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Inside this issue
Important Upcoming Events/Meetings/Special Days November 6: EBD Cohort November 9: Chaos Never Ends Day November 10: Social Worker Cohort November 10: Veteran's Day November 14: Young Readers Day November 15: Superintendents Council November 15-17: Minnesota Indian Education Conference November 17: School Pysch Cohort November 17: ADSIS/Instructional Coaches PLC November 17: EL PLC in KW November 17: World Peace Day November 18: Night of Too Many Stars, HBO Telethon/Fundraiser for Autism November 20: SPED Leadership Team November 23-24: Thanksgiving Break |
The Progress, November 2017: Volume 3, Issue 3
Comments or suggestions for new articles?
Contact Jillynne Raymond at jraymond@gced.k12.mn.us. 
RBEC in the Super Bowl Spirit
Principal Maggie Helwig is pleased to announce that RBEC is participating in the NFL's Super Kids-Super Sharing Project for Super Bowl, a National Football League Super Bowl community impact project that puts books, sports equipment and school supplies into the hands of local children and schools in need. RBEC will both donate and receive supplies. This project has been taking place in Super Bowl Host Communities for 18 years. |
The Right to a Free and Equitable Education
by Brian Cashman, GCED Coordinator of Alternative Programs
Earlier this year, the Trump administration announced that the Deferred Action for Childhood Arrivals (DACA) would end on March 6, 2018. In addition, new DACA applications were no longer being accepted as of September 5, 2017. For DACA expirations occurring between September 5, 2017 and March 5, 2018, those individuals had until October 5, 2017 to apply for a DACA renewal. DACA allowed law-abiding individuals meeting certain criteria to be allowed to stay in the United States without the threat of deportation for two years; be allowed to receive a work permit; and have the option to renew their DACA and work permits multiple times for additional two-year periods.
Clearly, these changes have been concerning to many people, including families and students who we serve in Goodhue County. If there is not legislative action by the United States Congress to pass a version of the DREAM Act Bill (Development, Relief, and Education for Alien Minors Act) that puts supports back in place for undocumented youth, those individuals previously protected under DACA will lose that protection.
To put this issue in perspective nationally, it is estimated that 65,000 undocumented students graduate from high school each year. Some of these students have received DACA approval and there are thousands of students in American schools whose parents have received DACA approval (source: “Deferred Action for Childhood Arrivals [DACA] Informational Letter – TransACT Communications).
As educators, we must remember the following points regarding all students – documented and undocumented:
There are resources available for educators, families, and students in Goodhue County. A few of them include: the Immigrant Law Center of Minnesota (https://www.ilcm.org/), Navigate MN (http://www.navigatemn.org/), and, locally, Hispanic Outreach (http://www.hispanicoutreach.org/).
At the school level, your English Learner staff is very knowledgeable and eager to assist in increasing knowledge on this and related issues in order to better serve, and advocate for, students. In addition, you may contact me with any questions you may have. Finally, it is important to note that schools are generally not in a position to offer legal remedies to families and students who may be impacted by these legislative changes. Schools can support families and students by helping to connect affected individuals with existing resources at the state and local level.
Earlier this year, the Trump administration announced that the Deferred Action for Childhood Arrivals (DACA) would end on March 6, 2018. In addition, new DACA applications were no longer being accepted as of September 5, 2017. For DACA expirations occurring between September 5, 2017 and March 5, 2018, those individuals had until October 5, 2017 to apply for a DACA renewal. DACA allowed law-abiding individuals meeting certain criteria to be allowed to stay in the United States without the threat of deportation for two years; be allowed to receive a work permit; and have the option to renew their DACA and work permits multiple times for additional two-year periods.
Clearly, these changes have been concerning to many people, including families and students who we serve in Goodhue County. If there is not legislative action by the United States Congress to pass a version of the DREAM Act Bill (Development, Relief, and Education for Alien Minors Act) that puts supports back in place for undocumented youth, those individuals previously protected under DACA will lose that protection.
To put this issue in perspective nationally, it is estimated that 65,000 undocumented students graduate from high school each year. Some of these students have received DACA approval and there are thousands of students in American schools whose parents have received DACA approval (source: “Deferred Action for Childhood Arrivals [DACA] Informational Letter – TransACT Communications).
As educators, we must remember the following points regarding all students – documented and undocumented:
- All students have a right to a free and equitable public education. Citizenship status does impact this right (Plyler vs. Doe – U.S. Supreme Court).
