Optimized Inclusive Practices (OIP) Professional Development Series

oip.jpg
PaTTAN is offering a series of nine (9) professional development modules designed to provide an overview of the big ideas, concepts and competencies described in the OIP Framework . The modules are designed to support district and school leaders, classroom educators, related service providers and others in the implementation of optimized inclusive practices not only for students with low incidence and significant cognitive disabilities but for ALL students in Pennsylvania. All nine modules are available through the PaTTAN website.


To access the modules: Create an account through encour.se. Click on the "register" link from the Login page. If an account has already been established, log into the account to enroll in the training. Once logged in, select the module(s) of interest. An overview of each module is provided below.  
 

Module Overview:

  • Module 1: Overview of the Optimized Inclusive Practices in Pennsylvania (OIP) Framework

The OIP Framework is designed to ensure that school personnel have a comprehensive understanding of the big ideas, concepts and competencies needed to leverage data, systems and practices to effectively educate students who have low incidence and significant cognitive disabilities.

  • Module 2: Leadership (Big Idea A)

​Effective Leadership ensures that inclusive educational practices are embedded across policies and procedures, structures and professional development for all stakeholders. Module 2 provides an overview of the big ideas, concepts and competencies related to effective leadership supporting inclusive practices.

  • Module 3: Welcoming Climate and Family/Community Involvement (Big Ideas B and E)

In schools that exemplify optimized inclusive practices, all students are welcomed and valued as participating members of the school community. Competence is presumed for all students. Family and community involvement is essential in creating and sustaining effective inclusive educational practices.

  • Module 4: Collaboration (Big Idea D)

Purposeful collaboration is the cornerstone of effective inclusive educational practices.  Module 4 describes the big ideas, concepts and competences related to sustainable collaborative planning, design and implementation of inclusive educational practices for all students.

  • Module 5: Instructional Planning (Big Idea F)

Effective and efficient instructional planning minimizes curricular barriers for all students. Module 5 describes the concepts and competences needed to plan instruction to support learning for all students with a particular focus on the concepts of Multi-Tiered Systems of Support (MTSS), Universal Design for Learning (UDL), and data-driven instructional planning that supports inclusion and access to the general education curriculum.

  • Module 6: Effective Instructional Practices Part 1 (Big Idea G.1)

Effective teachers use multiple evidence-based practices to ensure that all students are actively engaged in meaningful learning. Topics include standards-aligned instruction, alternate eligible content and the essentialization process, effective instructional practices, instructional engagement, classroom management and positive behavioral intervention and support.

  • Module 7: Instruction and Engagement Part 2 (Big Idea G.2 and G.3)

This module focuses on the topics of assessment and paraprofessional supports. Effective instruction involves assessment that occurs regularly and drives instruction. Effective educators effectively coordinate instructional support provided by paraprofessionals.

  • Module 8: Placement Decisions and Supplementary Aids and Services (Big Ideas C and H)

The Individuals with Disabilities Education Act (IDEA) requires the consideration of supplementary aids, services and other supports that are provided in regular education classes and other education-related settings, and in extra-curricular and nonacademic settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. Module 8 describes the big ideas, concepts and competencies needed to provide all students with access to and participation in the general education curriculum.

  • Module 9: OIP Assessment Facilitator Overview*

This module is required for facilitators who will use the new OIP Assessment Tools to support teams in examining the current status of their program in relation to Optimized Inclusive Practices. The tools, forms and resources needed to effectively facilitate the OIP Assessment Process are provided within Module 9. For IU TaC, District and School leaders who will be OIP Assessment Facilitators.

*Module 9 is required for OIP Facilitators who will be using the new OIP Assessment Tools to support school-based teams. Module 9 provides an overview of the OIP Assessment Process including the tools, forms, and resources needed to effectively facilitate the OIP Assessment Process with a team. Facilitators must complete OIP Module 9 in order to access the tools, forms, and resources.

Resources:

Please click on the resource to be redirected.

Directions to access OIP Online Modules:

For additional information about Optimized Inclusive Practices Professional Development Series, please contact: