Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX
Maximizing Access and Learning:
PA Core Standards
Orientation and Recruitment for Teams
Cohort Two
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Objectives
• To assist you in understanding the purpose of
Project MAX: Maximizing Access and Learning
• To provide an in-depth understanding of the
roles, responsibilities, supports and
expectations of Project MAX
• To surface clarifying questions
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Higher
Education
Parent
Network
Administrators
Overview
Coaches
PROJECT MAX
LEAs
Student
Achievement
3
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
PaTTAN’s Mission
The mission of the Pennsylvania
Training and Technical Assistance
Network (PaTTAN) is to support the
efforts and initiatives of the Bureau of
Special Education, and to build the
capacity of local educational agencies
to serve students who receive special
education services.
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
BSE/PDE Vision Statement
“…when students with disabilities are provided appropriate instruction
and supports, they can learn grade level academic knowledge and skills and
communicate in ways that are commensurate with their same-age peers
without disabilities and have the same learner outcomes as their
nondisabled peers.”
The Pennsylvania Department of Education, Bureau of Special
Education, is committed to improving the quality of
instruction in Pennsylvania schools for all students with
disabilities including those with complex instructional needs.
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure
Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX Logic Model
• Process to make
logical links from
project activities and
strategies to student
improvement.
• Measures impact of
activities on system,
LEAs, educators and
students.
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX: Maximizing Access
and Learning
Purpose: Increase the capacity
of Pennsylvania schools to
provide all students, including
those with complex
instructional needs, with
maximum access and learning
of the general education
curriculum and the PA Core
Standards
Higher
Education
Parent
Network
Administrators
Coaches
LEAs
Student
Achievement
8
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Impact: Long-Term Goals
• Educators:
– know and can effectively teach to the PA
Core Standards;
– plan and deliver effective instruction that
meets the needs of diverse learners in PA schools;
• School leaders:
– have the competencies to implement policies,
practices and procedures that support the
learning of all students;
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Impact: Long-Term Goals
• Parents have high expectations of
achievement for all students; and,
• Institutions of Higher Education prepare
educators and leaders with these
competencies.
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Impact: Long-Term Goals
• Students:
– demonstrate growth and achievement in
academic content.
– engage in standards-aligned instruction using
communication supports and assistive technology
when needed;
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Impact: Measurable Improvements
• 142 LEA teams will have the needed skills
and knowledge to maximize access to the
Pennsylvania Core Standards for all students
• 155 coaches who provide targeted assistance
to LEA teams as they implement Project MAX
• 300 administrators will demonstrate the
competencies needed to lead schools that
maximize access to the Pennsylvania Core
Standards for all students
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Outcomes: Measurable Improvements
• One statewide network created in partnership
with PTIs and CPRCs to build advocacy and
leadership skills in parents of students with
complex support needs, in order to foster high
expectations of achievement for all students.
• Twelve (12) institutions of higher education will
integrate core content related to students with
complex instructional needs into pre-service and
master’s level work for teacher candidates.
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Focus: Students with Complex Instructional
Needs…
…are a heterogeneous group of students who comprise
approximately1- 3 % of the total student population in
PA schools.
• Parents and schools who support and educate
these students may:
– Have limited expectations about the possibilities for
learning academic content and
– Be significantly challenged regarding how provide
access and learning of the Pennsylvania Core
standards/general education curriculum in the least
restrictive environment.
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Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Focus: Students with Complex
Instructional Needs
• Often require significant adaptations and/or modifications to
the general education curriculum in order to access and learn;
• Often have significant difficulty reading and accessing grade
level texts;
• Often demonstrate a pattern of inconsistent progress on
academic and functional skills;
• Often have difficulty expressing what they know and are able
to do;
• May have a limited means of verbal and written
communication; and
• May require augmentative communication and/or assistive
technology in order to access, participate and make progress
in learning.
15
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Goal: Educational Programs
• Students with complex instructional needs should,
regardless of setting and program:
– Be engaged in a school schedule and program similar to
peers in the same grade
– Be expected to learn challenging academic content
– Have an IEP that includes both academic and individualized
goals with a clear description of how access to general
education curriculum will be provided
– Have access to instructional materials, communication
supports, including AAC and AT that promote active and
meaningful engagement in academic instruction.