- Schools cannot require families and students to reveal their citizenship status.
- Schools cannot require or coerce families and students to provide a Social Security number.
- If a family member or student does reveal their citizenship status to a school staff member, that information is confidential and protected under FERPA.
- Schools are considered a “sensitive location” (per the U.S. Department of Homeland Security). This means that, generally, immigration enforcement actions may not occur at school and school grounds.
There are resources available for educators, families, and students in Goodhue County. A few of them include: the Immigrant Law Center of Minnesota (https://www.ilcm.org/), Navigate MN (http://www.navigatemn.org/), and, locally, Hispanic Outreach (http://www.hispanicoutreach.org/).
At the school level, your English Learner staff is very knowledgeable and eager to assist in increasing knowledge on this and related issues in order to better serve, and advocate for, students. In addition, you may contact me with any questions you may have. Finally, it is important to note that schools are generally not in a position to offer legal remedies to families and students who may be impacted by these legislative changes. Schools can support families and students by helping to connect affected individuals with existing resources at the state and local level.
MTSS: Supporting Students Across the Continuum
By Weston Johnson
The Categories of Support provide broad areas that the supports offered in the system can be grouped under, which include:
Systems may also further extend to include additional supports as well. In the case of including additional supports, writing for example, they may not become a focus within Tiers 2 or 3 unless other problems, such as reading is noticed; this typically stems from limited resources available to provide more intensive supports to more categories. Behavior supports include academic engagement, non-disruptive behaviors, emotional regulation, and social skills (interactions and appropriate behaviors). Diverse learner support looks at broader aspects necessary within MTSS, regarding variability of our learners.
The Domains of Learning group factors contribute to the learning process. These domains are alterable factors to support student learning:
Assessment methods, such as reviews, interviews, observations, and tests also called RIOT, are used to collect information from the sources of ICEL to conduct a problem-analysis. Within this model, learner engagement is an alterable factor of the Learner Domain.
The three tiers are set up on a continuum of intensity. The first provides universal learning supports to all students to support a year's worth of growth in a year's time. Differentiated instruction and universal designs for learning are necessary to ensure students access the content and make this growth. Tier 1 is preventive. Tier 2 is strategic; tier 2 is often described as a group intervention. Resources are strategically used to get the most bang for the buck. Tier 3 is the most intensive tier and it includes the most individualized supports.
All along the continuum, communication is essential so that all educators are providing supports that are matched and targeted to the students' needs. While doing so, remember that 80% at Tier 1 focuses on proficiency with only Tier 1 supports. Higher levels of proficiency are expected with Tier 2 and Tier 3 supports; 80% is only an initial target for resource allocation and system efficiency.
The Categories of Support provide broad areas that the supports offered in the system can be grouped under, which include:
- Academic (Learning)
- Behavior (Learning)
- Diverse Learners (Diversity)
Systems may also further extend to include additional supports as well. In the case of including additional supports, writing for example, they may not become a focus within Tiers 2 or 3 unless other problems, such as reading is noticed; this typically stems from limited resources available to provide more intensive supports to more categories. Behavior supports include academic engagement, non-disruptive behaviors, emotional regulation, and social skills (interactions and appropriate behaviors). Diverse learner support looks at broader aspects necessary within MTSS, regarding variability of our learners.
The Domains of Learning group factors contribute to the learning process. These domains are alterable factors to support student learning:
- Instruction
This is HOW you teach. - Curriculum
This is WHAT you teach. - Environment
This is WHERE you teach. - Learner Engagement
This is WHO you teach.
Assessment methods, such as reviews, interviews, observations, and tests also called RIOT, are used to collect information from the sources of ICEL to conduct a problem-analysis. Within this model, learner engagement is an alterable factor of the Learner Domain.
The three tiers are set up on a continuum of intensity. The first provides universal learning supports to all students to support a year's worth of growth in a year's time. Differentiated instruction and universal designs for learning are necessary to ensure students access the content and make this growth. Tier 1 is preventive. Tier 2 is strategic; tier 2 is often described as a group intervention. Resources are strategically used to get the most bang for the buck. Tier 3 is the most intensive tier and it includes the most individualized supports.
All along the continuum, communication is essential so that all educators are providing supports that are matched and targeted to the students' needs. While doing so, remember that 80% at Tier 1 focuses on proficiency with only Tier 1 supports. Higher levels of proficiency are expected with Tier 2 and Tier 3 supports; 80% is only an initial target for resource allocation and system efficiency.
