The Inclusive Classroom: Strategies for Effective Differentiated Instruction By Margo A. Mastropieri Thomas E. Scruggs Blanche Jackson Glimps, Contributor The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Collaboration: Partnerships and Procedures Chapter 2 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Objectives List and describe six major steps involved in effective interpersonal communication Describe the general education prereferral process and its application to response-to-intervention models. Identify the key components comprising the case conference committee and IEP program. Gain understanding of the importance of partnerships between special and general educators. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Objectives (cont.) Identify the benefits of co-teaching and potential barriers to successful co-teaching, and describe strategies for facilitating collaboration among educators. Understand the roles and responsibilities of paraprofessionals, and the importance of communicating effectively with paraprofessionals. Describe the importance of positive communication and collaboration with parents. The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Collaboration Collaboration involves cooperation, effective communication, shared problem solving, planning, and finding solutions Ensures that all students receive the free, appropriate education mandated by IDEA Establishes excellent partnerships as an essential for constructive collaboration Requires effective communication The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Strategies for Effective Communication Active Listening Depersonalize Situations Find Common Goals Brainstorm Possible Solutions Summarize Goals and Solutions Follow Up to Monitor Progress The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Effective Communication: Steps 1-3 Active Listening Demonstrated through both nonverbal and verbal actions Depersonalize Situations Avoid negative comments and emphasize a goal Find Common Goals Restate and summarize conversation positively to facilitate problem solving The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Effective Communication: Steps 4-6 Brainstorm Possible Solutions Suggestions for solutions are compiled by participants, without passing judgment Prioritize the list of solutions Summarize Goals and Solutions Prevents misunderstandings Provides opportunity for clarification Follow Up to Monitor Progress Set target dates for monitoring progress toward goal attainment The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Prereferral Intervention Team Called by different names depending on the school district More recently, many schools have employed teams implementing response-to-intervention. Convenes after a formal request is made to the building principal or other designated individual First purpose is to see if intervention strategies can make a difference for a student who is struggling to succeed Team determines the need for educational interventions to assist individual students The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Prereferral Prereferral is intended to reduce inappropriate referrals and decrease the likelihood of future problems Team members may observe the student Parents should be involved Parent conferences and student interviews are conducted Evidence is available that the teacher had first taken steps to address the problem The team decides what other interventions might be tried The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Prereferral Request Can be made by: Teacher School Specialist Parent School Administration The Student Along with a request for intervention, documentation of observations, student work samples, test scores, and other relevant data are often submitted The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Prereferral Process Problem Observed Informal Consultation for Ideas (If successful, process stops) Response to Intervention or Prereferral Team Evaluation Intervention in RTI setting or in General Education Class Referral for Special Education Assessment Case Conference Committee (If student ineligible for special education, consider 504) If Student Eligible for Special Education Receives Special Education and/or related services The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Intervention Process Formal request for assistance before special education referral Timelines for decisions to be made At referral For implementation of intervention For review of intervention Strategies for intervention may include The curriculum Instructional procedures Classroom management Classroom environment The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Intervention Strategies Curriculum Altering or adapting the current curriculum Instructional procedures Additional instruction Different presentation format Varying type of practice activities Classroom management Individual behavior contracts Intensifying behavior monitoring Increasing reinforcement Classroom environment Rearranging classroom desks Making the classroom more accessible The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Response to Intervention (RTI) Early intervening services for students experiencing difficulty in school but not yet referred for special education Delivered in Tiers of increasing intensity Tier 1 Research-validated practices with targeted adaptations as needed Tier 2 Planned for students who fail to respond to Tier 1 interventions Commonly applied as a type of prereferral intervention Tier 3 Even more intensive, may include referral for special education evaluation The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Referral for Special Education Anyone can initiate request All information should be presented verbally and in writing to parents Must be in the parents’ native language More comprehensive than evaluation for prereferrals Evaluation provides extensive information on How the student learns best Student’s level of performance Identifies strengths Identifies potential need areas The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Case Conference Committee General education teacher Special education teacher School psychologist School administrators Building principal or special education director Related personnel Nurse Counselor or social worker or specialists Parents and their child