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1 Intro to Inclusion Make Up Email from a 2009 CM after attending Inclusion Day of Sped Summit: I just wanted to send a quick thank you for today's multitude.

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Presentation on theme: "1 Intro to Inclusion Make Up Email from a 2009 CM after attending Inclusion Day of Sped Summit: I just wanted to send a quick thank you for today's multitude."— Presentation transcript:

1 1 Intro to Inclusion Make Up from a 2009 CM after attending Inclusion Day of Sped Summit: I just wanted to send a quick thank you for today's multitude of lessons. I was talking to a couple 2010s at the end of the day today and they seemed to really have gained a lot from everything and feel good about the concept of inclusion and the art of co-teaching in general. I also gained quite a few different ideas to put into place this year!

2 2 Do Now Recall the purpose of Special Education: Special education services aim to minimize the impact of students’ disabilities, identify deficits and address them in targeted ways, and maximize students’ access to the general education curriculum. Special education services also aim to ensure students with disabilities are able to learn in the least restrictive environment and interact with their non-disabled peers to the maximum extent possible. How does inclusion fulfill the purpose of special education?

3 Inclusion 101 August 10, 2010

4 4 Where are We? Monday, Aug 9 Intro, Norms, Expectations, culture for SPED PD ongoing and at summit (1.5) 10 RSC 101(1.5) 10 Case Mgt: Caseload and SPED Law 101, Part 2 (1) 10 Tuesday, Aug 10 Inclusion 101 (1.5) Inclusion: Co- teacher relationships, Part I (2) Inclusion: Toolkit teaching on the fly (2) Inclusion: ILG teaching, part 1 (1) Inclusion: Culture/Managem ent/Investment (1) Inclusion: Month 1 Ready Planning, synthesis (1) Wednesday, Aug 11 Literacy: Intro to balanced literacy (2.5) 10 Literacy: Phonics and more (2.5) 09

5 5 Vision for Inclusion Inclusion teachers will deliver rigorous, standards aligned content and instruction on independent learning goals in all inclusion classes regardless of the inclusion situation. Inclusion teachers will also build student empowerment in the inclusion setting. Ideally, CMs will long term plan standards-based instruction and differentiated content in collaboration with their co-teacher and deliver both effectively. If such long term planning is not possible due to challenges in working with a co-teacher, they will deliver effective standards-based instruction by teaching on the fly using toolkits and teach differentiated content during pull out sessions. Inclusion teachers will recognize that having two teachers is better than having one, and that the co-teacher relationship is the key lever over the long and short term in providing increasingly effective instruction for students in inclusion and will purposefully, strategically plan to build a productive, collaborative relationship with each of his/her co- teacher(s).

6 6 Objectives Special educators will be able to: Explain the purpose of inclusion and how it can benefit all students. Explain how inclusion fulfills the purpose of special education. Describe the three buckets of inclusion placements and how they can provide meaningful instruction in any of them. Identify that their relationship with their co-teacher is a key lever in providing increasingly effective instruction in inclusion.

7 7 Agenda (5 minutes) Opening (10 minutes) Overview of Inclusion Buckets (25 minutes) Bucket 1 (15 minutes) Bucket 2 (15 minutes) Bucket 3 (8 minutes) The Co-teacher Relationship (12 minutes) Closing

8 8 Agenda (5 minutes) Opening (10 minutes) Overview of Inclusion Buckets (25 minutes) Bucket 1 (15 minutes) Bucket 2 (15 minutes) Bucket 3 (3 minutes) The Co-teacher Relationship (12 minutes) Closing

9 9 Overview of Inclusion Buckets Inclusion can be great for our kids but it can be TOUGH! Listen to what other CMs have to say What concerns do you have?

10 10 Overview of Inclusion Buckets Inclusion Situation Bucket OneBucket TwoBucket Three Definition50/50% agency between regular and sped teacher 75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher Less than 25% sped teacher agency Great----Co teacher Relationship ----Tricky Whoa, what do you mean by agency?

11 11 Overview of Inclusion Buckets Inclusion Situation Bucket OneBucket TwoBucket Three Definition50/50% agency between regular and sped teacher 75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher Less than 25% sped teacher agency PlanningCan pre-plan content and ILG instruction Can pre-plan EITHER content or ILG instruction Can pre-plan neither content or ILG instruction Great----Co teacher Relationship ----Tricky Whoa, what do you mean by content and ILG?

12 12 Overview of Inclusion Buckets Inclusion Situation Bucket OneBucket TwoBucket Three Definition50/50% agency between regular and sped teacher 75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher Less than 25% sped teacher agency PlanningCan pre-plan content and ILG instruction Can pre-plan EITHER content or ILG instruction Can pre-plan neither content or ILG instruction ExecutionFully pre-planned unit plan that melds grade level content with ILGs Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate Great----Co teacher Relationship ----Tricky Whoa, what do you mean by teach on the fly, toolkits and ILG crate?

13 13 Overview of Inclusion Buckets Inclusion Situation Bucket OneBucket TwoBucket Three Definition50/50% agency between regular and sped teacher 75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher Less than 25% sped teacher agency PlanningCan pre-plan content and ILG instruction Can pre-plan EITHER content or ILG instruction Can pre-plan neither content or ILG instruction ExecutionFully pre-planned unit plan that melds grade level content with ILGs Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate AssessingUnit and Final examsUnit for content and ILGs and Final exams Great----Co teacher Relationship ----Tricky Whoa, what’s up with this assessing thing?

