Key Points Chapter 5

A Principal’s Guide to Special Education

David F. Batemen and C. Fred Bateman

 

It is important for principals to remember their role at the IEP meeting when making placement decisions for students who have been determined to be eligible for special education services, including when and how those decision are made.  Understanding that Least Restrictive Environment and Inclusion are not synonymous is paramount in placement decisions. The following are a few key points from David and Fred Bateman's book for principals regarding placement. If you are following the book, please take the time to review these key quotes from Chapter 5. 

Chapter 5: What Does a Principal Need to Know About Placement?

P. 90 Federal Law

“The Law intends the degree of inclusion for an individual student with special education needs be determined at least annually; be based on the IEP of the child.”

“This does not mean that every child with a disability has to be included in the general education classroom all the time.”

“Continuum is an important term to keep in mind when discussing inclusion.

“The important point is the need for inclusion of students with disabilities in all aspects of the school, both academic and non-academic settings, while still meeting the individual needs of all students.”

P. 93

Take a look at p. 93, Oberti v. Board of Education (1993) guiding standards for considering LRE. Think about these points as IEP teams make decisions.

Great Content Rich Websites for Students and Teachers

Here are some wonderful websites that are aligned with the common core that are user friendly and can help integrate technology and various forms of media into your lesson plans!

Gooru

Gooru is a free, educational search engine for online resources and lesson plans in science, math, social studies and language arts. Teachers and students can search for and curate collections of multimedia resources, digital textbooks, videos, handouts, games, and quizzes. Collect and gather information into “My Collections” and “My Classes” categories. Grades: K-12. You can "remix" the lessons and put your own "spin" on the existing assignments.

Tip: You and your students can customize an existing collection or create your own “playlist of learning resources.

What Was There 

This innovative site adds the history to the place. Using Google Maps, this site explores the way places used to look. Students can search and explore their own personal history, that of relatives, or of an important place in class. What was There allows registered users to upload images of buildings and landmarks and have them displayed in the location where they were taken. Grades K-12 

Tip: Students can explore a historic place featured in literature or a class reading assignment. 

PhET 

PhET is a collection of science and math interactive computer simulations. With over 200 million simulations delivered to date, students learn through exploration in an animated, game-like environment. PhET simulations encourage inquiry, use real-world connections and can be used in a variety of educational settings. Play with existing simulations or run simulations on this engaging, interactive site. Grades: 2-12.

Tip: Have your elementary students learn the principles of fractions with the “Fractions Intro” and 4 related simulations

BioDigital Human 

BioDigital Human moves learning beyond textbook diagrams and the life-sized skeleton in the corner of the science classroom! This tool is an interactive 3D environment providing a stunningly realistic way to examine the human body. Students can explore and manipulate the 3D images as they zoom in and out of the various layers of anatomical animations. Descriptions of health conditions related to each system of the human body are included. Grades: 7–12 

Tip: Use BioDigital in Science and Health and Wellness classes to discuss various health conditions related to students’ daily health choices

(Source: http://www.ala.org/aasl/standards-guidelines/best-websites/2015)

Teaching Techniques in the Classroom

In the book, "Teach like a Champion" by Doug Lemov, it explains 49 different techniques that will help the teacher engage the students and help the students become better thinkers and problem solvers. Here are some of the techniques described in the book.

Technique 1: No Opt Out
This is the idea that, it's not okay NOT to try. If a student does not know the answer they listen to the correct answer and then repeat that answer. This also encourages good listening skills.

Key Idea:  A sequence beginning with a student unable to answer a question should end with that student giving the right answer as often as possible, even if it is only to repeat the correct answer.


Technique 2: Right is Right
Right is Right is about the difference between partially right and all the way right - between pretty good and 100 percent. The teacher's job is to set high standards for correctness. 100%!

Key Idea: Set and defend a high standard of correctness in your classroom.


Technique 3: Stretch It 
When students get the answer all the way correct there's a temptation to stop there! The teacher should continue to  ask tougher questions or follow-up questions and let the students know there  are more ways to answer the questions.

Key Idea: The sequence of learning does not end with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. This technique is especially important for differentiating instruction.

More Techniques to come in the next blog!!

"Teach Like a Champion" by Doug Lemov

During this time of year, where teachers have so much on their plate, I found a great reminder to us all!  In the book, "Teach Like a Champion", by Doug Lemov, he explains the technique, " THE J-FACTOR".  Mr. Lemov explains this technique in chapter seven,  titled, " Building Character and Trust". 

"It turns out that finding joy in the work of learning- the J-Factor- is a key driver not just of a happy classroom but of a high-achieving classroom. It's useful if not exactly a revelation, that people work harder when they enjoy working on something- not perhaps in every minute of every day, but when their work is punctuated regularly by moments of exultation and joy"(pg. 215)

Here are five categories of J-Factor activities that champion teachers use in their classrooms: 

Fun and Games: Draw on kids' love for challenge, competition, and play! For example, play games where the kids and the teachers move around the room. Several games that gets them moving are Math Baseball, Around the World and relay races.

