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Inclusion Plan PDCA

Inclusion Plan PDCA. Department of Special Programs Dr. Shelia Martin. District Inclusion Resource Team. Leigh Anne Akey Julie Carpenter Mary Beth Dees Kathy Sullivan Karen Bumpers. Plan-Do-Check-Act Sheet.

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Inclusion Plan PDCA

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  1. Inclusion Plan PDCA Department of Special Programs Dr. Shelia Martin

  2. District Inclusion Resource Team • Leigh Anne Akey • Julie Carpenter • Mary Beth Dees • Kathy Sullivan • Karen Bumpers

  3. Plan-Do-Check-Act Sheet • Goal- Reading and Math CRT yearly average proficiency should increase a minimum of 3% • Inclusion Model • Student Tiering • Focus Area • Strategies and Activities • Timeline • Person Responsible for Implementation • Academic/Professional Learning Measures of Progress • Special Education Allocations

  4. Measurable Goal Based upon individual schools CRT yearly averages in Math and Reading Increase the baseline proficiency by 3% to 5 % All students except AAA students should take CRTs

  5. Models of Inclusion • Based on the needs of the students • Based on the number of special education students on each tier • Based on the number of special education teachers and paraprofessionals

  6. Models of Inclusion Collaborative/Consultative Model • Special education teacher is available to re-teach a difficult skill or to help students practice a newly acquired skill through second delivery of instruction.

  7. Models of Inclusion Co-teaching Model • General education and special education teachers work together to teach students with/without disabilities in a shared classroom. Both are responsible for planning and delivery, student achievement, assessment and discipline.

  8. Models of Inclusion Teaming Model • The special education teacher provides student information, instructional strategies, modification ideas for assignments/tests, and behavior strategies.

  9. Regular grade State testing program Use of accommodations Strategies Lab as needed, “drop-ins,” but not pulled from a core course Sp ed teachers interact with general ed teachers, not with sp ed students Collaborative planning Documented collaboration between general and special ed teachers Students are never removed from general ed courses during class to receive sp ed services Tier 1 Regular Diploma

  10. Regular grade/AOD grade State testing program Use of accommodations General ed core courses & Strategies elective course Occasional co-teaching Collaborative planning Sp ed teacher supports general ed teacher’s instruction, but is neverprimarily responsible for providing instruction Students are never removed from general ed core courses in order to receive sp ed services Tier 2 Regular Diploma or Alabama Occupational Diploma (AOD)

  11. Basic grade/AOD grade State testing program/ Alabama Alternative Assessment (AAA) Students not expected to learn all of the general ed COS standards Collaborative planning Co-teaching in selected general ed classes Instruction may be provided in general ed or specialized settings appropriate to the needs of students Tier 3AOD / Graduation Certificate

  12. Basic grade AAA Instruction in extended standards Instruction may be provided in general ed or specialized settings appropriate to the needs of students Co-planning Co-teaching in selected general ed classes Sp ed teachers are responsible for closely monitoring instruction to ensure WHAT students are being taught and HOW they are being taught aligns with effective practice May require intensive instruction in developmentally appropriate COS standards closely associated with independent living Tier 4Graduation Certification

  13. Inclusion Strategies • Based upon the support needed for a particular tier • Tier 1 students do not need as much support as Tier 3 students

  14. Personnel • Assign personnel to a tier • Assign teachers to students who require more support • Assign paraprofessionals to students who require less support

  15. Special Education Teacher Support • Suggest accommodations • Provide modified activities • Provide instructional strategies • Provide behavior strategies • Participate in co-planning sessions • Provide second delivery of instruction • Address individual IEP goals • Provide direct instruction in learning strategies, • Social skills, and anger management • Offer a “safe place” for behavior crisis intervention • Collaborate with general and special education teachers

  16. Paraprofessional Support • Lead small groups • Work one-on-one • Re-teach/review • Keep students on task • Take notes in class • Read materials/tests aloud • Assist with mobility • Assist with transitions • Assist with activities of daily living

  17. Quarterly Review Information • Reading and Math CRT scores (SPE) • Percentage passing with 70 or above • SPE students identified by tiers and location of services • SPE teacher & para schedules with SPE students identified (elementary teachers and paraprofessionals will use specific times instead of periods or blocks) • Documentation of collaboration meetings between SPE teachers and general education teachers (paraprofessionals may participate in these meetings along with the special education teacher)

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