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Clustering Students and Teachers for Optimal Early Intervening

Schoolwide Instructional Design: . Clustering Students and Teachers for Optimal Early Intervening. Example Map of K-5 Support Clusters. Williams. Enriquez. K. Jones. Smith. Bendix. Valencia. White. Maxwell. Ferraro. Russhon. 1. 2. Cynowa. King. Camacho. Washington.

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Clustering Students and Teachers for Optimal Early Intervening

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  1. Schoolwide Instructional Design: Clustering Students and Teachers for Optimal Early Intervening

  2. Example Map of K-5 Support Clusters Williams Enriquez K Jones Smith Bendix Valencia White Maxwell Ferraro Russhon 1 2 Cynowa King Camacho Washington

  3. K-5 Support Clusters (Continued) 3 Duran Sujansky Clark-Oates Poindexter 4 Sullivan Schroeder Waitoller Herron 5 Mukkavilli Joseph Flores Neal Williams Enriquez

  4. Blank map for designing support clusters (K - 3) K 1 2

  5. Blank map for designing support clusters (3 - 5) 3 4 5

  6. Planning The first step is to coordinate with the classroom teachers that being supported so that skill groups are done at staggered times. For example:

  7. Scheduling Support Staff Next, coordinate skill group times in different classrooms so that support staff can facilitate groups in two different classrooms. Williams support schedule: Enriquez support schedule:

  8. Middle School Support Clusters

  9. Middle School Support Schedule

  10. Blank map for designing middle school support

  11. High School Support Clusters

  12. High School Support Schedule

  13. Blank map for designing high school support

  14. How will we work together? • Special education teachers align with classroom teachers at different grade levels so that each class that includes students with IEPs receives a block of a special education teacher’s time. • Classroom teachers plan with each other and with the special education teachers to stagger skill group times to ensure support during that time.

  15. What are the benefits? • Students with disabilities have access to the general education curriculum • Less instructional time lost vs. moving to different location • Classroom teachers receive daily support during skill groups • Support providers are included in planning and instruction with classroom peers, allowing for better match of instructional goals as well as synergy of staff

  16. Flexibility is a must! Schoolwide Instructional Design reflects a dynamic system that may change throughout the year and from year to year in response to: • Students’ needs • Changes in student population • Changes in staffing

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