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Inclusive Practices- Scheduling Presented by Kathy Kilgore www.laspdg.org.

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Presentation on theme: "Inclusive Practices- Scheduling Presented by Kathy Kilgore www.laspdg.org."— Presentation transcript:

1 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 Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from “People First Language puts the person before the disability and describes what a person has, not who a person is.”

5 Series of 6 Webinars 1. Overview of Inclusive Practices  2. Co-teaching Support Model  3. Consultant Support Model  4. Paraeducator Support Model  5. Scheduling for Inclusive Practice 6. 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 _____________ SUBJECTACADEMIC BEHAVIORSSOCIAL BEHAVIORSCLASS ROUTINES Class Expectations Discrepancy (ies) Class Expectations Discrepancy (ies) 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 #1 INCLUSIVE EDUCATIONAL PRACTICES INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET Elementary GRADE Level: _____5_________ Class/Subject Name Support Level ReadingMath ScienceSocial Studies PEArt Bryon 2-Read. 1-Others CT IIII Janise 3-R.M 2-S/SS CO CTPII Devon 3-R/M 2-S/SS SpEdCOPPII Alicia 3-R/M 2- S/SS/PE COSpEdPPPI 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 Models of Support Worksheet Individual Student Support Needs – Secondary Grade Level: __9_ Class/subject  Name  ELAMathScienceSSPEElective Darrien CO (3) P (2) I Rochelle P (2) IIII Justin CO (3) P (2) II Megan SpEd (3) CO (3) P (2) Kaitlyn CT (1) IIII Jason P (2) IIIII #1 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 #2 INCLUSIVE EDUCATIONAL PRACTICES SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET Elementary - GRADE LEVEL: ____5_______ SUBJECT/ CLASS No Support ParaeducatorSp Ed Teacher ConsultantCo- Teacher Reading112 Math112 Science121 SS13 PE31 Art4

32 Subject area Courses  No SupportParaeducator SpEd Teacher ConsultantCo-Teacher ELA 2112 MATH 1113 SCIENCE 312 SS 321 PE 51 ART 42 Grade Level Summary – Secondary Models of Support Worksheet Grade: _9__ Total Students with IEPs in grade level: _6___ #2

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 # 3 Models of Support Summary Worksheet Paraeducator SupportSpEd Teacher SupportCo-TeacherConsultant Teacher Grade Level/Tot al #  Subject Area  RMSSSPEArtRMSSSPEARTRMSSSPEARTART RMSS ART K School Summary Models of Support Worksheet Elementary #3

35 Miami-Dade County Public Schools Office of Exceptional Student Education # 3 Models of Support Summary Worksheet Models of ParaeducatorSpEd TeacherCo-TeacherConsultant Teacher Grade Level/ Total #  Sub- ject Area  ELAMSSSPEELEL EMSS PEPE ELEL EMSS PEPE ELEL EMSS PEPE ELEL School Summary Models of Support Worksheet - Secondary #3

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 Co-TeachingConsultantSpEd ClassPlanning 1 st periodMr. Jones (Math) Ms. Ray (ELA) (Para to Science) (Para to Math) Ms. Adams (Reading) 2nd periodMs. Adams (Reading) (Para to Math) (Para to S.S.) Mr. Jones (Math)Ms. Ray (Planning) 3rd periodMr. Jones (Science) (Para to Math) (Para to Reading) Ms. Ray (ELA)Ms. Adams (Planning) 4th periodMs. Ray (ELA) (Para to Math) Ms. Adams (Math) (Para) Mr. Jones (Planning) 5th periodMs. Adams (Math) Mr. Jones (Science) (Para ELA) Ms. Ray (ELA) (Para) 6th period(Para Math) (Para Science) Ms. Adams (Science) Ms. Ray (S.S.) Mr. Jones (Science) #4

38 Special Ed Teacher Course Schedule Plan Outline HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS #4 1 st Period2nd Period3rd Period4th Period Teacher 1 (Mr. Day) Co-Teaching (ELA)PlanningCo-Teaching (Science) SpEd Class (Math) Teacher 2 (Ms. Peal) SpEd Class (ELA)Co-Teaching (Math)PlanningConsulting (ELA) Teacher 3 (Ms. Hicks) SpEd Class (ELA)Consulting (Math)Co-Teaching (ELA)Planning Para 1 (Mr. Flint) Math GenEdELA GenEd Elective GenEd Para 2 (Ms. Storm) ELA Gen EdMath GenEdElective GenEdScience 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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