1. Inclusive Practices- Scheduling
Inclusive Practices- Scheduling
Presented by Kathy Kilgore

2. Considerations
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3. Roll Call
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4. People First Language
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Simply put, People First Language puts the person before the disability AND describes what a person has, not who a person is.
For too long, the use of old labels and identifiers have perpetuated negative stereotypes…..which is the greatest obstacle facing individuals with disabilities!
Using PFL is not about being “politically correct”.
But about choosing words and identifiers that respect the individual !
In fact, the movement was started by individuals who said “We are not our disabilities”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from

5. Series of 6 Webinars Scheduling for Inclusive Practice
Overview of Inclusive Practices 
Co-teaching Support Model 
Consultant Support Model 
Paraeducator Support Model 
Scheduling for Inclusive Practice
Logistical Issues
Grading
IEPs
Planning

6. Inclusive Practices…..
…academic and behavior supports and strategies provided to students with disabilities in general education settings.

7. Collaborative Support Models for Inclusive Practices
Co-teaching Support Model
Consultant Support Model
Paraeducator Support Model

8. Co-teaching Support Model
As defined by Friend and Cook (2010)…
Co-teaching is a service delivery option for providing special education or related services to students with disabilities or other special needs while they remain in their general education classes.
Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.

9. Co-teaching Approaches
Station
Parallel
Team Teaching or Teaming
Alternative
One Teach, One Assist
One Teach, One Observe
Modeled on work of Dr. Marilyn Friend, Power of 2

10. Consultant Support Model
Support and assistance by a special education teacher to a general education teacher(s) (outside of the classroom). Consultation provided so that the general education teacher is able to meet the support needs of SWD.

11. Paraeducator Support Model
Para supporting SWD in general education settings under direction of general education teacher
Role is to facilitate successful inclusion of SWD in general education
Tasks are determined by support needs of students in both academics and behavior

12. Scheduling Identify process for identifying student support needs
Determine which Collaborative Teaching Support Model is needed (i.e., Co-teaching, Consultant, Paraeducator or even Special Education class instruction)

13. Student Support Needs
‘Student Needs First’ philosophy
Support needs must be determined first
Identifying support needs guides scheduling process

14. Review of Educational Data
MDE, IEP
Report card grades
LEAP and other test scores
Teacher reports
Instructional team members input
Behavior records
Other

15. General Education Class Inventory
What are the grade level academic expectations?
What are the classroom routines?
What are the behavior expectations?
What kinds of assessments will the student have to take?

16. Student Support Needs Worksheet-General Education Class Expectations Student Name______________ Person Completing Form___________ Date______ Grade Level ___________ Subject/Class _____________
SUBJECT
ACADEMIC BEHAVIORS
SOCIAL BEHAVIORS
CLASS ROUTINES
Class Expectations
Discrepancy
(ies)

17. Let’s take a poll….
Do you think the use of the Student Support Needs Worksheet – General Education Class Expectations would be helpful? Yes or no and why or why not?
Use your chat pod to type in a brief response

18. Inventory gaps in performance
Based on general education classroom expectations inventory
Leads to identification of what supports are needed
Not noted for purpose of denying general education class access
Identify how student needs to be supported in general education

19. Determine Support Need Levels
Determine if a student has level 1, 2 or 3 support needs:
Level 1 – Minimal support
Level 2 – Moderate support
Level 3 – Significant support

20. Students with Level 1 Support Needs
Fairly successful in general education with minimal support
Easily included, functioning close to grade level, good behavior
May need accommodations, but can be easily provided by GenEd teacher
GenEd teacher may need to consult with SpEd teacher
Usually included in general education for all or most of day
Historically, considered ‘mainstreamed’ students
Will not need a co-teacher or a paraeducator as long a GenEd teacher uses D.I.

