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Inclusive Practices- Scheduling

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

2 Considerations This webinar is being recorded and will be available for viewing at If you need to ask a question, please use the Chat Pod on your screen

3 Roll Call At this time, if you have not already done so, please use your chat pod and type the district/LEA you are representing If you are viewing this webinar with others in the room, please indicate their name as well

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.

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

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

48 We want your feedback! At this time we will launch the brief survey to complete regarding this webinar If the survey does not appear on your screen, you can go directly to it at After you have completed the webinar, you may exit the webinar

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