Inclusive Practices- Scheduling

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

2. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.org • 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.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

5. Series of 6 Webinars • 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 ExpectationsStudent Name______________ Person Completing Form___________ Date______ Grade Level ___________ Subject/Class _____________

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. DetermineSupport 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. INCLUSIVE EDUCATIONAL PRACTICES INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET Elementary GRADE Level: _____5_________ #1 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. Models of Support Worksheet Individual Student Support Needs – Secondary Grade Level: __9_ #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. INCLUSIVE EDUCATIONAL PRACTICES SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET Elementary - GRADE LEVEL: ____5_______ #2

32. #2 Grade Level Summary – Secondary Models of Support Worksheet _9__ Total Students with IEPs in grade level: _6___ Grade:

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 School Summary Models of Support Worksheet Elementary #3

35. Models of Miami-Dade County Public Schools Office of Exceptional Student Education # 3 Models of Support Summary Worksheet 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. #4 Sample Special Education Teacher Allocation Schedule

38. #4 Special Ed Teacher Course Schedule Plan Outline HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS

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. www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. 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 27 @ 10:00 am: Scheduling • April 17 @ 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 email questions to contacts below) • After this webinar, you may email any content-related questions to Kathy Kilgore kkilgore@slc-gno.org • You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

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 http://www.surveymonkey.com/s/ipscheduling • After you have completed the webinar, you may exit the webinar