doing.
[01:06:50.070]And this question I love is kids
[01:06:51.420]on AA are not allowed to use MAP growth.
[01:06:53.460]I don't know if everybody does MAP,
[01:06:55.080]but we have MAP testing in our district.
[01:06:57.480]And a lot of times people will
[01:06:58.740]click no because they don't,
[01:06:59.889]they say, well,
[01:07:00.990]they don't take the
[01:07:01.823]traditional state assessment.
[01:07:03.150]However, it is an awesome tool to use
[01:07:05.460]because you can use that as progress.
[01:07:09.360]Like what are, where are they at?
[01:07:10.590]And when you're thinking of those
[01:07:11.490]extended indicators, like,
[01:07:13.170]okay, based on these,
[01:07:14.310]what could I build around?
[01:07:15.720]So actually you should try
[01:07:17.700]to have kids use MAP if
[01:07:19.200]that's in your district.
[01:07:20.190]And then.
[01:07:26.730]Yeah,
[01:07:27.689]We do CSAs. Yeah.
[01:07:30.240]Yes.
[01:07:31.140]And then we do the social
[01:07:33.480]emotional skills.
[01:07:34.313]So twice a year,
[01:07:36.150]all general education teachers
[01:07:37.980]rank their students for
[01:07:39.030]internalizing and externalizing behaviors.
[01:07:41.490]And so one of the questions is wrapped around,
[01:07:43.440]should that be done for all students?
[01:07:44.880]And then yes, this part is just about our
[01:07:47.430]individual grading system
[01:07:50.100]and what it looks like for our
[01:07:51.750]building and how they enter,
[01:07:52.830]or our district and how they enter grades.
[01:07:54.540]So it's just a snippet for
[01:07:56.250]special education teachers
[01:07:57.330]to help the gen ed teachers with
[01:07:58.620]remembering how to put in grades.
[01:08:01.110]What if they did this
[01:08:02.040]activity but not that one.
[01:08:03.210]And how do we enter all those grades?
[01:08:05.160]Yeah.
[01:08:05.993]So that takes through.
[01:08:11.586](indistinct chattering)
[01:08:14.970]We use Nepsis as how the grades are reported.
[01:08:18.390]It's called Nepsis. Nepsis.
[01:08:20.400]The Nebraska system for,
[01:08:23.430]I don't remember the I in the S.
[01:08:24.360]Like some districts use infant campus.
[01:08:26.460]We have like there's variations of what's.
[01:08:29.920]Yeah. Yeah.
[01:08:30.930]It's just the one our
[01:08:31.763]district purchases right now.
[01:08:32.850]But yes next year the teachers can
[01:08:35.550]pull and see from previous
[01:08:36.930]years on there.
[01:08:38.250]And then we use SRS as our
[01:08:40.320]special education documentation.
[01:08:43.710]And this goes back into
[01:08:46.232]that rubric that we showed you.
[01:08:47.730]So that is an a tool for the
[01:08:49.500]teams to help use during their
[01:08:51.210]PLCs to kind of look back at their programming.
[01:08:54.390]And then,
[01:08:59.550]it has a short quiz to double
[01:09:01.140]check your understanding.
[01:09:03.415](attendee coughing)
[01:09:07.560]Any other questions?
[01:09:13.667]No, these are kind of what
[01:09:14.500]the questions would look like.
[01:09:19.650]The thing we kind of love is
[01:09:20.760]that although it outlines kind
[01:09:22.290]of our district guidelines
[01:09:24.420]and our district inclusive plan,
[01:09:27.150]every building and every teacher
[01:09:28.590]still has the autonomy
[01:09:30.000]to work within their own skillset
[01:09:32.850]and what works for their
[01:09:33.685]building as well.
[01:09:34.710]So we are inclusive
[01:09:35.730]and we include all these things,
[01:09:37.500]but it really comes down
[01:09:38.460]to which buildings and every
[01:09:40.740]building looks differently within everything.
[01:09:42.990]So we still have a lot of autonomy
[01:09:44.280]for all of our teachers.
[01:09:49.350]Thank you guys.
[01:09:50.183]Sorry for the delayed start
[01:09:51.450]in some of our microphone
[01:09:52.770]technology issues.
[01:09:54.840]You're all troopers, I hope.
[01:09:58.980]Yeah, it's cold in here,
[01:10:00.120]but we'll be okay. Yeah.
[01:10:01.020]It's really cold.

The screen size you are trying to search captions on is too small!

You can always jump over to MediaHub and check it out there.

Comments

0 Comments

Serving Students on Alternate Curriculum and Assessment

Description

Searchable Transcript

Comments icon comment

Related Channels

Comments