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Copy of Owl Template
Transcript of Copy of Owl Template
Our new role conflicting with our old role!!
As rolled out by the Department of Education in the Porter/AuCoin Report,
"Strengthening Inclusion, Strengthening Schools"
"We need educational and school leaders who will see these staff members who work in Student Services and associated areas as a means to raise the equality of education in New Brunswick, not only by dealing with students and challenges, but by working as part of the core school team to ensure the success of every student" (Porter & AuCoin, 2012, p. 145).
So, how will the roll of the Methods & Resource teacher change with the implementation of Inclusion in the Province of New Brunswick?
Focus on Building Teacher Capacity
“The processes of consultation, collaboration, and co-teaching are recognized as essential for effective inclusion programs” (Dettmer, Dyck and Thurston 1999 as cited in Guidelines and Standards, 2002, p. 8).
“The old saying, “Two heads are better than one” describes one of the positive effects of working together” (Duchardt, 1999, p. 186)
“when two or more professionals jointly deliver substantive instruction to a diverse, or blended group of students in a single physical space” (Cook and Friend, 1995).
One successful way to teach new content is to model and demonstrate the associated concepts and learning strategies (Jordan, 2007, p. 155).
Collecting & Analyze Data
"The professional learning community model is a grand design—a powerful new way of working together that profoundly affects the practices of schooling. But initiating and sustaining the concept requires hard work. It requires the school staff to focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement (DuFour, 2004)
“If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.” ~George Bernard Shaw
Take baseline measures before implementing interventions
collect data during and after interventions
share medical/academic data with teachers
Provide direct Intervention for Students within the classroom
the classroom setting
Teach students self-efficacy
skills so they can soar!
they can get
to their desired
and coping skills.
Dept EECD/ Min. ÉDPE
First & Foremost
In order to get to your administrative destination....
This will help:)
Prepare for Services Provided
Duties, oh, my!
High School SPR--Member of School Admin Team
Tracking & Storing SEP information
Maintaining electronic SEP System
Writing Academic Goals/Outcomes for all students
Writing Behavioural Goals/Outcomes for all students
Administering Academic Assessments (one in its own)
SLP' and OT's
Pierre Caissie Center
UNB_CEL--Autism Clinical Supervisor
Any On-going PD
Administering, interpreting and communicating the results of assessments are time-consuming for the EST-R; however, they are a key to identifying areas of weakness so that appropriate tiered interventions can be put in place.
A total package for assessing children across the curriculum
A wonderful tool to assess mathematical skills at all grade levels. This complete packages allows teachers to implement Tier 1, 2 and 3 interventions.
Types of Co-teaching
EST-R's are also
a champion for
Why do we need to promote Inclusion?
“Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability” (CCRF 15(1)).
It's a Legal Right
It's a Moral Right
“The goal of accommodating students with a disability is to ensure their fullest possible participation, in a timely manner and to the same extent as non-disabled students, not only in the classroom, but in all aspects of the educational experience, including co- and extra-curricular activities, and to ensure that they have the opportunity to meet their individual potential” (New Brunswick Human Rights Commission, 2007, p 2).
EST-R's are also
UNIVERSAL DESIGN FOR LEARNING
All images retrieved from Google Images @ http://images.google.com/