16
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
John Tommasini
Bureau of Special
Education
Principal Investigator
Special Education
Advisory Panel
Shatarupa Podder
Bureau of Special
Education
Project Director
Dr. Janet Sloand
PaTTAN
Project Coordinator
Jeannine Brinkley
Scott Dougherty
Marcia Thomas
Project
Implementors: West
Karen Grammas
Rick Creech
Project
Implementors:
Central
Susan Gill
Debra Brown
Jane Brown
Project
Implementors: East
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Scaling Up Process
Early in Scale Up
Less defined
More input into process,
protocols, and content
Expectations are less defined
Later in Scale Up
More defined
Less input into process, protocols
and content
Clearer expectations
18
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
19
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX Practice Profile
• Standardized, systematic tool for summarizing
the areas of practice, core components and
requirements of Project MAX.
• Describes what maximizing access and
learning of the general education curriculum
looks like for students with complex
instructional needs.
20
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX Practice Profile
• Serves as a roadmap/blueprint for the
implementation of Project MAX
– Describes the core components of Project MAX
implementation
• Professional development will support the
implementation of all six areas of practice
• Teams will identify areas of strength and areas
for improvement for customized support
21
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX Practice Profile
Six Areas of Practice
• Leadership
• Curriculum, Assessment and Instruction
• Least Restrictive Environment
• Individualized Student Supports
• Family and Community Involvement
• Collaboration and Problem Solving
22
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX Practice Profile
Project MAX will support
teams in gaining skills and
knowledge over time that
move them toward
optimized practice across
the 6 areas of practice over
time.
Optimized
Developing
Emerging
Ineffective
23
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Questions and Discussion
24
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Higher
Education
Parent
Network
Implementation and
Capacity Building Model
Administrators
Coaches
PROJECT MAX
LEAs
Student
Achievement
25
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Purpose
• Designed to increase the capacity of schools
to provide all students with maximum access
to and learning of the PA Core Standards and
the general education curriculum
• Three to Five Year Process
26
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Goals of Project MAX
• Develop a culture of teaching, learning and high
expectations for all students to be successful in the
general education curriculum
• Empower school teams with the competencies
needed to support the learning of all students
• Build and support schools in achieving improved
academic results
• Build capacity for implementing strategies and
techniques that engage parents and families
27
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
This means, your team will..
• Be able to identify
learning targets aligned
to PA standards for all
students
• Measure and make
decisions on the quality
and quantity of the
instruction that you are
providing to all students
• Engage all students in
meaningful and rigorous
instruction
• Provide all students
with skills and abilites
to communicate and
demonstrate what they
know and are able to
do
28
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Who will support your LEA?
• Each LEA will work closely with the PaTTAN
and IU TaCs.
– Provide support to LEA Leadership, Internal
Coach and LEA Program
– Customize the professional development and
technical assistance to the school team
29
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
30
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Building Capacity: Regional Teams
• Project Coordinator
• Project
Implementors
• PaTTAN Training
Team
PaTTAN Professional
Development and
Technical Assistance
Intermediate Unit
Support and
Technical Assistance
• Intermediate Unit
TaC
• Internal Coach(es)
• Leadership Team
• Program Team
IU and LEA Teams
Use of the Cascading Model for capacity building
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Multi-Year Implementation Process
Year One:
Plan and
Apply
Year Two:
Application
and Practice
• Intensive professional development:
August and throughout year
• Implementation support from
PaTTAN, TaCs, and internal coach
• Professional development
• Implementation support from TaCs
and internal coach with fading
support from PaTTAN
32
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Multi-Year Implementation Process
Year Three:
Deepening
Understanding
• Implementation support
from internal coach with
fading support from TaCs
Year Four:
Mastery
• Implementation support
from internal coach
33
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Professional
Development Cycle:
May
Year One of
Individualized
Implementation
Student Planning
April
Overcoming
Barriers
March
Assessment for
Learning
August
Summer
Institute
October
Learning Targets
PD Topics:
Components of
Standards-Aligned
Unit Planning
Process
February
Instructional
Strategies
November
Vocabulary &
Ideas
December
Instructional
Materials
January
Active
Engagement
34
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Questions and Discussion
35
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Higher
Education
Parent
Network
Administrators
Developing the Team
Coaches
PROJECT MAX
LEAs
Student
Achievement
36
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Participation Criteria
• Readiness:
– Success in implementing school-wide practices (e.g., PBIS, RTII)
– PD related to academic instruction for students with complex
instructional needs
• Agree to develop and use a Project MAX implementation
plan to analyze progress and problem solve barriers.
