Presentation on theme: "Inclusive Practices- Scheduling"— Presentation transcript:
1Inclusive Practices- Scheduling Inclusive Practices- SchedulingPresented by Kathy Kilgore
2ConsiderationsThis webinar is being recorded and will be available for viewing atIf you need to ask a question, please use the Chat Pod on your screen
3Roll CallAt this time, if you have not already done so, please use your chat pod and type the district/LEA you are representingIf you are viewing this webinar with others in the room, please indicate their name as well
4People 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
5Series of 6 Webinars Scheduling for Inclusive Practice Overview of Inclusive Practices Co-teaching Support Model Consultant Support Model Paraeducator Support Model Scheduling for Inclusive PracticeLogistical IssuesGradingIEPsPlanning
6Inclusive Practices…..…academic and behavior supports and strategies provided to students with disabilities in general education settings.
7Collaborative Support Models for Inclusive Practices Co-teaching Support ModelConsultant Support ModelParaeducator Support Model
8Co-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.
9Co-teaching Approaches StationParallelTeam Teaching or TeamingAlternativeOne Teach, One AssistOne Teach, One ObserveModeled on work of Dr. Marilyn Friend, Power of 2
10Consultant 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.
11Paraeducator Support Model Para supporting SWD in general education settings under direction of general education teacherRole is to facilitate successful inclusion of SWD in general educationTasks are determined by support needs of students in both academics and behavior
12Scheduling 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)
13Student Support Needs‘Student Needs First’ philosophySupport needs must be determined firstIdentifying support needs guides scheduling process
14Review of Educational Data MDE, IEPReport card gradesLEAP and other test scoresTeacher reportsInstructional team members inputBehavior recordsOther
15General 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?
16Student Support Needs Worksheet-General Education Class Expectations Student Name______________ Person Completing Form___________ Date______ Grade Level ___________ Subject/Class _____________SUBJECTACADEMIC BEHAVIORSSOCIAL BEHAVIORSCLASS ROUTINESClass ExpectationsDiscrepancy(ies)
17Let’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
18Inventory gaps in performance Based on general education classroom expectations inventoryLeads to identification of what supports are neededNot noted for purpose of denying general education class accessIdentify how student needs to be supported in general education
19Determine Support Need Levels Determine if a student has level 1, 2 or 3 support needs:Level 1 – Minimal supportLevel 2 – Moderate supportLevel 3 – Significant support
20Students with Level 1 Support Needs Fairly successful in general education with minimal supportEasily included, functioning close to grade level, good behaviorMay need accommodations, but can be easily provided by GenEd teacherGenEd teacher may need to consult with SpEd teacherUsually included in general education for all or most of dayHistorically, considered ‘mainstreamed’ studentsWill not need a co-teacher or a paraeducator as long a GenEd teacher uses D.I.
21Students with Level 2 Support Needs Need accommodations and possibly some modificationsNeed support from a Support Paraeducator or maybe from a co-teacherMay benefit from some (limited) ‘pullout’Will be successful if appropriate supports providedAt very least, will require GenEd teacher to consult with SpEd teacher on a regular basis
22Students with Level 3 Support Needs Need maximum support and accommodationsNeed significant accommodations and possibly modifications for majority of subject/skill areasNeed support of a co-teacherMay need ‘pull out’ instruction
23RememberSome students may need Level 1 supports for some subjects, but Level 3 supports for othersTry 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
24Identifying Student Support Needs Difficult processRequires thorough approachOnce completed, possible to assign supports to specific classesIncreases chances of success
25Let’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
26Determining 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?
27What supports will students need? FirstReview current data (MDE, IEP, LEAP, etc.)Conduct additional assessmentsObserve the student in different learning environmentsInterview instructional team members including parent(s)SecondIdentify general education class expectations though an inventory of academic, behavior and class routinesThirdIdentify level of support and appropriate Collaborative Teaching Support Model(s)Transfer information onto a worksheet in order to see the ‘whole’ pictureThis is the most difficult part of the entire scheduling process.
