PULSE - Principals Understanding Leadership in Special Education Cancelled

July 28, 2020 - September 19, 2020

Special Education

This 30-hour PIL course aims to build upon principals’ working knowledge and skill sets needed to successfully program and innovate for students with disabilities. The growing field of research at the intersection of principals and special education yields evidence-based practices that support outcomes for students with disabilities. PULSE blends and braids throughout three instructional days, data practices, multi-tier systems of supports, legal literacy, and implementation of and sustaining evidence-based practices. Through retrieval and analysis of data related to special education to understanding programming options for inclusive systems and individual student supports, participants will increase their abilities to lead and impact student and systems growth. Other experiences that encourage knowledge and skills around special education include, self-assessment, lectures, exposure to literature, videos, scenarios, discourse and action research design. The three in-class days are titled, Leading a Culture of Change, Being an Instructional Leader, and Supporting Effective Behavioral Systems. 

Day 1 Leading a Culture of Change – participants engage literature, data and discourse about leadership, change and vision, laws and regulations, LRE, LEA Representation and Climate and Culture. 

Day 2: Being an Instructional Leader -participants engage literature, tasks, data and discourse to support learning around multi-tier systems of support, universal design for learning, standards aligned and alternate eligible content, specially designed instruction, supplementary aids and services, assistive technology and secondary transition. 

Day 3: Supporting Effective Behavioral Systems - throughout Day 3 of PULSE, participants are required to engage in literature and complete several tasks to support learning around school-wide behavior systems, functional behavior assessment and behavior intervention plans, manifestation determination, alternatives to suspensions and expulsions, and restraints. 

Day 4: Presentations and Feedback - Objectives 
1. Apply key principles of IDEA and Chapter 14 regulations towards establishing individual vision and mission statements, class activities, and final class project. 

2. Identify and analyze authentic data sources that inform student growth and are utilized to plan and execute change using the problem solving cycle - identify problem | hypothesize why | select and implement a solution | monitor fidelity and growth outcomes. 

3. Critique legal review of special education case law and analyze their relevance towards the IDEA Part B 17 required federal indicators, PA State Performance Plan and their own LEA Special Education Plan and the policy and programming for students with disabilities. 

4. Self assess and identify new practices to support the critical role of Local Education Agency (LEA) representative in; a) overseeing the implementation of IEP instructional goals including secondary transition goals; and b) assuring alignment and access to PA Academic Standard, including Alternate Eligible Content, in the least restrictive environment. 

5. Compare evidence based practices that impact school culture and climate, specifically the implementation of a Multi Tiered System of Support for behavior. 

Date of day 4 is to be announced - in person or virtual.


Audience: 
This course is ONLY for General Education Administrators - Principals, Assistant Principals, Superintendents, and Assistant Superintendents –  
please do not complete an application if you are not currently in one of these leadership positions.  
 

Presenters: TIU 11 Educational Consultants and Administrators

Registration Information:
Please register online by visiting the Tuscarora Intermediate Unit website at www.tiu11.org

Registration link: 

Cost (non-refundable): $75 (includes: textbook, materials, and lunch)

For questions regarding content, contact:

Julie Brown, jbrown@tiu11.org

Sandi Dinardi, sdinardi@tiu11.org

Kelly Zurybida, kzurybida@tiu11.org

 

For questions regarding registration, contact:

Connie Flaherty: cflaherty@tiu11.org

 

Register

Registration is open until 7/28/2020

Tickets

All Registrants
$75.00
Unlimited Sessions
All Days

Available Credit or Activity Hours

Act 45 Activity Hours
30.0 Hours
PA Inspired Leadership (PIL) Advocating for Children and Public Education - CL5
Free

Sessions

Tuesday, July 28
8:30am - 4pm
Day 1 - Leading a Culture of Change

Participants will engage through literature, data and discourse to learn about leadership, change and vision, laws and regulations, Least Restrictive Environment (LRE), LEA Representation and Climate and Culture.