Understood.org
by Cherie Johnson
A parent recently asked me if there was a website that I could recommend for them as they were beginning to navigate the world of special education. For some time now, my go-to answer for this has been Understood.org. Understood is an innovative digital resource where parents can come to understand and feel understood. However, it is also a valuable resource for teachers to gain clear and concise information on many topics related to learning and attention problems. Parents want the best for their children. We do, too. Understood.org seeks to support parents of the one in five children with learning and attention issues throughout their journey.
With the right support, parents can help children unlock their strengths and reach their full potential. With state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more, Understood.org aims to be that support.
There are thousands of articles, “deep dives,” decision guides, quizzes, slideshows, tips and more. They also developed first-of-their-kind tools like Through Your Child’s Eyes, Parenting Coach, Tech Finder and Decision Guide.
During the last state legislative session, the claim was made that school districts were not thoroughly addressing Assistive Technology. We are currently seeking to understand what supports you as teachers may want in this area. Understood.org has tools to help school staff understand and use Assistive technology, Helpful resources on Understood.Org include:
A parent recently asked me if there was a website that I could recommend for them as they were beginning to navigate the world of special education. For some time now, my go-to answer for this has been Understood.org. Understood is an innovative digital resource where parents can come to understand and feel understood. However, it is also a valuable resource for teachers to gain clear and concise information on many topics related to learning and attention problems. Parents want the best for their children. We do, too. Understood.org seeks to support parents of the one in five children with learning and attention issues throughout their journey.
With the right support, parents can help children unlock their strengths and reach their full potential. With state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more, Understood.org aims to be that support.
There are thousands of articles, “deep dives,” decision guides, quizzes, slideshows, tips and more. They also developed first-of-their-kind tools like Through Your Child’s Eyes, Parenting Coach, Tech Finder and Decision Guide.
During the last state legislative session, the claim was made that school districts were not thoroughly addressing Assistive Technology. We are currently seeking to understand what supports you as teachers may want in this area. Understood.org has tools to help school staff understand and use Assistive technology, Helpful resources on Understood.Org include:
- Need to understand the SETT (Strengths, Environment, Tasks, and Tools) Framework?
- Questions to ask when considering assistive technology?
- Looking for an app to assist a child with a particular issue?
- Looking for free assistive tech tools?
- Experience some of the learning challenges for students
Infinitec Reminders
All members of GCED have membership in Infinitec. Infinitec aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website, you will find on-demand professional development, curriculum supports and professional learning opportunities (even courses for each of the Mandatory License Renewal Requirements). The courses are free to all member district staff members.
1. Go to www.myinfinitec.org
2. Register for an account
3. For on-demand Professional Development, go to Online Classroom.
Click on the RESOURCE selector to browse videos from different categories. Select the page numbers to the right of the RESOURCE selector to browse additional pages. Click on any presentation to view a description. Select PLAY VIDEO to view the selected presentation. If a quiz is available for a presentation, you can click on the TAKE QUIZ link for the presentation to check your understanding of the topic. Click on VIEW QUIZ RESULTS to view and print your history of quiz results as well as certificates. If a certificate is needed for license renewal purposes, it can be printed and submitted to the Continuing Education Committee.
1. Go to www.myinfinitec.org
2. Register for an account
3. For on-demand Professional Development, go to Online Classroom.
Click on the RESOURCE selector to browse videos from different categories. Select the page numbers to the right of the RESOURCE selector to browse additional pages. Click on any presentation to view a description. Select PLAY VIDEO to view the selected presentation. If a quiz is available for a presentation, you can click on the TAKE QUIZ link for the presentation to check your understanding of the topic. Click on VIEW QUIZ RESULTS to view and print your history of quiz results as well as certificates. If a certificate is needed for license renewal purposes, it can be printed and submitted to the Continuing Education Committee.
