#memspachat Archive
A chat for Principals, Administrators & Lead Educators. Come join the Collaboration and Learning THURSDAY'S at 8pm ET.
Thursday January 21, 2016
8:00 PM EST
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- Tim Lyman, Principal at Elmwood Elementary in Waverly
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Happy Thursday! Allyson Apsey, Quincy Elementary principal in Zeeland.
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Excited to gain some insight from our great PLN on our topic Special Education! Help!
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Steve Chisik principal of Kurtz Elementary in Huron Valley.
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I too look forward to our weekly chats!
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Paul Liabenow MEMSPA Staff. A great week so far!
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Jennifer Goethals Lake Orion
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Hattie Hanycz, Principal at Bertha Neal Elem in Durand
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Mike Domagalski, Palms Elementary Principal checking into
Participating tonight
Big kudos to
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Just trying to (See what I did there)
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Jennifer Goethals Principal at Blanche Sims Elementary - Lake Orion
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First question coming up soon!
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Q1. What kind of SE program does your school run? Inclusion, Resource Room, or a combination?
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A1: We run a combination, with inclusion as the goal, but based upon what our students need.
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I think you need to join right now!
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Combination for sure - All staff, all kids - any time anywhere
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A1: Combo - in addition to ECSEP and Rule 55
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Lori Kirshman Moorsbridge EL Portage ~Principal
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A1: We run a RR. We've discussed some inclusion and/or combo's at the elementary, but nothing has come of it.
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Rachel Card, principal at Belle River Elementary in Marine City. Nice to see leading the chat.
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A1 we runa combo also. We push in and pull out.
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A1. Combination- deciding for each individual student what they need
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Combination, least restrictive is job 1!!
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howdy folks! We do a combo RR and push-in. Really need more Tier 2 and 3.
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Pleased to join this engaging conversation about education from California
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Sounds like a lot of combination classes based on student need which is the way it should be!
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Spickard, A1: Full Inclusion
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We also use the MTSS model, so we have scheduled WIN ( what i need) time. Tier II and Tier III supports.
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Q2. Are you using a specific researched based program for your SE students or a mixture of resources? What program or resources?
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A2: A variety of resources. Kids seem to like lexia and razkids.
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Ohhh.... I like the WIN Time....gonna have to "borrow" that I think!
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A2: At the elem level, we mainly use a variety of research based programs. Although some other resources are used to supplement.
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WIN time makes the difference!
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A2. Two many to list, but a good one is Read Naturally Live
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Raz Kids is great, is great as well.
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A2: We use multiple resources, RAZ Kids, Reading A-Z, LLI, and we also have tier 2 WIN time for all students.
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Q2..add on...share some of the more popular/most used resources
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SE uses Readwell, Connected Reading, Touch Math to name a few.
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A2: Mixture, some resources we use are Razkids, LLI.
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Important point that when kids enjoy the programs they are more engaged learners
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Q2. Started using IReady for Math this year, students seem to be making good growth.
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New to us this year is Mobile Max, using Razor Kids in lower El. and Math Expressions online resources.
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Mathseeds and Reading Eggs are big for our little ones!
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Yes. Strategies with embedded formative assessments provide opportunities to build students capacities-differentiate
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Question 3 on deck! I already have a list of great ideas!
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Q3. What is the biggest challenge the SE program in your building faces? How are you trying to address it?
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A3: Motivation and behaviors; monthly para training to help support and give strategies
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A3: Scheduling students at different grade levels at different times. We make it work pretty well
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A3: Helping the students catch up, and to not need the support anymore! Inclusion/push-in has helped them make progress.
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Q3. What should students be allowed to miss when they are receiving instruction in the resource room? Double dipping critical!
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Ownership. Special Ed is a service not a place. They are Gen Ed students. They our OUR students!
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Scheduling is difficult - make it happen though. We also see significant behavior challenges with EI ss. Support ts and ss
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A3: SCHEDULING AND TIME! Looking for ideas!
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A3: Preventative solid Tier 2 and 3 intervention sys.
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A3: We have parents who want to keep AI and CI Ss at home school in RR rather than sending them to better fit in other bldg.
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Sounds like the battle for time is always an issue!
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Tiered RTI is key to success for all students!
https://t.co/ALH8DOyzQN
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A3: Preventative solid Tier 2 and 3 intervention sys.
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I can't keep up with this much awesomeness! Q4 next!
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Q4. What is your role as the building Administrator in the SE process?
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Q3. Behaviors preventing students from learning
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A4: Supporting TCs, paras, and students. We are lucky to have an awesome director.
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Teachers deserve & can benefit from Support 2-Culturally Responsive strategies to build capacity of El ss 2 Thrive
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https://t.co/NA0Nljz8WX
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A4: Supporting student learning, staff learning and making sure the IEP is implemented and appropriate
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A4: Supporting TC's, supporting Spec Ed teachers, and supporting students. Our TC's and Supervisor do much of the leg work.