Us and them: (one of my favorites), Kids like everybody else, take pleasure in belonging to things. This is where the teachers make the classroom a family. "Through unique language, names, rituals, traditions, songs,  and cultures it establishes "Us" ness."  When the class develops secret signals, it makes the class feel like a family and builds a bond of "usness".

Drama, song and dance: Music, dramatic play, and movement raise spirits and also establish a collective identity. They also power up memory. 

Humor: Laughter is one of the base conditions of happiness and fulfillment, which makes it a powerful tool to building an environment of happy and fulfilled students and teachers. Make up funny rhymes, songs, dances to get the laughter started.

Suspense and surprise: As we know routines are a must in the classroom in order to help with classroom management but adding a surprise to the lesson keeps them guessing and excited. Some ideas include putting  spelling words in an envelop or fishbowl and have kids pull them out then guess the rule for that group of words. Or they have to find a math problem hidden around the room in a blue envelope then they must solve and show a friend. 

Yes, we do have to keep up with curriculum and CCSS but remember we can have the J-Factor too!       

PARCC Releases Test Items for Teachers

PARCC has recently released test items which are available on the Partnership Resource Center website.  Educators have access to not only newly-released PARCC test items, but also K-2 formative tasks, speaking and listening tools, and professional learning modules for teachers.  Future resources include the ability for teachers to create their own on-line Test Builder for classroom assessments as well as access to diagnostic assessments.

There are three important areas of the website for teachers:

1:   The Guide to PARCC Released Items is a helpful document to read before accessing the released items.  Please click on each hyperlink to access: 

Guide to PARCC Released Items

2.  The guides to English Language Arts/Literacy and Mathematics provide teachers with the background of the scoring process, examples of rubrics, and general scoring decisions. 

Guide to ELA/Literacy Understanding Scoring

Guide to Mathematics Understanding Scoring

3. The actual released test items may be accessed at the link below. Searching by grade level will give you all test items as well as scoring rubrics that are currently available.  These items provide invaluable information for classroom teachers in preparation for the PARCC. 

PARCC Released Test Items

Some Key Points from

A Principal’s Guide to Special Education

David F. Batemen and C. Fred Bateman

In chapter three of,  A Principal's Guide to Special Education, the author discusses the importance of documentation in the pre-referral process for special education eligibility. The pre-referral process is a function of general education through child find and Student Assistance Team. “During the pre-referral process teachers should document everything that demonstrates the extent of the student’s difficulties and any attempts that have been made to effect change. Even if the teacher has notified the principal of the problem, it is necessary to go beyond discussion to documentation.” (p. 46).  Documentation is particularly important when attempting to establish a learning disability which requires looking at a student's pattern of strengths and weaknesses.

Mr. Bateman also reminds principals that the pre-referral process, should not be a reason to delay a referral.  “It is important to emphasize the the pre-referral process of working to improve the child’s performance should not delay a referral (34 C.F.R. §§300.304-300.311).”  Schools must act accordingly when there is reason to suspect a disability and find a balance between obtaining required documentation, but also referring when there is obvious signs of a disability. The process of pre-referral can be expedited, but should never circumvented.

One last note, in Chapter 3, Mr. Bateman references a timeline, “the decision about whether testing is necessary must be made within 10 days (p.47). Please note, there is not a legal timeline regarding when the referral should be made in either the Individuals with Disabilities Education Act (IDEA) or the New Mexico Administrative Code (NMAC). Schools should look toward your Handbook of Special Education Procedures (p. 204) regarding your district's referral procedures and guidance from United States Department of Education (USDOE). 

Consistent with the U.S. Department of Education interpretation, (The LEA) declines to specify the timeframe from referral for evaluation to parental consent, or the timeframe from the completion of an evaluation to the determination of eligibility, as we are not in a position to determine the maximum number of days that should apply to these periods in all circumstances. (See 71 Fed. Reg. 46637 (August 14, 1006))

Stay tuned for additional highlights from this book. A copy of Mr. Bateman's book is available for each principal in our Region IX districts. Please contact Dahn Freed for your copy today.

Better Than Carrots or Sticks!

An Invitation to Learn:

How do we invite students into learning? This was a question investigated by researchers Purkey and Stanley in 1991. When we invite students into learning, we engage in what the authors call “invitational education” (p. 13), which they contend rests on the following four elements:

•  Trust that the environment will remain safe and consistent. This means that adults and students both are good to their word and held accountable to it.

• Respect that is mutual and unconditional, even when members of the school community are not at their best. Respect is a fundamental belief in the dignity of every person regardless of age or role.

• Optimism, which is at the core of why we all go to work every day. We believe that our students can learn and that communication that belief will result in progress.

• Intentionality-the key to turning optimism into results. Simply believing in something won’t make it come true—you have to act upon (p.22)

If this intrigues you, pick up our “Read of the Month,” Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management by Dominique Smith, Douglas Fisher and Nancy Frey.  This short, easy to read book  provides a practical blueprint for creating a cooperative and respectful classroom climate that students and teachers work through behavioral issues together.