1. EFFECTIVE SCHEDULING FOR STUDENTS WITH DISABILITIES Planning for Special Education Service Delivery in the Least Restrictive Environment

2. Essential Questions Why change? What is wrong with current schedules and the way services are provided? How does scheduling affect delivery of service to SWD? What are the benefits of school wide scheduling? How can we provide access to the general curriculum for SWDs while still providing specialized instruction in deficit areas?  What is meant by “double dipping? How can this be done?  How can IEP teams better determine necessary services? How do we begin this process? What are the challenges?

3. Why Change Now? Student Achievement Maximize use of staff LRECCRPI Transition to next level

4. College and Career Ready Performance Index Elementary Draft Proposals  % of SWD served in the general education environments greater than 80% of the day  % of students scoring at meets or exceeds in ELA, reading, math, social studies, science and on the Grade Five Writing Assessment  % of students in grades three achieving a Lexile Measure of greater than 650  % of students in grade five achieving a Lexile measure greater than 850 We are striving to prepare all students to meet grade level expectations, we must focus on environments and schedules that maximize instruction and utilize all available staff for student success.

5. Service Delivery Models Special Education Classroom Separate Class General Education Classroom – Collaborative Instruction Co-teaching General Education Classroom – Consultation Support Services

6. HOW DOES SCHEDULING AFFECT DELIVERY OF SERVICES TO SWD?

7. Special Education is a Service Not a Place Students should receive their education with their non-disabled peers, in a regular classroom to the maximum extent appropriate. (from IDEA and the Policy of the State Board of Georgia) Think “in addition to” instead of “in place of” for services. Without alternate times in the schedule, there is not an opportunity to provide “in addition to” services.

8. Benefits of School-wide Scheduling to Accommodate SWD Students  Provides more opportunities for practice and feedback  Ensures standards based instruction at all grade levels  Provides targeted, small group instruction for all learners (SWD, EIP, ELL, REACH, RTI, etc) Staff  Maximizes the personnel available to support students  Maximizes instructional time  Allows staff to target individual needs and deliver “specially designed instruction”

9. How can we provide access to the general curriculum for SWDs while still providing specialized instruction in deficit areas? Strategic Scheduling Provide an alternate skills/flex time in the schedule that is scattered throughout the day to allow for delivery of resource services by grade level Grade levels should follow the same academic schedule Group students based on needs – be careful not to add special ed and too many other “needy” students or SST students in one class Split large groups of SWDs between two classes and para/teacher serve between both classes

10. Determining Services IEP Teams  Services should not be determined based on what has “always been done”  IEP teams may reconvene at any time to reconsider the best way to provide services for a student.  IEP teams should strongly consider “double-dip” services in the student’s deficit area rather than “in place of” services.

11. Managing the “Double-Dip” Finding time throughout the day to accelerate and remediate students with disabilities without removing them from valuable grade level instruction in the regular education classroom…… This requires effective scheduling and may require IEP teams to reconsider service delivery options. IEP teams should focus on needs and how services needed to meet those needs are provided, NOT places.

12. How do we begin this process?

13. Step 1 Special Education Staff completes planning and projection sheets for all special education students in the building. Needs are evaluated and compiled by grade level  Group by grade level, type of service and area of need Consider the continuum of services for ALL students If a student doesn’t “fit” the IEP team may reconsider the level of service projected – “could the student be successful with services delivered in a different way?”

15. Special Ed Projections Pre KK12345 Speech/language Secondary Speech

16. Step 2 Master Schedule  Schedule lunch first.  Schedule specials classes to ensure common planning among grade levels.  Indicated subject area teaching blocks for each grade level with skill development time designated. Certain teaching blocks will have to be designated to maximize the use of special education support available.

17. Create a school wide schedule Change each block to academic times (reading, ELA, math, etc). Adding specific academic times will help ensure each grade level is working on reading, math, etc at the same time. Stagger reading times across grade levels. Use an integrated curriculum approach for science and social studies.

18. Sample Elementary School Time K1 st 2 nd 3 rd 4 th 5 th 8:00-8:10Math 8:00-9:00 Science/SS 8:00-8:45 Reading/ELA 8:00-9:50 Math 8:00-9:40 Specials 8:05-8:45 Skills 8:00-8:40 8:10-8:20 8:20-8:30 8:30-8:40 8:40-8:50Skills 8:45-9:25 Science/SS 8:40-9:40 8:50-9:00Reading/ELA 8:50-10:30 9:00-9:10Specials 9:00-9:40 9:10-9:20 9:20-9:30 9:30-9:40Reading/ELA 9:25-10:30 9:40-9:50Skills 9:40-10:20 Science/SS 9:40-10:40 Math 9:40 – 10:50 9:50-10:00Math 9:50-11:10 10:00-10:10 10:10-10:20Reading 10:20-11:20 10:20-10:30 10:30-10:40Recess 10:30-10:50 Math 10:30-11:45 10:40-10:50Skills 10:40-11:20 10:50-11:00Lunch 10:50 – 11:25 Specials 10:50-11:30 11:00-11:10 11:10-11:20Lunch 11:10-11:40 11:20-11:30Lunch 11:20-11:55 Recess 11:20-11:40 11:30-11:40Math 11:30-12:50 Lunch 11:30-12:00 11:40-11:50Recess 11:40-12:00 Lunch 11:40-12:10 11:50-12:00Science/ Social Studies 11:55-12:55 Lunch 11:50-12:20 12:00-12:10Skills 12:00-12:40 Recess 12:00-12:20 12:10-12:20Specials 12:10-12:50 12:20-12:30Recess 12:20-12:40 Reading/ELA 12:20-2:00 12:30-12:40 12:40-12:50Specials 12:55-1:35 Skills 12:40-1:20 12:50-1:00Recess 12:55-1:15 Reading/ELA 12:50-1:40 Reading/ELA 12:40 – 2:30 1:00-1:10 1:10-1:20ELA/Literacy Centers 1:20-2:30 1:20-1:30Science/ Social Studies 1:25-2:30 Science/SS 1:20-2:30 1:30-1:40 1:40-1:50Specials 1:40-2:20 1:50-2:00 2:00-2:10Math 2:10-2:20 2:00 – 2:20 2:20-2:30

19. Step 3 Special Education Schedule  Schedule Separate Class time during “skill development time” – this would necessitate one special education teacher designated for separate class instruction at all times during the day.  Assign remaining special education staff to cover other separate classes, support, collaborative and co-teaching segments as needed.  Grade level academic schedules (reading, math, etc) should be set collaboratively among levels so special education staff is available for support during critical times.  Grade level schedules should NOT change randomly throughout the year.

20. Considerations For staff:  Consider Collaborative Instruction to maximize staff time –  One teacher covers two classes within the same time period, this could be divided hourly, daily or weekly For students:  Consider priorities - Services should be provided for deficit areas;  Do not forget that accommodations can (and should) be provided by regular education teachers.

21. Challenges There is not one way or schedule that will work for every school due to differences among schools’ staff, students, populations, needs, etc. Limited number of teachers and/or parapros. Not all students will “fit” the mold. Requires a change of mindset regarding what students really need and how and when to provide for these needs. Resistance to change

22. How can we help? If you would like help in reviewing your current schedule, sped staff, sped students, needs, etc., please email Denise Milam or Chrissy Dement Questions/Comments? Thank you for attending!