Content Area Teachers Supporting the Literacy Standards
If teachers are going to make the process of reading visible, they can't sit safely at the edge. As older, more experienced readers, they have an obligation to talk aloud about groping for understanding or reaching for a genuine reading. A scientist in his laboratory is not only a technician; he is also a child placed before natural phenomenon which impress him like a fairy tale. |
Reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning. What can content area teachers do to support the literacy standards and help our students produce meaning from their reading? There are 3 things they can do to help:
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In the Know: SPED 101
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by Jillynne Raymond
The research is quite clear that teachers are the #1 variable impacting students' achievement; also clear is that our principals are the #2 variable. So how does a principal support students with disabilities? Years ago in my K-12 Principal License program I was encouraged to surround yourself with knowledgeable special education professionals. That was good advice, which was so useful as I continued my learning in school and on the job. There are statutes that guide our work; regulations that we must follow to be compliant with the law. Six years into administration and I can expand my response to the original question, how does a principal support students with disabilities. The answer is quite simple actually, the same as a principal supports students without disabilities. My vision would be to get rid of the words general and special, leaving us with education. Principals are not general education principals and special education principals; principals are principals. Their direct and non-direct instructional leadership has been measured; it impacts student achievement (DuFour & Marzano, 2011; Nettles & Harrington, 2007; Marzano, Water, McNally, 2005; Robinson & Hattie, 2012). Direct instructional leadership is focused on the quality of teacher practice itself, whereas indirect instructional leadership creates the conditions for good teaching. When looking at the achievement results of the school as a whole, different instructional leadership behaviors predicted high performance and improvement. Naturally we want all students to reap those benefits...students served in general and special education. We need to remember that IDEA (2004) guides special education in our schools. The premise behind IDEA is that our students with disabilities will receive the necessary support in order to achieve similar outcomes as their peers without disabilities. Last year the US Supreme Court ruled in favor of a higher standard of education for our students with disabilities in Endrew vs. Douglas County School District. This decision sets a legal precedent that we all need to consider as we face the challenges before us on educating all students. |
Questions to Guide Determination of "Appropriate Education"
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by Abby Wiley
Region 10 hosts our Community Transition Interagency Committee or CTIC; this committee is focused on helping youth with disabilities transition into adulthood and as independent a life as possible. Region 10 CTIC meetings allow for collaborative work and sharing of resources. These notes comes from their October 2017 meeting.
Update on WIOA (Workforce Innovation and Opportunity Act)
No person with a disability, under the age of 25 should be employed in a subminimum wage position
Olmstead Act
Requires public agencies to provide services "in the most integrated setting appropriate to the needs of qualified individuals with disabilities."
Transition
Region 10 hosts our Community Transition Interagency Committee or CTIC; this committee is focused on helping youth with disabilities transition into adulthood and as independent a life as possible. Region 10 CTIC meetings allow for collaborative work and sharing of resources. These notes comes from their October 2017 meeting.
Update on WIOA (Workforce Innovation and Opportunity Act)
No person with a disability, under the age of 25 should be employed in a subminimum wage position
- Informed Choice involves having a conversation with the consumer, and their guardian(s), regarding the consumers desire to work towards competitive, integrated employment (CIE) and if so, what steps need to be taken to work towards finding them competitive, integrated employment in which they are earning at least minimum wage
- CIE includes both full and part time employment
- There is a struggle…especially in greater MN, with finding and/or creating unique job opportunities
- Vocational Rehab Services (VRS) has seen an increase in referrals; however, their funding abilities have not increased
- Workforce Development Inc (WFDI) has a different funding “pot” of which 75% of those funds need to be used on out-of-school uses
- The funds given to WFDI are meant to serve students who don’t qualify for VRS or who don’t meet eligibility (typically LD, EBD, or 504 students)
- Pre-employment Transition Services (PreETS) also has funding available to help students find and sustain CIE
- PreETS include (and need to be documented):
- Job exploration counseling
- Work-based learning experiences, which may include in-school or after school opportunities, experiences outside of the traditional school setting, and/or internships
- Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs
- Workplace readiness training to develop social skills and independent living
- Instruction in self-advocacy
- PreETS helps determine when an agency can move onto authorized activities
- WFDI can/will provide PreETS services, in the classroom/school
- Ashley Nelson is the Workforce Development, Inc. rep that serves the Red Goodhue and Wabasha Counties. She can be reached at 651.764.1583 or AshleyNelson@workforcedevelopmentinc.org.
Olmstead Act
Requires public agencies to provide services "in the most integrated setting appropriate to the needs of qualified individuals with disabilities."
- Last year the goal was to get 180 students with DCD-SP and/or ASD into CIE. This goal was met.
- This year, and over the next 3 years, the goal is for 150 students with DCD-SP and/or ASD into CIE.