28INCLUSIVE EDUCATIONAL PRACTICES INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET ElementaryGRADE Level: _____5_________#1ReadingMathScienceSocial StudiesPEArtBryon2-Read.1-OthersCTIJanise3-R.M2-S/SSCOPDevon3-R/MSpEdAlicia2-S/SS/PEClass/SubjectName Support LevelSupport Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant TeacherSpEd = Sp.Ed. Class CO = Co-TeacherInstructions: 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 WorksheetIndividual Student Support Needs – SecondaryGrade Level: __9_#1Class/subject NameELAMathScienceSSPEElectiveDarrienCO (3)P (2)IRochelleJustinMeganSpEd (3)KaitlynCT (1)JasonI = Independent – No Assistance SpEd = Special Ed Teacher CT = Consultant TeacherP = Paraeducator CO = Co-Teacher
30When or where will they need supports? Charted for all students by subject and grade levelProvides overview of all students in a specific grade and the type of collaborative support model they needTransfer information to a worksheet
31INCLUSIVE EDUCATIONAL PRACTICES SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEETElementary - GRADE LEVEL: ____5_______#2SUBJECT/CLASSNo SupportParaeducatorSp Ed TeacherConsultantCo-TeacherReading12MathScienceSS3PEArt4
32Grade Level Summary – Secondary Models of Support Worksheet #2Grade Level Summary – SecondaryModels of Support Worksheet_9__ Total Students with IEPs in grade level: _6___Grade:Subject area Courses No SupportParaeducatorSpEd TeacherConsultantCo-TeacherELA21MATH3SCIENCESSPE5ART4
33Who will provide supports? Identify type of staff (i.e., collaborative support model) needed to provide supportsUse the School Summary Models of Support Worksheet to chart this informationCaptures support needs of every SWD at every grade level for all subjects
34Models of Support Worksheet Elementary # 3Models of Support Summary WorksheetSchool SummaryModels of Support Worksheet Elementary#3Paraeducator SupportSpEd Teacher SupportCo-TeacherConsultant TeacherGrade Level/Total # Subject Area RMSSSPEArtARTK123456
35Models of Support Worksheet - Secondary Miami-Dade County Public SchoolsOffice of Exceptional Student Education# 3Models of Support Summary WorksheetModelsofSchool SummaryModels of Support Worksheet - Secondary#3ParaeducatorSpEd TeacherCo-TeacherConsultant TeacherGrade Level/Total # Sub-ject Area ELAMSSSPEELE9213101112
36How may we meet the needs of all student? Match supports to individual studentsUse School Summary Models of Support Worksheet to identify where and what type of staff is neededAssign specific staff to specific classes
37Sample Special Education Teacher Allocation Schedule #4Co-TeachingConsultantSpEd ClassPlanning1st periodMr. Jones (Math)Ms. Ray (ELA)(Para to Science)(Para to Math)Ms. Adams (Reading)2nd period(Para to S.S.)Ms. Ray (Planning)3rd periodMr. Jones (Science)(Para to Reading)Ms. Adams (Planning)4th periodMs. 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 OutlineHIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS1st Period2nd Period3rd Period4th PeriodTeacher 1(Mr. Day)Co-Teaching (ELA)PlanningCo-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 GenEdELA GenEdELA Gen EdElective GenEdPara 2(Ms. Storm)Science GenEd
39Staff not assigned until support needs of students identified and charted Thoughtful and purposeful processProvides data to support requests for additional staffEnsures student support needs dictate scheduling of staff
40Let’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
41Assigning co-teaching staff OK to begin by identifying pairs willing to work togetherAsk for volunteersConduct a survey of current teachers’ strengths and inclusive practices currently in placeAt some point, every teacher must be able and willing to co-teachPay attention to certification requirements
42Changes in student support needs Expect changesCarefully consider changesAsk…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 intervalsDon’t provide more support than is what needed
43Monitoring co-teachers Possibility of ineffective co-teaching pairsUsually due to lack of respect for each otherProvide team building activitiesIf relationship is interfering with student progress, then change must be made
44Matching appropriate support level and collaborative teaching model… Increases likelihood of student successScheduling process ensures that SWD assigned to general education classes will have the appropriate support provided by appropriate staffProcess must be based on identification of student support needs firstPurposeful, data driven process is needed to ensure positive student outcomes
45The 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.
46Additional Webinars in this Series February 10:00 am: SchedulingApril 10:00 am: Logistics
47Questions?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 KilgoreYou may any grant-related questions to Melanie Lemoine
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