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2001 Special Olympics World Winter Games

School Enrichment Program

Nicolle Egan

School Enrichment Program (SEP)

AFTER ACTION REPORT

MISSION

  • To provide opportunities for students and educators throughout Alaska to be involved in the 2001 Special Olympics World Winter Games Alaska.
  • To continue to build a partnership with Alaska, Department of Education and Special Olympics worldwide.

PURPOSE

  • To provide opportunities for ALL Alaska Students to experience the full richness of the 2001 World Games.
  • To promote the interaction of Alaska Schools and Special Olympics athletes.
  • To promote public awareness of the 2001 World Games and seek increased school involvement in Special Olympics.

To develop and implement an integrated K-12 curriculum based on the Alaska Performance and Content Standards.

  • To highlight the abilities and achievements of persons with mental retardation and bring Special Olympics athletes and Alaska Students into the spotlight of public attention as they welcome athletes from around the world.

B. GOALS & OBJECTIVES

GOALS

School Curriculum

Develop an integrated K-12 curriculum, based on the Alaska Performance and Content Standards.

Determine focus areas on each level of education.

Most Effective in Alaska:

Primary: activities and lessons (Special Olympics, similarities and differences) and , assemblies and presentations with Global Messengers medals and sports equipment.

Intermediate: activities and lessons, geography and culture, pen pal/communicate with athletes, videos effective, assemblies and presentations with Global Messengers medals and sports equipment.

Middle School: activities and lessons focusing on diversity and people with disabilities, culture, language, sports, spectator team, host team, and geography. Assemblies and presentations with Global Messengers sports equipment and videos. Planning for activities during hosting and Games.

Secondary: Club related activities and lessons focusing on diversity, tolerance, service learning, culture, language, sports, spectator team, host team, and volunteering. Assemblies in conjunction with other sport events in school. Presentations with Global Messengers, discussion of various countries and videos, as well as mission and philosophy of Special Olympics. Comparison of young adults with and without disabilities in sports and in planning for life after high school. Planning for activities during hosting and Games. Promoting volunteer opportunities and overall planning for the event.

Develop lesson plans that will educate ALL students about individuals with disabilities and Special Olympics. Lesson Plans should include adaptations and modifications for those students with cognitive disabilities.

Encourage and assist with the involvement of Special Education Classroom and Regular Education Classroom working together on lessons and projects.

Technology

Implement curriculum through the use of print, interactive CD ROM and web based technologies.

Recommend use of all three stated above.

Increase number of CD than binders to decrease shipping cost.

Determine technology used in schools. Create CD ROM and web programs to best be uploaded in the classroom with least delay.

Utilize communication technologies through e-mail, discussion boards, chat and other web based systems.

Create discussion board for teachers to share activity ideas.

Identify/Provide incentives for teachers/students to increase participation.

Create discussion board for students and teachers to share activity ideas/ provide feedback on lessons.

Schedule activities such as chat rooms, discussion board topics. Identify specific classrooms to participate in activities.

Professional Development

Engage educators to develop specific lesson plans using Special Olympics, Inc. programs.

Provide training for educators on strategies for working with students with disabilities.

Train/Inform selected educators about Special Olympics Programs such as Special Olympics Sports, Unified Sports, Athlete Leadership Program, Sport Partnerships, Partners Club, and Motor Activity Training. Provide information on support provided by SOAK, SOI for these programs.

Utilize the “institute” or “teacher training” approach to achieving the above.

Participating in district in-service, statewide conferences, local faculty meetings and planning programs,

Research

Develop and distribute a survey that can be sent out to Schools about their current participation and knowledge of Special Olympics.

Interpret data collected in the survey to determine the successful practices already existing in school, as well as potential areas of the state that would benefit form increased support/opportunities through Special Olympics.

Consider time commitment prior to and following the creation of the Curriculum.

Determine what data has already been collected prior to designing the survey.

Work in partnership with Department of Education and local Administration in completing this task.

Coordinate with Special Olympics Program (ie. Special Olympics Alaska) in determining information they can best utilize as well.

Outreach

Work with Special Olympics Alaska to develop and implement a plan that increases the number of athletes and partners currently active.

Assist Special Olympics Alaska in enrolling potential athletes and partners in those schools not currently active.

Work in partnership with already existing Special Olympics Program (ie. Special Olympics Alaska)

Utilize Student Program Concept (see attached) to complete this goal.

Long Term Curriculum

Investigate ways that Special Educators can use opportunities presented to students through Special Olympics.

Investigate how students can demonstrate cognitive, vocational, and social skills through the sports partnerships programs.

Work in partnership with Department of Education, Local Education community and Special Olympics Program to determine strategy for achieving the above goals.