21. Students with Level 2 Support Needs
Need accommodations and possibly some modifications
Need support from a Support Paraeducator or maybe from a co-teacher
May benefit from some (limited) ‘pullout’
Will be successful if appropriate supports provided
At very least, will require GenEd teacher to consult with SpEd teacher on a regular basis

22. Students with Level 3 Support Needs
Need maximum support and accommodations
Need significant accommodations and possibly modifications for majority of subject/skill areas
Need support of a co-teacher
May need ‘pull out’ instruction

23. Remember
Some students may need Level 1 supports for some subjects, but Level 3 supports for others
Try and avoid grouping large numbers of students needing Level 3 supports together (unless meets needs of students)
Support needs may change - from skill area to skill area, from one reporting area to the next, from semester to semester

24. Identifying Student Support Needs
Difficult process
Requires thorough approach
Once completed, possible to assign supports to specific classes
Increases chances of success

25. Let’s take a poll….
Do you agree this process could be the hardest part of scheduling SWD in general education classes. Yes or no and why or why not?
Use your chat pod to type in a brief response

26. Determining the Collaborative Support Model needed
What support will students need?
When or where will they need the supports?
Who will provide the support?
How may the support needs of all students be met?

27. What supports will students need?
First
Review current data (MDE, IEP, LEAP, etc.)
Conduct additional assessments
Observe the student in different learning environments
Interview instructional team members including parent(s)
Second
Identify general education class expectations though an inventory of academic, behavior and class routines
Third
Identify level of support and appropriate Collaborative Teaching Support Model(s)
Transfer information onto a worksheet in order to see the ‘whole’ picture
This is the most difficult part of the entire scheduling process.

28. INCLUSIVE EDUCATIONAL PRACTICES
INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET Elementary
GRADE Level: _____5_________ #1
Reading
Math
Science
Social Studies PE
Art
Bryon
2-Read.
1-Others CT I
Janise
3-R.M
2-S/SS CO P
Devon
3-R/M
SpEd
Alicia
2-S/SS/PE
Class/Subject
Name Support Level
Support Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher
SpEd = Sp.Ed. Class CO = Co-Teacher
Instructions: List all students in a grade level in the first column and indicate next to each name if the student needs 1, 2, or 3 level of support. List classes/subjects in the first row. Indicate the type of Support Model needed by each student, in each class/subject column, using the codes above.

29. #1 Darrien Rochelle Justin Megan Kaitlyn Jason CO (3) P (2) I SpEd (3)
Models of Support Worksheet
Individual Student Support Needs – Secondary
Grade Level: __9_ #1
Class/subject 
Name 
ELA
Math
Science SS PE
Elective
Darrien
CO (3)
P (2) I
Rochelle
Justin
Megan
SpEd (3)
Kaitlyn
CT (1)
Jason
I = Independent – No Assistance SpEd = Special Ed Teacher CT = Consultant Teacher
P = Paraeducator CO = Co-Teacher

30. When or where will they need supports?
Charted for all students by subject and grade level
Provides overview of all students in a specific grade and the type of collaborative support model they need
Transfer information to a worksheet

31. INCLUSIVE EDUCATIONAL PRACTICES
SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET
Elementary - GRADE LEVEL: ____5_______ #2
SUBJECT/CLASS
No Support
Paraeducator
Sp Ed Teacher
Consultant
Co-Teacher
Reading 1 2
Math
Science SS 3 PE
Art 4

32. Grade Level Summary – Secondary Models of Support Worksheet#2
Grade Level Summary – Secondary
Models of Support Worksheet
_9__ Total Students with IEPs in grade level: _6___
Grade:
Subject area Courses 
No Support
Paraeducator
SpEd Teacher
Consultant
Co-Teacher
ELA 2 1
MATH 3
SCIENCE SS PE 5
ART 4

33. Who will provide supports?
Identify type of staff (i.e., collaborative support model) needed to provide supports
Use the School Summary Models of Support Worksheet to chart this information
Captures support needs of every SWD at every grade level for all subjects

