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eMSS

E-mentoring for Student Success

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MISSION

The mission of eMSS (eMentoring for Student Success) is to provide exceptionality, content, endorsement and grade level focused mentoring through an online technology network. Through eMSS, new and veteran teachers collaborate in an interactive community to facilitate the exchange of information, ideas, and experiences in order to advance high quality instruction for all students.

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PROJECT GOALS

Outcomes of the project include:

1) Continue to retain early career special education staff statewide by making mentoring available.

2) Make available online content for use by eMSS staff, mentors and mentees through the utilization of a secure platform.

3) Use proven evidence-based practices to recruit, retain, and train a state Mentor Cadre with fidelity.

4) Continue to offer virtual and face to face professional development for both eMSS mentors and mentees.

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PROJECT GOALS (CONTINUED)

5) Using established methodology and reporting procedures, conduct a longitudinal data analysis on the attrition rates of special education staff and related services providers annually.

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2022-2023 ACTIVITIES

Ongoing recruitment of early career special education teachers to participate in eMSS
Sustain identification and creation of TASN priority area Explorations
Maintain implementation of observations of eMSS mentees
Ongoing recruitment of exemplary special education teachers to serve as online mentors
Provide access to special education professional development to eMSS mentee and their administrators

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ATTRITION STUDY FINDINGS

At the beginning of the 2022-23 school year, 1,321 of the 10,098 personnel employed during the 2020-21 school year did not return to a special education position in Kansas. This represented an attrition rate of 13.1%, lower than the previous year of 16.4%.
Since 2013, the average attrition rate for science teachers in Kansas is 7.7%.
Math educators represent the lowest attrition of the three areas studied by the Kansas Teacher Retention Project with a rate of 5.3%.

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2022-2023 ACHIEVEMENTS

111 early career special education teachers and 26 mentors participated in eMSS during the 2021-2022 school year. Our Place Communities of Practice include:
Pre-K
Primary Elementary
Elementary Self-Contained
Intermediate Elementary
Middle School
High School
Teachers of the Deaf
Teachers of the Visually Impaired
Certified Orientation Mobility Specialists

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EXPECTATIONS

Complete

Complete eMSS program surveys as requested.

Participate in

Participate in 3 video observation cycles during the school year.

Complete

Complete 1 Exploration by end of 2^nd year of mentoring.

Participate in

Participate in a goal setting process with your mentor.

Communicate

Communicate with mentor 2 times per week.

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2022-2023 EXPLORATIONS

Explorations Offered
Autism
Secondary Transition
Working with Paraprofessionals
Self-Regulation
Accommodations and Modifications
Developing IEP’s
Expanded Core Curriculum (TVI)

Mentees can choose which Exploration meets their needs. Mentors choose which Explorations to facilitate based on skills and experience.

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EXPLORATIONS

Each exploration has 6 parts:

Overview: explains the exploration
Welcome: Mentees introduce themselves to the others in their group.
Plan/Prepare- Explain specifically what to accomplish.
Teach/Assess - Try out the plan
Analyze/Reflect - How did it work?
Survey - Brief survey about the exploration experience.

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The exploration is meant to be spread out over 6 - 8 weeks. As each part is completed, the mentors respond, guide and provide encouragement to move to the next part. Mentees are encouraged to read each other's posts and respond to them as well.

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VIDEOS

Mentees are required to submit 3 videos. There are 3 parts to each video:

Pre-Conference

Video

Post Conference

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TORSH

Torsh Talent

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5 YEAR IMPACT

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MEET OUR MENTOR AND MENTEE. . .

MENTOR: GAIL FERGUSON

MENTEE: LACEY BROWNING

USD 260 DERBY

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2022-2023 IMPACT – ��

Feedback from mentees....

Having someone available to quickly answer questions helped me avoid being overwhelmed.
I appreciated the patience that everyone had with each other. Hearing from others and collaborating helped keep me going.
Learning ideas from others; learning that others struggle with the same issues, so it’s not just me.
I was able to collaborate with teachers in similar positions to mine. The information gained was relevant to my position.
There was good feedback on videos and helpful tips for behavior.