CTA representatives have asked that we forward them input for a committee that is analyzing the impact of the teaching an additional period and having only one planning period for high school. In addition to the many negative outcomes being reported by general education teachers consider the following which is particular to ESE students and teachers:
1. Teachers have no time to mentor, support, counsel, and tutor students outside class. With the demands of curriculum, there is very little time in the classroom when instruction can be stopped to take care of this important ESE service. We have seen huge increases in suspensions, withdrawals to charter and private schools, drops in student grades, feelings from students that there is “no help.” and the number of students with a lack of motivation.
2. ESE teachers are missing 2-3 classes per week, on the average, to conduct IEP meetings. Sometimes it’s an aid covering or a co-teacher is left by themselves.
3. ESE teachers are completing the draft IEPs after school or at home. Increasing the “homework” portion of the job several more hours per week on the average.
4. Very little “case management” is occurring. There is much less time to consult, collaborate, make phone calls to parents and agencies, etc.
5. ESE teachers who co-teach travel all over the building (floating) and must co-plan with on the average 3 different teachers.
6. ESE teachers of students in the self-contained classrooms (TMH and SPMH at my school) use parts of their planning and lunch time to assist students in the lunchroom, bathroom, and locker rooms. This adds up to a class period, but because there is no roster for the ESE teacher, the time does not count as instructional for the ESE teacher.
Showing posts with label special needs. Show all posts
Showing posts with label special needs. Show all posts
Tuesday, December 4, 2007
Friday, May 4, 2007
Why ESE Teachers Need a Planning Period AND an ESE Clinical Period
Why Secondary ESE Teachers Need a “Clinical” Period and a Planning Period
(revised on 3/3/07)
With both district and administrative support at my school, we were able to implement a “clinical” period for most ESE teachers for nearly 10 years. Many other high schools throughout the county followed suit. In planning for this school year, 2006-07, we realized that it would be impossible to provide services for our students without ESE teachers teaching 5 out of 7 periods. Our duty period became “ESE Duty”, and these teachers were not assigned homerooms. This plan has not been successful as what we are asked to do for ESE students outside of the classroom while maintaining mandatory compliance and documentation is overwhelming for the little time afforded to these tasks. These tasks are clearly 20% of time.
Below is the typical/average ESE paperwork load and case management activities for VE teachers co-teaching and perhaps having 1-2 resource/special diploma classes. This is why a “Clinical Period” is needed.
1. The average IEP from arranging a date to photocopying and filing = 7 hours x 22 case load =154 hours per year (about 1/5th require an additional review) =184 hours per year.
2. Three year re-evaluations, testing for FCAT Waivers, and alternate assessments = 8 students x 3 hours each = 24 hours per year.
3. Conducting FBAs/PBIPs, IEP reviews for every student at the 10th day of suspension = (lucky if you have the average of) 2 students x 12 hours = 24 hours per year.
4. Students on McKay meetings for a re-evaluations/other = 1student x 4 hours = 4 hours per year.
5. Meeting with students on consultative status = 5 students x 9 months (not meeting in May) x 15 min. average. = 11.25 hours per year.
6. Phone calls to parents for case management = 22 case load x 10 months x average 10 min. a month (some none, more, or less) = 36.67 hours per year.
7. Consulting with teachers for students on caseload/monthly progress reports = 22 students x 9 months (not May) x 5 minutes each = 16.5 hours per year.
8. Report Card inserts = 22 caseload x 4 times per year X 5 min. each = 7.3 hours.
9. “Gretrude Graduate” (informing parents that services end upon graduation) and Summary of Performance forms (must meet with student) = 5 students x 25 minutes = 2 hours.
10. Recommendations for the following year programming 17 caseload (less the grads) x 10 minutes = 3 hours.
11. Reviewing the IEPs at the beginning of the year, and communicating accommodations and information to gen. ed. teachers at the beginning of the year and again when the IEP is reviewed = 10 hours.
This is 322.72 hours per year of ESE additional requirements to a teacher’s work day!
There's time spent “counseling” a student or providing additional help for an academic problem, not included.