34. Models of Support Worksheet Elementary
# 3
Models of Support Summary Worksheet
School Summary
Models of Support Worksheet Elementary #3
Paraeducator Support
SpEd Teacher Support
Co-Teacher
Consultant Teacher
Grade Level/Total # 
Subject Area  R M S SS PE
Art
ART K 1 2 3 4 5 6

35. Models of Support Worksheet - Secondary
Miami-Dade County Public Schools
Office of Exceptional Student Education
# 3
Models of Support Summary Worksheet
Models of
School Summary
Models of Support Worksheet - Secondary #3
Paraeducator
SpEd Teacher
Co-Teacher
Consultant Teacher
Grade Level/Total # 
Sub-ject Area 
ELA M S SS PE EL E 9 2 1 3 10 11 12

36. How may we meet the needs of all student?
Match supports to individual students
Use School Summary Models of Support Worksheet to identify where and what type of staff is needed
Assign specific staff to specific classes

37. Sample Special Education Teacher Allocation Schedule#4
Co-Teaching
Consultant
SpEd Class
Planning
1st period
Mr. Jones (Math)
Ms. Ray (ELA)
(Para to Science)
(Para to Math)
Ms. Adams (Reading)
2nd period
(Para to S.S.)
Ms. Ray (Planning)
3rd period
Mr. Jones (Science)
(Para to Reading)
Ms. Adams (Planning)
4th period
Ms. Adams (Math)
(Para)
Mr. Jones (Planning)
5th period
(Para ELA)
6th period
(Para Math)
(Para Science)
Ms. Adams (Science)
Ms. Ray (S.S.)

38. #4 1st Period 2nd Period 3rd Period 4th Period
Special Ed Teacher Course Schedule Plan Outline
HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS
1st Period
2nd Period
3rd Period
4th Period
Teacher 1
(Mr. Day)
Co-Teaching (ELA)
Planning
Co-Teaching (Science)
SpEd Class (Math)
Teacher 2
(Ms. Peal)
SpEd Class (ELA)
Co-Teaching (Math)
Consulting (ELA)
Teacher 3
(Ms. Hicks)
Consulting (Math)
Para 1
(Mr. Flint)
Math GenEd
ELA GenEd
ELA Gen Ed
Elective GenEd
Para 2
(Ms. Storm)
Science GenEd

39. Staff not assigned until support needs of students identified and charted
Thoughtful and purposeful process
Provides data to support requests for additional staff
Ensures student support needs dictate scheduling of staff

40. Let’s take a poll….
Do you think the process just outlined and the sample forms will facilitate the assignment of appropriate staff so that student support needs are met in general education classes? Yes or no and why or why not?
Use your chat pod to type in a brief response

41. Assigning co-teaching staff
OK to begin by identifying pairs willing to work together
Ask for volunteers
Conduct a survey of current teachers’ strengths and inclusive practices currently in place
At some point, every teacher must be able and willing to co-teach
Pay attention to certification requirements

42. Changes in student support needs
Expect changes
Carefully consider changes
Ask…
Is student making progress because of support and will s/he continue making progress if support is decreased? Or will student be able to continue making progress with a decrease in current support?
Make changes at natural break intervals
Don’t provide more support than is what needed

43. Monitoring co-teachers
Possibility of ineffective co-teaching pairs
Usually due to lack of respect for each other
Provide team building activities
If relationship is interfering with student progress, then change must be made

44. Matching appropriate support level and collaborative teaching model…
Increases likelihood of student success
Scheduling process ensures that SWD assigned to general education classes will have the appropriate support provided by appropriate staff
Process must be based on identification of student support needs first
Purposeful, data driven process is needed to ensure positive student outcomes

45.
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

46. Additional Webinars in this Series
February 10:00 am: Scheduling
April 10:00 am: Logistics

47. Questions?
Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not, please questions to contacts below)
After this webinar, you may any content- related questions to Kathy Kilgore
You may any grant-related questions to Melanie Lemoine

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