OBJECTIVES

  • Special Olympics was founded on the premise that bringing people together – people with and without mental retardation – will break down existing barriers and result in acceptance, understanding, and new relationships. Alaska Schools represent one of the best forums to create a sense of acceptance and inclusion among our youth. We hope that participation in the School Enrichment Program will advance this goal by offering opportunities for the development of lasting personal friendships and promoting a better understanding and appreciation of international cultures and American/Alaskan life. We also hope that participation in the SEP will encourage schools, students and community members to be strong supporters at Special Olympics World Games events.

The School Enrichment Program will put the interests of the Special Olympics athletes first.

Ensure Special Olympics Athlete Representation in decision making throughout development and implementation of the program. (ie. Active/position on advisory committee, assistance with presentations, etc.)

  • The School Enrichment Program will strive to include the entire state of Alaska in its program.

Ensure all schools have access to the same information.

Access education related agencies and organizations located in areas outside of host town to assist with the promotion. (ie. DMHDD, Special Education Services Agency, Alaska Education Association, Alaska Association of Students Governments, Alaska Federation of Natives, etc)

  • The School Enrichment Program will promote Special Olympics throughout Alaska and involve as many people as possible in the SEP, in the 2001 Games, and ultimately with SOAK once the games are over. The School Enrichment Program will provide a cultural exchange that will promote international friendships and enhance the athlete’s experience of the 2001 Games.

Coordinate closely with the Host Team Program and Spectator Team Program

Identify areas in which other departments can benefit from the partnership with schools (Language Services, Family Services, facilities, Sports Coordination, etc)

  • The School Enrichment Program will work to help bring all persons with mental retardation into the larger society under conditions where they will be accepted, respected and given the chance to become more productive individuals, enhancing their dignity and self-esteem.
  • The School Enrichment Program will put the interests of the Special Olympics athletes first. The School Enrichment Program will attract, support and retain qualified volunteers at every level (state, regional and local) to ensure that the program is executed with excellence. Volunteers will be screened according to procedures set forth by Special Olympics Inc. (SOI) and the Games Organizing Committee (GOC). A database listing screened volunteers will be a legacy for SOAK after the 2001 Games.
C.OVERVIEW OF SERVICES
School Involvement/Support

All public, private and home schools in Alaska were invited to participate in the

the School Enrichment Program. Individual teachers and schools were encouraged to identify a SOWWGA School Enrichment Program Liaison and subcommittee (“Team”).

Individual Teacher Involvement/Support

Teachers were encouraged to participate independently when the school dis not choose to implement the curriculum.

Student Program

Students throughout Alaska were made aware of opportunities to be involved in the 2001 World Games though various forms of media and presentation. Adult supervisors and students were provided materials and training whenever possible.

The 2001 Special Olympics World Winter Games Alaska Student Program:

  1. Promoted opportunities for students to be involved in the 2001 Special Olympics World Winter Games Alaska.
  2. Educated students about Special Olympics and mental retardation.
  3. Provided assistance to Alaskan schools in developing a partnership with Special Olympics Alaska that will continue after 2001 Special Olympics World Winter Games Alaska

SEP staff participated in the AASG Fall Conference on October 12-14. During that time, 3 student workshops and one Advisor Workshop were held. Workshops included

  1. 2001 Special Olympics World Winter Games Alaska: Be A Part of Something Big (Students will learn and discuss ways to get their schools involved.)
  2. Special Olympics General Orientation
  3. 2001 Special Olympics World Winter Games Alaska Floor Hockey Clinic
  4. Advisors: 2001 Special Olympics World Winter Games Alaska SEP.
  5. General Assembly (500 attending): Promote 2001 World Games and educating students about the Student Program component of the SEP.

At the conference, student liaison’s were identified from across the state. Follow up and assistance was given to facilitate the involvement of their schools.

Students worked on developing a base of knowledge in their schools about Special Olympics.

Professional Development (PD)

Opportunities were made available statewide throughout the development and implementation of the curriculum.

Training and direct participation in curriculum development occurred.

Spring Institute (see Section II)

Summer Institute (see Section II)

Special Education Conference workshop

Faculty Presentations

Alaska Association of Student Governments workshop (see Section III)

Strategies for working in inclusive settings and with students with special needs were included throughout the PD component of the SEP.

Materials provided in training

Curriculum contents

Website links

Promotion and Distribution of Curriculum

The promotion and distribution of the 2001 Special Olympics World Winter Games Alaska focused in Alaska. Six hundred of the one thousand binders and CDs produced were produced and distributed to every school building in Alaska.

The remaining 400 binders were distributed to individual persons, organizations, and agencies related to education and the World Games.

Binders/CD’s were distributed in the month of October. This release date allowed for binders to not get “lost in the shuffle” of other curriculum promoted and distributed prior to the start of the school year.

“Arguments” for release both earlier and later have been made. Earlier: allowing time for teachers to plan better with in their yearly plan. Later: acknowledging many teachers did not implement the curriculum until promotion of the Games was increased as Games time got closer.

