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Pinellas County Schools

Pinellas County Schools. Sandy Smith, Supervisor Sandra Erickson, Resource Teacher Callie Locascio, CDA/Technology. Our Models-Past and Present. 2005-2006 . 2009-2010. Most were self- contained Center, SVE, IVE, ASD, EBD, LI, DHH, ½ day VE,½ day SI

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Pinellas County Schools

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  1. Pinellas County Schools Sandy Smith, Supervisor Sandra Erickson, Resource Teacher Callie Locascio, CDA/Technology

  2. Our Models-Past and Present 2005-2006 2009-2010 • Most were self- contained • Center, SVE, IVE, ASD, EBD, LI, DHH, ½ day VE,½ day SI • 3 Classrooms reverse mainstream (12 ESE/4 Typical) • 4 Inclusion teachers for community and Head Start • Most are included • Blended VE 3 year olds and 4-5 year olds, Blended LI, Inclusion teachers (5), Itinerant services, SLP’s to Community sites and Head Start • Self contained-Center, SVE, ASD, EBD, ½ day SI-all have decreased except ASD

  3. 2005-2006 • 103 Classrooms • Serving 1294 students with 10% served in full time inclusion • 2006-2007- Year One of Blended Model • 102 Classrooms • Serving 1134 students with 38% served in full time inclusion • 90% received a K code • 2009-2010- Currently • 116 Classrooms • Serving 1198 students with 73.48% served in full time inclusion • 97% receive inclusion opportunities during day

  4. Model Descriptions • Blended 3 year old (Title 1 and Fee Pay) • Blended 4-5 year old (VPK) • Blended Language Impaired (VPK) • Inclusion Teachers • Community Inclusion SLP’s

  5. Students Transitioned to Gen Ed K • 2006-2007 • 593 students transitioned • 29 Retained • 29 Center/SVE, 13 ASD, 55 EBD • 70 % Gen Ed • 2007-2008 • 593 students transitioned: • 24 Retained • 13 Center/SVE, 27 ASD, 43 EBD • 68% Gen Ed.

  6. 2008-2009 • 602 students transitioned • 11 Retained • 19 Center/SVE,20 ASD, 30 EBD • 81% Gen Ed. • 2009-2010 (proposed) • 581 students transitioned • 5 Retained • 17 Center/SVE, 47 ASD, 18 EBD • 80% Gen Ed. (proposed)

  7. Professional Development Materials/Supplies/Curriculum • 2006-07: Trainings to address new inclusion models: • Collaboration – day-long training for teams of teacher/CDA/associate. • Developing collaborative lesson plans • Differentiating instruction • Disability awareness 2006-07: Materials/Supplies: • Additional furniture needs for increased number of students • Harder/easier puzzles, toys, books, manipulative for increased variety of levels • Piloted literacy curriculum 2006-07 Support staff • Four inclusion teachers supported blended classroom teachers with monthly visits

  8. Trainings and materials (cont.) • 2007-08 Trainings • Developmentally Appropriate practices • Scaffolding – Beyond Centers and Circletime • Collaboration • Teaching in Centers 2007-08 Materials • Houghton Mifflin literacy curriculum • Continued to expand classroom libraries – focus nonfiction • Added math extension kits 2007-08 Staff • Added resource teacher – focus on knowledge of typical development and appropriate activities • Continued support from inclusion teachers

  9. Trainings and materials (cont.) • 2008-09 Trainings • Collaboration • Differentiated instruction • DEC speaker – Susan Maude – two day conference – accommodations • Inclusive Centers resource book and CARA’s book from CEC • Planning lessons for themes and centers 2008-09 Materials • Focus on dramatic play centers • Expanded libraries – nonfiction and science books and center materials

  10. Training and materials (cont.) • 2009-10 Trainings • Collaboration • Data collection • Peer models and facilitating peer interactions • Supporting students with significant needs Dr. Phyllis Jones (USF): trained 10 “teacher supporters” 2 separate trainings with 5 small groups of teachers series of 5 monthly Professional Learning Community meetings (five varying locations to accommodate teacher travel) PLC groups are facilitated by the teacher supporters

  11. Training and materials (cont.) 2009-10 Materials • Pretend play – puppet theatres and puppets • Big books and continued expansion of class libraries • Need for special seating and other equipment and materials (feeding, toileting) in more classes to include students with physical needs 2009-10 Staff • Two behavior specialists to support teachers in blended classes with students who have behavior concerns and to support teachers in general classroom management • Continued support from inclusion teachers and resource teachers – who also serve as teacher supporters along with classroom teachers

  12. Questions

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