Agenda

8:30 a.m. - 9:15 a.m.           Overview of PULSE

9:15 a.m. - 10:00 a.m.        Leadership

10:00 a.m. - 10:15 a.m.      Break

10:15 a.m. - 11:00 a.m.      Change and Vision

11:00 a.m. - 11:45 a.m.      Laws and Regulations

11:45 a.m. - 12:45 p.m.      Lunch on Your Own

12:45 p.m. - 1:45 p.m.        LRE

1:45 p.m. - 2:00 p.m.           Break

2:00 p.m. - 3:00 p.m.           LEA Representative

3:00 p.m. - 4:00 p.m.           Climate and Culture, Family 
Engagement

More
Thursday, August 6
8:30am - 4pm
Day 2 - Being an Instructional Leader

Participants will engage through literature, tasks, data and discourse to support learning around multi-tier systems of support (MTSS), universal design for learning, standards aligned and alternate eligible content, specially designed instruction (SDI), supplementary aids and services, assistive technology and secondary transition.   

Agenda 

8:30 a.m. - 9:00 a.m.           MTSS and Effective Instruction

9:00 a.m. - 10:00 a.m.        Universal Design for Learning 

10:00 a.m. - 10:15 a.m.      Break

10:15 a.m. - 11:00 a.m.      Standards Aligned and Alternate 
Eligible Content

11:00 a.m. – 11:45 a.m.     SaS - SDIs (Accommodations & Modifications), and Related Services

11:45 a.m. - 12:45 p.m.      Lunch on your own

12:45 p.m. - 1:15 p.m.        Bridging Curriculum to Disability - 
SAS Toolkit

1:15 p.m. - 2:00 p.m.           Secondary Transition

2:00 p.m. - 4:00 p.m.           The IEP

More
Wednesday, September 16
8:30am - 4pm
Day 3 - Supporting Effective Behavioral Systems

Throughout Day 3 of PULSE, participants are required to engage in literature and complete several tasks to support learning around school-wide positive behavior systems (SWPBS), functional behavior assessment (FBA) and positive behavior intervention plans (PBSP), manifestation determination, alternatives to suspensions and expulsions, and restraints.

Agenda

8:30 a.m. - 9:45 a.m.       State Systemic Improvement Plan (SSIP)

9:45 a.m. - 10:00 a.m.    MTSS/SWPBS

10:00 a.m. - 10:15 a.m. Break

10:15 a.m. - 11:00 a.m. MTSS/SWPBS, cont'd.

11:00 a.m. - 11:45 a.m. Alternatives to Suspensions and Expulsions

11:45 a.m. - 12:45 p.m. Lunch on your own

12:45 p.m. - 1:45 p.m.    FBA and PBSP

1:45 p.m. - 2:00 p.m.       Break

2:00 p.m. - 2:45 p.m.       Manifestation Determination

2:45 p.m. - 3:15 p.m.       Restraints

3:15 p.m. - 4:00 p.m.       Data, Design and Project Planning

More
Saturday, September 19
8:40 - 11:40am
Day 4 – Culminating Project -Date to be determined

PULSE cohort participants will be afforded the opportunity to present their culminating learning project during Day 4 of the PULSE series.  PaTTAN instructors and cohort participants will be allotted time to ask questions and provide feedback on individual presentations. 

Date of day 4 is to be announced - in person or virtual.

Agenda

8:30 a.m. - 11:30 a.m.    Presentations and Feedback

                                          OR

12:30 p.m. - 3:30 p.m.    Presentations and Feedback

 

Objectives:

1.     Apply key principles of IDEA and Chapter 14 regulations towards establishing individual vision and mission statements, class activities, and final class project.

 

2.     Identify and analyze authentic data sources that inform student growth and are utilized to plan and execute change using the problem solving cycle - identify problem, hypothesize why, select and implement a solution, and monitor fidelity and growth outcomes.

 

3.     Critique legal review of special education case law and analyze their relevance towards the IDEA Part B 17 required federal indicators, PA State Performance Plan and their own LEA Special Education Plan and the policy and programming for students with disabilities. 

 

4.             Self-assess and identify new practices to support 

More