- To determine each districts target number = the total # of DCD-SP, enrolled in said district as of December 2016, and divide that number in half.
Transition
- There is a Region 10 PLC for transition/work-based learning staff
- They are currently working on organizing another Work Skills Challenge day. They will be in the Austin/Albert Lea area, Northfield, and Winona.
- Discussion on how to document the PreETS in the IEPs
Systems Thinking and the Farmer Story...Worthy of Reflection
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by James Bender, author of How to Talk Well
Each year the farmer entered his corn in the state fair where it won a blue ribbon. One year a newspaper reporter interviewed him and learned something interesting about how he grew it. The reporter discovered that the farmer shared his seed corn with his neighbors.. "How can you afford to share your best seed corn with your neighbors when they are entering corn in competition with yours each year?" the reporter asked. "Why sir," said the farmer, "didn't you know? The wind picks up pollen from the ripening corn and swirls it from field to field. If my neighbors grow inferior corn, cross-pollination will steadily degrade the quality of my corn. If I am to grow good corn, I must help my neighbors grow good corn." He is very much aware of the connectedness of life. His corn cannot improve unless his neighbor's corn also improves. So it is in other dimensions. |
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Those that reflect on their work, learn and continually grow from their work. This is true no matter the field or profession, including education. Worthy of Reflection....how does this story on systems thinking apply to education?
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"An element that has gone smoothly with the transition to administration is my familiarity with staff and students since I have taught in the district for 19 years. I am proud of the bond that I have created with the teaching staff so I value their opinion and they value mine." - Michele Rehder
Michelle Rehder, Goodhue Middle/High School Principal
Rapid Round with Michelle
Current book you're reading? Kids Deserve It and Lead Like a Pirate Favorite book? To Kill a Mockingbird Favorite Movie? Wizard of Oz and Shawshank Redemption Favorite Guilty Pleasure Food? Chips If not an educator, what would you be? Physician If you were a crayon, what color would you be? Bright royal blue Favorite type of music or musician? Pop or mild rock; I really like U2 and I admit I was sad when Tom Petty died. Morning person or night owl? Night Owl Dog or cat person? Dog Biggest Pet Peeve? Rudeness |
Turnover in leadership can present challenges for districts; turnovers can also result in opportunities. This past summer Goodhue school experienced turnover in leadership when Mike Harvey made his transition from principal to superintendent for Zumbrota Mazeppa. This became Michele Rehder’s ideal opportunity to transition from the classroom into administration. Michele taught social studies for Goodhue for 19 years, and recently, she was able to put her principal license to good use and become the new principal at Goodhue high school.
As a new principal she has two big surprises. The first is how much she misses the students, which she knew; she had been warned but it still surprised her how much she would miss students. She is still drawn to students and finds reasons to get into the classroom. The second surprise is the number of directions a principal is pulled in one day; there are number of topics that require your attention. Michele is proud of the bond that she has with her teaching staff, which has already led to meaningful work. Their staff members are discussing and implementing standards-based grading. Her street credibility with her staff is paying off, they have begun the real and hard discussions needed to improve learning. The conversations have helped the group examine what mastery looks like in the classroom. She is proud that staff members come to her with feedback knowing that they have a voice with her. It is not to say there will not be difficult choices; there will be agreement and disagreement, it all begins with solid communication. Michele believes that decisions should be based on what is best for kids. A guiding principle for her is that all kids can learn. She would like to ensure that we are doing what is best for our top students and for our struggling students.“Teachers often were the A students in school. The A students still need us, but maybe our job as educators is to make sure we are putting our time and effort with the challenging kids, the kids that are struggling. After all, isn’t that why we got into education? Sometimes we focus too much on what’s wrong with kids, not what's going right. I want to challenge each staff member to give each student what they need.” She sounds like a wise soul so how did she arrive in education? Michelle was that straight A student in high school, then she was an undecided major at UW-River Falls for 2 years before temporarily dropping out. She knew she would go back; she simply did not know for what or when. During her 5 years out of college she did two important things.
Michele recharges outside of work with her family that includes her husband Patrick and their five boys. Every August through November, the Rehder family helps in Michele’s father’s orchard every weekend. Having been raised in Hager City on the Mississippi River, she attributes her Tom Sawyer upbringing to how drawn she is to the water now as an adult. The upbringing, the education, the experiences all make up the woman that was destined for this new opportunity as Goodhue’s Secondary Principal. |