Promotion of the curriculum and the programs related to the SEP occur in 3 phases: (1) prior to the development in “recruitment” of teachers to participate in process, (2) following the distribution, and (3) with the promotion related to Special Olympics Day.

Requests for the curriculum binder and CD outside of the mass distribution was handled through the SEP staff and the production company contract regarding postage.

Technology

The SEP and the programs related to it were available on the world wide web. Access to the SEP site: as well as via the World Games website

All materials could be downloaded as well as access discussion boards and chats that relate to World Games. Discussion boards and chats were maintained and monitored by Maserith and the Educational/Cultural Exchange Department Staff.

Host Teams were encouraged to use the site as a communication tool with their delegation. Information regarding this connection were provided to educators, regional directors and SOI via the Host Team Manager.

The website consisted of the following areas: Introduction and Program Information, Curriculum, Student Program (designed for the student), Host Team and Spectator Team Information, Discussion Board and Chat access, Event information, Frequently asked Questions, and access to SOI and SOAK sites.

Student Summit

(see Section V)

Education Reception

(see action VII)

Follow up and Recognition

SEP staff and volunteers recognized participants statewide in a variety of modes including 2001 Special Olympics World Winter Games Alaska volunteer recognition, website recognition, follow up thank you letters to Administration and school districts/school boards and other education related organizations.

ACTUAL SCHEDULE/TIMELINE FOR SEP

August

00/01 School Start

September

National Education Summit

Millennium Conference

Curriculum Complete and to print

Distributed

Initiate Discussion Boards and participation in web activities

October

National Federation of High Schools Conference

Alaska Association of Student Governments Fall Conference

Principal’s Conference

Special Education Directors conference

National Educators Association Fall Event

Special Olympics Alaska Fall Leadership Conference

November

Promotion: School Profile SOAK Newsletter

December

Maintain program

Student Summit Deadline

2001

January 01

Special Education Conference

February 01

Special Olympics Day

March 01

GAMES

Spectator Team Management

Student Summit

Education Reception

Follow up

All education related contracts terminated

April 01

Transition plan implemented via SOAK

(See Section VII)

AASG Spring Conference follow up

AASA Spring Exec Board Meeting follow up

Planning

  • Determine commitment of SO Program following games. It will drive the promotion of it.
  • Determine if the Education program would be better managed as department or within another department
  • Use local and state/national competitions to start educating and testing program components
  • Identify the target audience – materials and information often went to the Special Education Department or teacher because it said Special Olympics

Advisory Committee

  • Recommend representation by the following
  • Department of Education
  • Athlete
  • Student
  • Teacher each level
  • Teacher Special and Regular Ed
  • Admin
  • Special O local Area

In addition to using his group in an advisory status, use them as the presenters and promoters. They are also the source to identify ways to communicate with their co-workers peers, what is going on.

Spectator Teams

  • Ensure that the host Country has spectator teams
  • Assign spectators to more than one to a group
  • Test the program fully at Pre-Games and local/state games

Host Team

  • Promote SEP and HT as directly related
  • Include host country in some way
  • Keep host team related to schools – provides opportunity to put learning into action (authentic assessment)

During Games/ Sports

  • Scheduling available sooner

Final Leg Torch Run

  • Continue to present at schools

Promotion

  • Utilize conferences and meetings of schools, agencies and education related organizations to promote the use of program
  • Utilize Global Messengers
  • Identify local athletes in schools earlier to assist with promotion and implementation.
  • Work closely with local/state program so that people are being educated on what occurs outside of World Games accurately.

Identify focus areas for each level

  • Primary
  • Intermediate
  • Middle
  • Secondary
  • University

Special Olympics Day

  • Encourage GOC / Staff involvement
  • Encourage community-wide and volunteer participation
  • Ensure Athlete partcipation

Curriculum

  • Development recommend:
  • CD
  • Web
  • Hardcopy
  • Distribution
  • Contract the mailing
  • Binders remain at company
  • Once a week, send list of addresses
  • Send out in Mass – what is plan for individual request
  • Postage
  • Managing of it

Promotion

Target Groups

  • Administration
  • Admin Meetings
  • Teachers
  • Faculty Meetings
  • Regular Education
  • Special Education
  • Special Services (OT/PT Gifted)
  • Students
  • Student Government
  • Service Groups
  • Middle and High School Clubs
  • Sports Teams
  • Dance Teams
  • Cheerleaders
  • Senior Projects
  • Transition Programs
  • Parent Groups
  • Parent/Teacher Association
  • University
  • Teacher Prep courses
  • Continued learning (certification)
  • Education/State associations
  • NEA
  • AAMR
  • AEA
  • ASAA
  • AASG

GAMES SEP After Action1.doc