14 14 Overview of Inclusion Buckets Inclusion Situation Bucket OneBucket TwoBucket Three Definition50/50% agency between regular and sped teacher 75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher Less than 25% sped teacher agency PlanningCan pre-plan content and ILG instruction Can pre-plan EITHER content or ILG instruction Can pre-plan neither content or ILG instruction ExecutionFully pre-planned unit plan that melds grade level content with ILGs Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate AssessingUnit and Final examsUnit for content and ILGs and Final exams Deliverabl es Needed Calendar with two strands: content and ILGs fully preplanned* Calendar with two strands: content and ILGs partially preplanned* Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class* Co-teaching Relationship Strategic Plan Great----Co teacher Relationship ----Tricky

15 15 Overview of Inclusion Buckets Inclusion Situation Bucket OneBucket TwoBucket Three Definition50/50% agency between regular and sped teacher 75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher Less than 25% sped teacher agency PlanningCan pre-plan content and ILG instruction Can pre-plan EITHER content or ILG instruction Can pre-plan neither content or ILG instruction ExecutionFully pre-planned unit plan that melds grade level content with ILGs Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate AssessingUnit and Final examsUnit for content and ILGs and Final exams Deliverabl es Needed Calendar with two strands: content and ILGs fully preplanned* Calendar with two strands: content and ILGs partially preplanned* Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class* Co-teaching Relationship Strategic Plan Great----Co teacher Relationship ----Tricky

16 16 Overview of Inclusion Buckets, Continued Given what you’ve learned so far, how do you imagine the buckets working for you? What questions have come up at this point?

17 17 Agenda (5 minutes) Opening (10 minutes) Overview (25 minutes) Bucket 1 (15 minutes) Bucket 2 (15 minutes) Bucket 3 (3 minutes) The Co-teacher Relationship (12 minutes) Closing

18 18 Bucket One Inclusion Situation Bucket One Definition50/50% agency between regular and sped teacher PlanningCan pre-plan content and ILG instruction ExecutionFully pre-planned unit plan that melds grade level content with ILGs AssessingUnit and Final exams Deliverables Needed Calendar with two strands: content and ILGs fully preplanned* Co-teaching Relationship Strategic Plan Great----Co teacher Relationship ----Tricky

19 19 Bucket One, Continued Take a look at what inclusion in bucket one can look like. Can you tell who is the sped teacher and who is the regular education teacher? Listen to what Phil and Val have to say about their inclusion class.

20 20 Bucket One, Continued DIRECTIONS: Take 3 minutes to answer question one on your Inclusion 101 Guide with a partner.

21 21 Agenda (5 minutes) Opening (10 minutes) Overview (25 minutes) Bucket 1 (15 minutes) Bucket 2 (15 minutes) Bucket 3 (8 minutes) The Co-teacher Relationship (12 minutes) Closing

22 22 Bucket Two Inclusion Situation Bucket Two Definition75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher PlanningCan pre-plan EITHER content or ILG instruction ExecutionPartially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate AssessingUnit for content and ILGs and Final exams Deliverabl es Needed Calendar with two strands: content and ILGs partially preplanned* Co-teaching Relationship Strategic Plan Great----Co teacher Relationship ----Tricky

23 23 Bucket Two, Continued Take a look at what inclusion in bucket two can look like Listen to what Mr. Hughes and Kelly have to say about their inclusion class.

24 24 Bucket Two, Continued DIRECTIONS: Take 3 minutes to answer question two on your Inclusion 101 Guide with a partner.

25 25 Agenda (5 minutes) Opening (10 minutes) Overview (25 minutes) Bucket 1 (15 minutes) Bucket 2 (15 minutes) Bucket 3 (8 minutes) The Co-teacher Relationship (12 minutes) Closing

26 26 Bucket Three Great----Co teacher Relationship ----Tricky Inclusion Situation Bucket Three Definitio n Less than 25% sped teacher agency PlanningCan pre-plan neither content or ILG instruction Executio n Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate AssessingUnit for content and ILGs and Final exams Delivera bles Needed Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class* Co-teaching Relationship Strategic Plan

27 27 Bucket Three, Continued DIRECTIONS: Take 3 minutes to answer question three on your Inclusion 101 Guide with a partner.

28 28 Agenda (5 minutes) Opening (10 minutes) Overview (25 minutes) Bucket 1 (15 minutes) Bucket 2 (15 minutes) Bucket 3 (3 minutes) The Co-teacher Relationship (12 minutes) Closing

29 29 Bucket One Inclusion Situation Bucket OneBucket TwoBucket Three Definition50/50% agency between regular and sped teacher 75/25% agency between regular and sped teacher OR 25/75% agency between regular and sped teacher Less than 25% sped teacher agency PlanningCan pre-plan content and ILG instruction Can pre-plan EITHER content or ILG instruction Can pre-plan neither content or ILG instruction ExecutionFully pre-planned unit plan that melds grade level content with ILGs Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate AssessingUnit and Final examsUnit for content and ILGs and Final exams Deliverabl es Needed Calendar with two strands: content and ILGs fully preplanned* Calendar with two strands: content and ILGs partially preplanned* Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class* Co-teaching Relationship Strategic Plan Great----Co teacher Relationship ----Tricky

30 30 Agenda (5 minutes) Opening (10 minutes) Overview (15 minutes) Bucket 1 (15 minutes) Bucket 2 (15 minutes) Bucket 3 (8 minutes) The Co-teacher Relationship (12 minutes) Closing

31 31 Closing Consider our objectives: Explain the purpose of inclusion and how it can benefit all students. Explain how inclusion fulfills the purpose of special education. Describe the three buckets of inclusion placements and how they can provide meaningful instruction in any of them. Identify that their relationship with their co-teacher is a key lever in providing increasingly effective instruction in inclusion. Use your Inclusion 101 Guide to take notes during discussion


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