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Yes. Strategies 2 build students self-regulation skills and support executive function 4 organization and engagement
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Seems like the admin job changes based on need. Behavior help, teacher assistant, and IEP helper!
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A4. I am a crucial member of SE team. I know all my kids & their stories, I work hard to be involved, but do not micromanage
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the more challenges our kids have the better friend they have in me. Preferential T placement, master schedule built around SE
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Q4: I make sure Ts are implementing Tier 1 and 2 strategies before referring Ss for SE testing and facilitate LRE for SE Ss.
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Q4: Administrator/Director/CIMS Coordinator - blessed to have taught Special Ed for 16 years - it gives me a unique perspective.
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Yes. akey to successful SE is to know the kids and their personal narratives- build capacity with what you know
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A4: Supporting the "team approach" with SE T and the paras. Attending IEPs and POCs.
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Q5. Who/how are 504 plans developed and monitored in your building?
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SSW and I work together on 504's
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I develop them in my building with feedback from the public school psychologist if necessary
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A5: AP, use a template for our ISD, teacher and parent teams,
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A5: I am the 504 coordinator for our building, our SE director is the coordinator for the district. We have our own template
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A5. Myself and my psych, only have a couple when parents have forced my hand. We give accommodations to all who need wo them
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Q5: Counselor is the 504 coordinator - team parents, counselor, myself, teachers - all the key players may include student
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and help SE's and their team recognize their strengths and build from there. Everyone has strengths. https://t.co/fi8jpZajwH
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Yes. akey to successful SE is to know the kids and their personal narratives- build capacity with what you know
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A5: I develop all elementary 504's in our district. Principals monitor the plans. A CO admin assistant keeps us all updated.
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A5b: Teachers, Principals, and parents are such an integral part of creating the 504 plans!
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Absolutely. Kids benefit when Ts implement Tier 1 and 2 strategies w/ targeted interval formative assessments
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A5: lucky enough to have a 504 coordinator who is also a teacher leader. Growing capacity!
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A5: Myself, Psych, SSW, and Ts work on 504's
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Sounds like everyone has a hand in the process, but a team effort for sure!
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A5b: We may include ancillary staff from ISD.
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Q6. Share a strategy your building is using to close the gap with SE students.
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A6: Enrichment, extra time on math and ELA and small group support
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A5: We have an amazing social worker who writes and monitors 504 plans. She keeps me well-informed.
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Yes. Collaboration with families-Important for quality 504 plans with measurable positive outcomes for students.
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A6: Intervention inclusion and double dipping in Reading support. Parent volunteers also pull out S's.
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A6: I see so many benefits when the SE tchrs are in GE classroom with their ss, they know exactly what lrng is expected. HUGE!
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Q8: If you can get over the Ohio/Michigan thing: Kent State is building a database for specialed apps https://t.co/uQbBiIvpSx
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A6. Using assessments to determine specific gaps and then work on those in RR while ensuring double dipping in the goal areas
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A5: Our Curriculum Director, , develops our 504s. He's fair and objective.
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Both, depending on ss needs, sometimes small grp sometimes co-teaching, sometimes ind ss support
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Q6: Team teaching and Inclusion - using pullout to build foundational skills within the core.
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Question 7 coming up soon. Time to get that soapbox out!
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When SE teachers are in GE classroom-It can raise student expectations- High expectations with support important
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Q7. What needs to be done at the state level to help us better assist our SE population?
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Fund us fairly and equally!!
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A6: Using online resources like Moby Max and RAZ-Kids to meet Ss at level of mastery. Title I parapro support.
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A7: More funding and supports for continuum of services
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A7: Not just solely for SE, but straight up funding needs to be fixed. Deficits every year...
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A7. Funding for support and resources for students with mental illness
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Agreed! Support of all education at all levels! https://t.co/oEXjwi15E2
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A7: Not just solely for SE, but straight up funding needs to be fixed. Deficits every year...
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Agreed...Funding. 1 to 1 paras are still needed occasionally, but funding doesn't allow for them.
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Yes. And important 2 develop seamless transitions 4 kids with pullouts/pushin 4 kids social emotional/low stress
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Q8. How are you using technology to assist your SE population?
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A8: We gave SE teacher a couple iPads have in her room. She's incorporating them with some online programming we have.
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Absolutely. support kids mental health and support teachers with prof devel in trauma sensitive practice
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A7: A modified SE M-STEP needs to be developed. We modify SE Ss' curriculum, but give them grade-level standardized tests?
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A8. Read Naturally Live, IReady, IPads/computers for writing support
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SE has a Smart Board, Chromebooks and access to online resources.
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A8. We have more students needing to use Speech to text for daily work.
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A8: More ways than 140 characters will allow. Apps, websites, accessibility functions, speech to text, etc.
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A8: Student-creations, projects, adaptive learning apps, writing supports, reading supports,
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A8: iPads/desktops, read naturally, write out loud, apps, .....