• Interested in ensuring that all students have access to and is
learning the general education curriculum and the PA Core
• Able to commit the project for a minimum of 3 years
• Able to identify and provide release time for an internal
coach
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Project MAX Team Members
LEA
• Full team involvement
–
–
–
–
–
–
–
–
Internal coach
Special Education Leader
Curriculum Leader
Principal
Special Educators
General Educators
Related Service Personnel
Family
IU
• Full team involvement
–
–
–
–
–
–
–
–
Internal coach
Special Education Leader
Curriculum Leader
Supervisor(s)
Special Educators
Content Expert
Related Service Personnel
Family
38
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Team Composition
• Carefully and thoughtfully crafted
– Each member plays a meaningful and active role in
Project MAX implementation
– Including parent/family member
• Project MAX will start implementation within one
building or program but want the team to have a
systems view to result in long-term change
across the LEA or IU
39
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Family Role on Project MAX Teams
• Ensure that the family perspective is included:
– Needs assessment and prioritization of improvement
– Develop and engaged in implementation of Project MAX
• Encourage and support engagement of other families
in the LEA/IU through leadership and advocating for
positive systems change
40
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Family Role on Project MAX Team
• Should be a family member of a student with
complex instructional needs
• Authentic, respected and valued member of
team
• Perspective is included in decision making
• Participation in meetings
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Commitment
• Participate in the project for a minimum of three
years.
– Introductory webinar
– Full team involvement and participation in the
Intensive Summer Institute: August 4th to 7th in
Hershey
– Monthly 2 hour On-Site Professional Development
– Monthly 2 hour On-Site Team Meetings
LOTS OF WORK BUT LOTS OF SUPPORT
42
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Commitment
• Ensure that the team is comprised of required
team members
• Identify at least one individual who will serve
as the internal coach
– Additional training for internal coaches
• Full team participation in the ongoing
professional development
43
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Role of the Internal Coach
• Works closely with IU TaC and PaTTAN to
build capacity within team
– Coach teachers on effective standards aligned
instruction
– Provide professional development
– Assist in the collection and analysis of data
– Support planning and problem-solving
– Non-evaluative
44
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Internal Coach Time Commitment
• At least 3-4 days/month serving in this
capacity.
– 1-2 days/month – coaching the teachers and staff
– 1-2 days/month – receiving or providing
professional development
– 1-2 days/months – analyzing data to assist the
team
45
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Commitment
• Submission of baseline, ongoing and end of
year data
• Maximize access to the Pennsylvania Core
Standards for all students with complex
instructional needs, regardless of educational
placement
• Recruit parents of students with disabilities to
receive training and to participate in the
statewide network of parents.
46
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Commitment
• Complete the Project MAX Practice Profile
Implementation Rubric (August – Dec)
• Create an Implementation plan that identifies
at least four substantive action steps that will
move the school/program closer to optimized
practice. (by December)
• Schedule monthly PD sessions, monthly team
meetings and suppot
47
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Stipends
• Participating LEAs and IUs will receive funds
to support collaborative team meetings,
professional development, summer
professional development, instructional
resources and technology
48
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Questions and Discussion
49
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Data and Evaluation
PROJECT MAX
50
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Evaluation Plan
• Evaluation plan is conceptualized to ensure that
methods are thorough, feasible, and appropriate to
the goals, objectives, and outcomes of the proposed
project.
• To maximize benefits for students through evidencebased professional practices;
• To maintain fidelity with the innovation process and
implementation of the intervention;
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Evaluation Data
• Agree to submit baseline and end of year data
– Student level data (targeted 10-12 students)
• Communication Skills, ELA Skills, and Math Skills
– Teacher level data
• Educator Survey
– School and LEA level data
52
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Data Collection
REQUIRED DATA
Team Level (LEA
or IU)
Educator Level
Student Level
• Completion and submission of Project
MAX Implementation Plan
• Educational Services and Placement Data
by Disability
• Project MAX Educator Survey (Beginning
and end of year)
• Project MAX Student Characteristics
Survey completed for target students with
complex instructional needs
(beginning and end of year)
53
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Questions and Discussion
54
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Higher
Education
Parent
Network
Administrators
Next Steps
Coaches
PROJECT MAX
LEAs
Student
Achievement
55
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Sharing the Content
• Identify other team members who need to
understand the commitments and
expectations of Project MAX
• Establish a time to talk key administration
about implications of participating in Project
MAX
56
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Next Steps and Timeline
• Discuss and Build Commitment
– Identify team members
– Secure approvals
– Submit Project MAX Commitment Form
– Participate in Orientation Team Meeting and
Webinar to prepare you for Summer Institute
• August 4-7, 2014 : Kick-off Summer Institute
57
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Questions and Discussion
58
Office
of Child
& Early
Learning
Project
MAX:Development
Maximizing Access
and Learning
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
Carolyn C. Dumaresq, Ed. D., Acting Secretary
John J. Tommasini, Director
Bureau of Special Education