Monday Message
April 1, 2019 WLWV Student Services. We’ve Got This!
Improving Instructional Practices, Creating Inclusive Cultures, Increasing Student Voice
Getting Real Around Co-Planning
1. Increase student's computer skills. (means of access for this one student and allows for incorporating a spectrum skills relevant to all students)
2. Demonstrate global awareness through the use of maps. (Checkpoint for all students with map skills, and opportunity to do some formative assessment of map skills and their connection to global awareness)
3. Use new conceptual vocabulary to explain learning. (Again, a formative assessment point and practice for all, and for this one student, practice with communication device)
4. Use language and/or drawing to compare and contrast cultural norms. (Collaborative way to increase understanding of norms and comparative thinking through seeing each other's examples)
5. Show evidence of having a sense of purpose and being involved in the classroom community during this lesson. (Creates awareness for teacher to look for this in each student during the class period)
Going through this process together helped them really think about what is the essential learning in the lesson and to think about the broad ways that students may access content and show their learning (Universal Design Thinking). It is so easy to spend our time in reactive mode in supporting students with learning differences but we know that the proactive way of planning instruction effectively for diverse classrooms on the front end. We also know that this type of co-planning can be incredibly beneficial for ALL students.
Getting students into general education classrooms is only the first step in Inclusive and Equitable schools. The real work comes in ensuring the instruction that is happening in our classrooms is ACCESSIBLE, ENGAGING, and MEANINGFUL for all--and we know this is a long journey. We are thankful for the great work and partnerships, such as these two amazing teachers, that are happening in all 16 of our schools!
These Are What Inclusive Schools Look Like
BCPS Teachers and Students Living Community
Rob Hoisington Making Personal Connections at RRMS
All In for Outdoor School
Motor Team in Action
School-based Occupational and Physical Therapists focus on removing barriers from students’ ability to learn, helping students develop skills which increase their independence in the school environment, and educating school personnel about the different considerations required for students with disabilities. School-based therapy is designed to enhance the student's ability to fully access and be successful in the learning environment.
The work of the school-based OT or PT generally falls into four categories:
- Evaluate the motor and sensory functioning of students with disabilities and assist in determining service needs. Examples include skills such as mobility, eating, sitting up or hand-use.
- Support access to education and co-curricular activities for students with disabilities and assist in determining service needs. Examples include modifying a student's school chair, adapting the computer keyboard or providing information to the school that supports building or playground accessibility.
- Support safety of students and school staff. Examples include providing consultation and instruction relating to equipment needs, emergency procedures, and specialized procedures for lifting, eating, or physical management.
- Help teach motor and sensory skills associated with success in school. Examples include planning, helping to implement, and monitoring instruction of activities such as sensory regulation, handwriting, cutting, walking, sitting, or wheelchair mobility.
Our Motor Team is made up of these amazing professionals: Chris Jones and Baljit Johl, PTs; Julia Carples, Leslie Coonc, and Karen Beardsley, OTs. They are working their magic every day in creating safe and accessible schools for students with diverse needs.
Adapting Materials
Tools & Routines for Self-Regulation
Supporting Instruction
Student Voice: Effective Use of AAC
A few weeks ago, the SLP Team conducted 3 learning walks in schools to observe students in action with their devices and/or low tech communication systems. The data we gathered from these observations will help the team know what they need to study, to create, or to support next in terms of building capacity with AAC.
Here are the specific areas that SLPs looked at in their observations:
*Access to the device: proximity, working order, etc
*Vocabulary available
*Opportunities/functions of communication: academic engagement, social, requests
*Length/complexity of communication
*Wait time provided
*Response to communication
*Modeling provided: by staff, by peers, CORE words
*Levels of independence
*Culture of that supports diverse communication
What we also observed is WE HAVE COME A LONG WAY IN AAC!!!! By and large, the access and engagement of communication with and through devices is tremendous. The culture of our classrooms now very much normalizes using AAC and diverse communication. We have soooo much to celebrate! And we are excited to continue to grow.
Learning the Basics
Unlocking the Code
Embedding Opportunities
Model, Model, Model
Individual Problem-Solving
We Are Communicating
Planning for Smooth Building Level Transitions
PHEW! And that's only the Student Services side of things! There are of course forecasting meetings, orientations, parent nights, and school visits already happening for students who are moving from 5th to 6th grade or from 8th to 9th grade.
Thanks for ALL the thought, planning, reassurance, and care you each put into making sure our students have as smooth of transition as possible!
A big thank you to Ruth Zollner who is scheduling all of the ECSE to Kinder transition meetings (contact her if you have questions about those.
Here are the dates for the SPED Team Transition meetings, all held at the SENDING school:
April 9th:
- Boones to Wood 8:15-9:45
- Lowrie to Wood 10:15-11:45
- Willamette to Athey 8:15-9:30
- Stafford to Athey 9:45-11:00
April 15th
- Boeckman to Meridian 8:15-10:00
- Three Rivers to WLHS 2:00-3:00
April 16th
- Bolton to Rosemont 8:15-9:30
- Cedaroak to Rosemont 9:45-11:00
- Sunset to Rosemont 12:00-12:20
- Trillium to Rosemont 12:30-1:30
- Rosemont to WLHS 8:15-11:15
- Athey to WLHS 12:00-3:00
- Athey to WHS 12:00-3:00
April 17th
- Meridian to WHS 8:15-11:15
- Wood to WHS 12:00-3:00
April 18th
- Bolton to Athey 8:15-9:15
- Cedaroak to Athey 10:00-11:30
April 30th
- Stafford to Meridian 12:30-1:30
WHS and WLHS to Adult Transition: Date TBA
Questions about dates your process? Please check with experienced Learning Specialists on your team or your SPED IC.
SLPs, OT, PTs, Nurses, Please come to any of these team meeting where you know that your voice will be needed.
Upcoming Events
- Health Team, Wednesday, April 3 1:00-2:30 pm DO
- Learning Specialist Cycles of Inquiry, Friday, April 5, 7:30-9:00 am DO
- Adult Transition Summit: College & Career Success for All, Friday April 5, 8:30-4:00 pm Holiday Inn Portland Airport
- All Born In Conference, Saturday, April 6, 8:30-6pm Holiday Inn Portland Airport
- Eval Team, Thursday, April 11, 11:00-1:00pm DO
- Motor Team, Thursday, April 11, 2:00-3:30 DO
- SLP Team, Friday, April 12, 7:30-9:30 DO
- School Counselors, Wednesday, April 17, 7:30-9:30 DO
- Health Team, Wednesday, April 17, 10:00 am DO
- Early Childhood Team, Thursday, April 18, 2:30 pm DO
- Evening of Excellencen(Certified Staff Completing 3rd Year), Thursday, April 18, 6:00 pm
Questions? Comments? Innovative Ideas? Complaints? Celebrations? REACH OUT! Your voice matters!
Email: Spencerj@wlwv.k12.or.us
Website: https://www.wlwv.k12.or.us/domain/43
Location: 22210 Southwest Stafford Road, Tualatin, OR, USA
Phone: 503-673-7026
Twitter: @JSIiams