MAASE Focus Areas:

We will align and organize the strategic priorities and work of MAASE to focus on the following elements:

Through the platforms of:

EdCamp is an open format where group members share thoughts to help one another in implementation of "real life" practice. These notes reflect the thinking of someone in the group but do not represent an official position on behalf of MAASE. Anyone using this as a resource is encouraged to use their best judgement in interpreting the suggestions.

MAASE EdCamp Format:

1. Clarify the Problem of Practice to Solve

2. Collaborate around the Problem of Practice by offering suggestions and resources

3. Give feedback to the committee on how to improve next time

Notes:

• What is the problem of practice?

• How to implement SDI????????

• Co-teaching provides the teacher…..what does the instruction look like?

• Tension between LRE and FAPE

• Do we have enough instructional time set aside to actually provide the instruction?

• Challenge with the resource room is that many children with very different SDI needs are present at the same time.

• How does TC work into FAPE when the coaching is primarily to the teacher. Then FTE is not an issue.

• What are staff using to collect data on SDI if they are teaching a resource core content the same way to all?

• How do we keep staff from “over” servicing children?

• If we have not instructed with the rigor necessary, then we have students that have become curriculum “impaired.”

• There needs to be an ongoing partnership between general and special education staff during all processes.

• Locals are lacking continuum of services that results in inequity

• Improve PLAAFP statements prior to being able to implement change. How do we make that focus at the VERY beginning. You can not build a good IEP with a weak PLAAFP.

• Suggestions and resources:

• Work with IEPs teams during the IEP process and determine what that looks like in the G&O. How much instructional time is necessary for the child to realistically reach the skill level?

• Make sure that co-teaching staff have been well informed on their role/ responsibility to provide the SDI and how that works within the classroom format for instruction.

• Lesson planning……….system and content must be addressed

• Kent has moved towards TC and content interventionist class. Could be taught by general or special education teach. Results for student outcomes increased. Students with and w/o IEPs may participate. More students were able to benefit.

• Staff training on compensatory strategies. How to design lessons lessons with intentionality.

• How do we balance best practice for ALL kids vs. children that require SDI in order to move forward with skill acquisition. Make sure we are always having conversations around best practice for instruction.

• DATA review across settings back at your local and look at those models through the lense of SDI. Where does the data support it is working?

• WHAT and HOW?????

• We need to make decisions around the WHAT, not the WHERE

• How do we make sure the importance of the general education involvement before, during, after evaluation and IEP process?

• Hattie and effect size

• What schools have moved forward and could participate on a panel of effective models and implementation?

• Involve special education staff with curriculum teams at the local level.

Feedback:

• What made this time worth your while?

• What specifically can we do to make this better?