University of Vermont

The Center on Disability and Community Inclusion (CDCI)

BEST: Building Effective Support For Teaching Students With Behavioral Challenges

A Running PersonBEST/MTSS Summer Institute 2015

Strand G

Ready…Set…Learn!  Enhancing Learning through Membership and Participation for ALL students, Including Those with Complex Learning Needs

Dr. Cheryl Jorgensen and VT I-Team Members

Description

This strand focuses on ways to promote positive school climate through the use of tools and creation of school specific action steps to assist in creating an actively engaging general education instruction so that students truly belong to a social and academic learning community. This strand will also focus on the specific indicators of membership, participation and learning within the general education setting for ALL students, including those with the most complex learning needs. Team members will evaluate their own practices in each of these areas and use the results to inform action steps. Instructional routines will provide the context for learning a systematic process for instruction to support each student’s membership, participation and learning.

Participants

Team members may come together, or as individuals. Part of the action development process will include creating action steps for sharing the strand content with others on the team and in the school.

Practices

Participants will:

  • Learn the importance of practices that promote membership, participation and learning in a shared learning community
  • Integrate MTSS and UDL strategies in order to design instruction that will benefit ALL students
  • Learn how to assess features of membership, participation and learning at the student and classroom levels
  • Identify concrete action steps to improve practices in these areas
  • Apply a routines-based planning process to their curriculum

Implementation

Participants will be supported by knowledgeable educational consultants during their small group work to ensure their work products reflect the principles being taught. Self-assessment tools reflect observable and measureable indicators to help improve the accuracy of implementation. Vermont I-Team members are able to support the implementation process for the teams of 175+ referred students across the state as well. 

Examples

Teams will be provided with examples of school/classroom/student/family application through the involvement of educators and family members in the training. Actual student/team situations will also be integrated into the strand to demonstrate examples and non-examples. I-Team consultants and presenters can offer current, connected examples that relate to the target practices.

Connections

  • The principles of UDL and MTSS are foundational to this conversation – the guidelines of membership (belonging) and participation (engagement) to promote learning for all students provide a simple sequence for examining individual and school-wide practices.
  • Participants will be able to integrate the UDL and MTSS principles in a practical way, seeing how they can be incorporated into actual curriculum planning.
  • The content provides follow up on that presented at the Access for Success Conference 2014 (150 participants).

 

Bios

Josh Souliere Josh Souliere is a School Effectiveness Coordinator for the Vermont Agency of Education. He consults with schools on implementing federal and state requirements in school improvement, their Educational Support Teams and Educational Support Systems, provides technical assistance and coaching in PBiS for the Northeast Region of Vermont and is a School-wide Information Systems (SWIS) trainer.
Bruce Smith Bruce Smith is a School Effectiveness Coordinator for the Vermont Agency of Education. His 2 favorite data sayings are "Data on the table in the first 5 minutes of the meeting, " and "If you don't measure it, don't do it."

Last modified January 29 2015 03:24 PM

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