The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Case Conference Committee Meeting Convened after the educational evaluation Intended to determine eligibility for special education and related services If student is eligible, an IEP is developed Also takes place during each annual review Ease the concerns of parents and students during the meeting Record the information during the case conference committee, and provide parents a copy at the end of the meeting The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Related Services Audiology Art/music/ movement therapy Medical services Occupational Therapy Physical Therapy Psychological services School Health Social Work Services Counseling services Early identification and assessment Orientation and mobility Parent counseling and training Recreation Rehab Counseling Speech Pathology Transportation The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Individualized Education Program (IEP ) Student’s current level of academic achievement and functional performance Measurable annual goals, including both academic and functional goals Short-term objectives only for children who take alternate assessments Statement of the special education and related services and supplementary aids and services Statement of any individual modification in state- or district-wide assessment procedures The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

IEP (cont.) Statement of why child cannot participate in state- or district-wide assessment procedures if an alternative assessment is recommended Initiation dates of service delivery and the duration and frequency of services Statement of transition services for all students 16 years of age and older, including appropriate post-secondary goals and transition services needed to meet goals Statement of how annual goals will be measured, how parents will be informed, and how progress will be monitored The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Goals and Objectives Long-term goals Based on what the student should accomplish within a year Measurable, positive, student-oriented, relevant Can refer to academic functioning Reading comprehension Social behavior Exhibiting appropriate behavior in the cafeteria Adaptive behavior or life skills Managing a personal bank account The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Short-term Objectives Required only for students who take alternative assessments More limited and precise Specify the steps to be taken to achieve long-term annual goal Measurable, positive, student-oriented, and relevant Should specify conditions, behavior, and criteria The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Transition Services Written into IEPs when students turn 16 May be appropriate at younger ages Can be implemented the year before students begin to accumulate credits towards high school graduation The individualized transition plan (ITP) is a supplement to the IEP The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Due Process When disagreements arise between parents and schools regarding the student’s education they are resolved through due process Disagreements may arise Over eligibility Outcome of an educational evaluation Educational placement The IEP Some aspect of the “free, appropriate, public education” guarantee The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Options to Achieve Due Process Simplest procedure is an informal meeting If conflict remains unresolved, mediation can be used Mediation is voluntary and non-binding Due process is a formal request by either party to have the dispute arbitrated by an independent hearing officer The decision may be either executed or appealed to the State Board of Special Education The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Consultation Consultation exists when two individuals work together to decide on intervention strategies for a specific student Meetings can be formal or informal, and verbal or written Effective communication procedures are critical The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Co-Teaching Models Team teaching (interactive teaching) Teachers share responsibilities equally One teach, one drift One teacher assumes more responsibility for instruction and the other assists students Station teaching Smaller groups of students more through independent work stations Parallel teaching Class is divided into skill or ability groups and each teacher leads a group Alternative teaching One teacher leads the larger group while the other provides additional practice or support The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Co-Teaching at the Secondary Level Presents unique challenges because of Increased emphasis on content knowledge The pace of instruction Scheduling constraints The expectation for independent study skills High stakes testing The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Guidelines for Co-teaching Decide goals and objectives for co-teaching Inform parents and request their support and permission Determine student and teacher attitudes toward co-teaching Determine instructional responsibility, co-teaching model, parity of roles, adaptations for students with disabilities, and co-teaching evaluation procedures The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Research on Co-teaching Benefits Improved instruction Increased enthusiasm for teaching More communication More opportunities to generalize learned skills to the general education environment Challenges Budgetary constraints Lack of sufficient planning time Lack of cooperation Personality conflicts Increased teacher workloads The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Collaborating with Paraprofessionals Clarify roles and responsibilities, including: Recordkeeping Supervising Monitoring seatwork Monitoring classroom behavior Feeding and toileting Supporting instruction Develop schedules for paraprofessionals Communicate effectively Use problem-solving strategies The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Collaborating with Parents and Families Be sensitive to variability in background and family structure Maintain positive communication Communicate about homework Resolve disagreements Partner with parent advisory groups Help parents and families cope with disability issues The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.