All Means All Newsletter
March, 2024
Empowering Staff Learning During March In-Service
Refocusing the Role of the Paraprofessional: A Four-Part Learning Series Complete
We are excited to announce the completion of a four-part professional development series for our special education paraprofessionals! This series, held during non-student in-service days, aimed to enhance a shared understanding of key concepts crucial to their roles in supporting students with disabilities at Northland Pines. This learning supported a deeper understanding of the District’s Innovations of UDL, Responsive Classroom, and PLCs.
Module 1: Foundations of Paraprofessional Work
The first module focused on the essential components of being a paraprofessional, including working under the supervision of a licensed teacher to implement educational programming. Participants reviewed the goals of special education and the importance of providing students with individualized programming to meet the same learning targets as their peers. The session also provided an overview of supplementary aids and services, emphasizing their role in supporting access and engagement in the general education classroom. Furthermore, the module highlighted the significance of our beliefs in students and their outcomes, as well as the collective teacher efficacy in ensuring all students reach proficiency in standards.
Module 2: Overcoming Segregated Practices
Module two focused on recognizing and overcoming segregated practices in education. Participants learned about the negative impact of segregated special education practices on student potential and human developmental needs. The session introduced three innovations adopted by NPSD to increase achievement for all learners: Universal Design for Learning (UDL), Professional Learning Communities (PLC), and Responsive Classroom practices.
Module 3: Embracing Diversity and Inclusion
The third module explored the history of disability and the evolution of inclusion in education. Participants learned that the concept of "handicap" originated from evening circumstances, emphasizing the importance of recognizing and embracing diverse needs in education. The legal history of inclusion, including the Supreme Court's decision on the unacceptability of "separate but equal" practices in education, was discussed. The session ended with a focus on the proactive question of "How do we?" rather than the limiting "Can we?" mindset when it comes to inclusive practices.
Module 4: Ensuring Meaningful Participation through Rethinking Disability
The final module challenged participants to rethink disability through the lens of the Social Model rather than the Medical Model. It emphasized that legal compliance alone does not guarantee meaningful participation for students with disabilities. Participants explored how shifting from a medical to a social model of disability can lead to more inclusive practices and ensure that all students have access to meaningful participation in education.
We are incredibly proud of our paraprofessionals for their commitment to professional growth and their dedication to supporting all students. We believe that through continuous learning and collaboration, we can create a more inclusive and supportive learning environment for everyone. Thank you to all the paraprofessionals who participated in this professional development series, and we look forward to continuing our journey of growth and learning together.
Northland Pines High-Quality Instructional Framework
During the recent March In-Service, educators from grades 7-12 engaged in a professional development session focused on the district's crafted High-Quality Instructional Framework. This framework, developed during the 2022-2023 academic year in anticipation of transitioning to trimesters with extended 67-minute class periods, represents a collaborative effort by staff to identify the research-backed instructional elements critical for student success. This process involved input from all departments through the Building Continuous Improvement Team (BCIT).
As we navigate the longer instructional blocks and trimester scheduling, staff revisited the Northland Pines High-Quality Instructional Framework during the March 8th In-Service. The professional development session was structured as a model lesson, complete with a bell ringer, daily learning objectives, direct instruction, guided and independent practice, evaluation, and closure. Educators reviewed each component, highlighting how district innovations, Universal Design for Learning, Responsive Classroom techniques, and Professional Learning Communities, are integrated within the framework.
Additionally, staff actively engaged in an interactive session exploring brain research related to the learning process highlighted from The New Classroom Instruction that Works by Goodwin, Rouleau, et al. This exploration was linked to specific teaching strategies, with educators collaboratively identifying how brain research aligns with the instructional framework's components. This process culminated in staff applying their newfound knowledge to problem-solving previous lessons. Through collaborative analysis, staff identified framework components that might have been missing from the lesson and proposed additional strategies to better support optimal learning for students.
Overall, this reflective and collaborative approach highlights staff's commitment to continuously refining instructional practices, ensuring that we provide students with high-quality learning experiences that foster academic success.
Advancing Science of Reading: PD in Progress
During the March In-Service, educators from grades 4K-3 delved into their third Science of Reading Professional Development session. This session built upon previous discussions on phonemic awareness, showcasing notable growth based on walkthrough data. This reinforces staff's commitment to refining instructional approaches grounded in reading research. The majority of the session focused on systematic and explicit phonics instruction.
Participants engaged in in-depth explorations of English language patterns, delving into 244 graphemes to determine key elements for effective teaching. They also addressed phonics misconceptions and errors, identifying actionable instructional strategies for implementation in classrooms. To support this ongoing development, instructional coaching will be provided as staff members enhance strong phonics practices.
While preparing for ACT 20 requirements demands substantial effort, our staff's commitment to excellence in reading instruction for all students remains a top priority. The dedication of our instructional paraprofessionals, certified staff, and administrators goes beyond mere compliance with state statutes; it reflects a tireless commitment to implementing best practices in reading instruction to fully support every student in the Northland Pines School District.