Another issue is the enormous number of updates to procedures and policies. We live in a rapidly changing world and it takes a great deal of time to read the continually changing "new rule" or "procedure". With the many legal issues involved with ESE students, this is another time consuming part of the job. An annual file folder of updates has been 2 inches thick for years.
The self-contained programs spend their time of lower caseloads doing far more data collection, on-going alternate assessment, parent contact, agency contact, etc. They also must review/revise the IEP to address Extended School Year. They also have a classroom aide or attendant.
A “Planning Period” is needed for planning. In an ideal world, a VE teacher would have 3 preps and co-teaching with no more than 2 people. That's far more than a solid hour per day for planning and grading. Teachers must also plan for differentiated instruction. They must plan and provide accommodations. This must also include modified content, materials, and assessment for special diploma students who are served in a regular education classes.
(revised on 3/3/07)
With both district and administrative support at my school, we were able to implement a “clinical” period for most ESE teachers for nearly 10 years. Many other high schools throughout the county followed suit. In planning for this school year, 2006-07, we realized that it would be impossible to provide services for our students without ESE teachers teaching 5 out of 7 periods. Our duty period became “ESE Duty”, and these teachers were not assigned homerooms. This plan has not been successful as what we are asked to do for ESE students outside of the classroom while maintaining mandatory compliance and documentation is overwhelming for the little time afforded to these tasks. These tasks are clearly 20% of time.
Below is the typical/average ESE paperwork load and case management activities for VE teachers co-teaching and perhaps having 1-2 resource/special diploma classes. This is why a “Clinical Period” is needed.
1. The average IEP from arranging a date to photocopying and filing = 7 hours x 22 case load =154 hours per year (about 1/5th require an additional review) =184 hours per year.
2. Three year re-evaluations, testing for FCAT Waivers, and alternate assessments = 8 students x 3 hours each = 24 hours per year.
3. Conducting FBAs/PBIPs, IEP reviews for every student at the 10th day of suspension = (lucky if you have the average of) 2 students x 12 hours = 24 hours per year.
4. Students on McKay meetings for a re-evaluations/other = 1student x 4 hours = 4 hours per year.
5. Meeting with students on consultative status = 5 students x 9 months (not meeting in May) x 15 min. average. = 11.25 hours per year.
6. Phone calls to parents for case management = 22 case load x 10 months x average 10 min. a month (some none, more, or less) = 36.67 hours per year.
7. Consulting with teachers for students on caseload/monthly progress reports = 22 students x 9 months (not May) x 5 minutes each = 16.5 hours per year.
8. Report Card inserts = 22 caseload x 4 times per year X 5 min. each = 7.3 hours.
9. “Gretrude Graduate” (informing parents that services end upon graduation) and Summary of Performance forms (must meet with student) = 5 students x 25 minutes = 2 hours.
10. Recommendations for the following year programming 17 caseload (less the grads) x 10 minutes = 3 hours.
11. Reviewing the IEPs at the beginning of the year, and communicating accommodations and information to gen. ed. teachers at the beginning of the year and again when the IEP is reviewed = 10 hours.
This is 322.72 hours per year of ESE additional requirements to a teacher’s work day!
There's time spent “counseling” a student or providing additional help for an academic problem, not included.
Another issue is the enormous number of updates to procedures and policies. We live in a rapidly changing world and it takes a great deal of time to read the continually changing "new rule" or "procedure". With the many legal issues involved with ESE students, this is another time consuming part of the job. An annual file folder of updates has been 2 inches thick for years.
The self-contained programs spend their time of lower caseloads doing far more data collection, on-going alternate assessment, parent contact, agency contact, etc. They also must review/revise the IEP to address Extended School Year. They also have a classroom aide or attendant.
A “Planning Period” is needed for planning. In an ideal world, a VE teacher would have 3 preps and co-teaching with no more than 2 people. That's far more than a solid hour per day for planning and grading. Teachers must also plan for differentiated instruction. They must plan and provide accommodations. This must also include modified content, materials, and assessment for special diploma students who are served in a regular education classes.
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