Page 35 - EdViewptsSpring2020

that our goal needed to be to promote As a committee of stakeholders, we student’s needs. We had some students
more independence within our spe- came up with a data tracking system who needed an assistant with more
cial education students. As a result, for all relevant parties to participate medical experience, others with more
together, we developed a plan for in and review. As such, all members behavioral experience. Finding that right
the district in order to increase inde- would take formal, informal, quantitative match was a challenge. Therefore, as
pendence for our special education and qualitative data on a student with an administrative unit, we met and laid
students; one that used data to create a specific goal and timeframe in mind. out each student’s needs and paired
consistency and employed profes- The compilation of this data taking students with the corresponding instruc-
sional development across the district. would be reviewed together so that a tional assistant based on experiences
This article will focus on the one year plan could be put in place including and strengths. This process has been
crusade of two Special Education Ad- what type of assistance the student invaluable.
ministrators and three Behaviorists to may need (what type of ratio, for what
promote the importance of increasing classes, and for how long), the specific Results and Implications
independence in our Special Educa- goals the assistance would aide in, and This entire process took about a year
tion students. the plan to fade that assistance over and a half and is ongoing as we make
time to promote as much independence adjustments. We continue to refine
Phase One: Mindset- as possible. As a result, throughout the the process and hone in on our next
Shift Through Professional year the assistant would be able to take steps of professional development
Development specific data on the student’s individual for staff. Yet, in this short time, the

There was no doubt that the first place needs and show how the student is implications and results are staggering.
progressing academically, socially,
we needed to start was the “Why.” In and emotionally. This shift allowed all By incorporating fade plans and data-
order to change culture, we needed parties including teachers, instructional driven instruction, in total, we reduced
to change the mindset. All key stake- assistants, and parents to understand the number of instructional assistants
holders needed to understand when, the trajectory of the student. from 117 to 86. We transitioned from
why, and the use of an instructional 70 1:1 ratio instructional assistants to
assistant for a student. Moreover, we Phase Three: Monitor and 30; as many of those students were
needed our staff to learn various ways Match able to fade to 2:1 ratio or 3:1 ratio.
to promote independence within the The majority of our 3:1 ratios were able
classroom. Our behaviorists played Once a system was put into place, it to fade completely by using specific
a key role in creating and facilitat- was important to target specific pro- de-escalation techniques and with the
ing these professional development grams that needed a little more individu- help of our behaviorists’ training on
sessions for all staff and community alized attention and instruction. We not behavior plans for teachers. Students
members, so that they felt empowered only met with team members, but we who do have ratios during academic
to carry through the skills learned in met with each individual principal of our time were able to fade during lunch and
school. Our range of professional eight schools to speak about student recess as the demand was not on them
development included: needs. As a result, principals were which allowed for social and emotional
able to schedule accordingly and also independence and empowerment during
• Confidentially prepare for each student. However, we those times. The students, who need
• Prompting/Prompt Dependency found that one of the biggest hurdles assistance, have it. Most importantly,
• Disability Awareness was matching the right assistant with the our special education students are given
• Data Taking
• Following Behavioral Intervention
Plans with Fidelity
• What is/How and When to use a
Crisis Plan
• What is ODD and how to work
with students
• Introduction of problem-solving
curriculum to students
We found that professional development
was the key to empowering our staff to
embrace student independence.

Phase Two: Data and
Consistency

It became evident that the district
needed a systems process for students
who needed an instructional assistant.

Educational Viewpoints -33- Spring 2020