Transcript Document

Inclusion:
Standards Based IEP’s, Tools for
Inclusive Educators, and
Emerging Roles
Presented By: The Lawrence School
Special Education Team
SPED
To the theme of Y.M.C.A.
Lyrics by Katie Seifert
Teachers, there’s no need to feel down.
I said Teachers, pick yourself off the ground
I said Teachers, though your so over whelmed
There’s no need to be unhappy
Teachers, there’s a place you can go
I said Teachers, when you curriculum won’t flow
You can go there, and I’m sure you will find
Many ways to have a good time!
It’s fun to work with SPED
It’s fun to work with SPED
They have strategies and materials that can help
with all our students
It’s fun to work with SPED
It’s fun to work with SPED
SPED
Teachers are you listening to me?
I said teachers what kinda help do ya need?
I said teachers, they are all our students
But you got to know this one thing.
No teacher does it all by themselves.
I said teachers we are all here to help.
Just consult with you sped team
I’m sure we can help you today.
It’s fun to work with SPED
It’s fun to work with SPED
They have strategies and materials that can help
with all our students
It’s fun to work with SPED
It’s fun to work with SPED
Presentation Outline
• Session 1
– What is Inclusion & why do we
have standards based IEP’s?
– Standards based IEP’s
– Accommodations Vs.
Modifications
• Session 2 (At grade level meetings)
– The changing role of support
personnel. How does this affect
service delivery?
Session 1
What is Inclusion & why do we
have standards based IEP’s?
D I ifferentiated instruction
Ow N ership of educating all children
Ac C ess to the learning community
P L anning learning to meet all learners
Prod U uct based performance and grading
S ocialization with peers
Mult I ple Intelligences
Collab O ration with team
Stude N t centered learning
Seifert Fall 07
How this initiative will be implemented within the
classrooms?
•
Students are integrated with their classes. They
physically sit with the rest of the students.
•
Students are learning same material but are
accessible to helpful theme related resources.
•
Students receive extra help and reinforcement
through Special Education resource teacher
both in regular ed. Classroom and Resource
room.
•
Differentiated learning takes place in classroom.
http://www.uni.edu/coe/inclusion/strategies/inclusive_classroom.html
Seifert Fall 07
Principle of Participation
“…….individuals who have
disabilities should not be
deprived of opportunities
to participate in typical
school & community
activities SIMPLY BECAUSE
they cannot participate
FULLY or INDEPENDENTLY in
those activities.”
Baumgart et al., 1982
PURPOSE: Standards Based
IEP’s
Because of high stakes assessments, as
well as NCLB and the reauthorization
of IDEIA, guidelines have been set
forth to align state content standards
with students’ IEP’s. Therefore;
–
Middletown is implementing a three
to five year plan to align students’ IEP
goals and objectives with the CT state
curriculum standards and the CMT
frameworks.
What does this change mean for
General Education?
• Goals and objectives will align to the
state curriculum standards and CMT
frameworks. This alignment is providing
a common language and goal
between general education and
special education.
• This does not impact the collaborative
effort that currently exists between
special education and regular
education, instead this initiative
increases the collaborative efforts.
What does this change mean for
General Education?
• This does mean that we must continue
to learn more effective and
innovative ways to educate all
students.
• The Law states: “to ensure access of
the child to the general curriculum, so
that he or she can meet the
educational standards”
Without standards based IEP’s
your classroom may look like
this:
Prioritize Goals and Objectives
• Which weaknesses most
adversely affect educational
performance?
• These weaknesses should be
the priority. Not every weakness
can be addressed!
• There needs to be a
connection between the
child’s IEP and what the child
learns in the classroom.
Modifications & Accommodations
• Modifications- a change in what a
student is expected to learn and
demonstrate.
–Modifications may be minimal or very
complex depending on the student
performance.
–Modifications must be clearly
acknowledged in the IEP
•Accommodations-a change in how a
student accesses and demonstrates
learning, but it does not substantially
change the instructional content
• The easiest way to modify
is not to modify work, but
to modify instruction and
instructional access
• There needs to be a
connection between the
child’s IEP and what the
child learns in the
classroom.
Examples of Accommodations
Accommodations refer to the actual teaching supports and services that
the student may require to successfully demonstrate learning.
Accommodations should not change expectations to the curriculum
grade levels.
Examples
• taped books
• math charts
• additional time
• oral test
• oral reports
• preferred seating
• study carrel
• amplified system
• Braille writer
• adapted keyboard
• specialized software
•presentation
and/or response
format and
procedures
•instructional
strategies
•time/scheduling
•environment
•equipment
•architecture
Examples of Modifications
Modifications refer to changes made to
curriculum expectations in order to meet
the needs of the student. Modifications
are made when the expectations are
beyond the students level of ability.
Examples
• instructional level
• content
• second language exemptions
• performance criteria
• withdrawal for specific skills
• include student in same activity but
individualize the expectations and
materials
• student is involved in same theme/unit but
provide different task and expectations
What does this look like at
Lawrence School?
• Differentiation of instruction
• Weekly general/special education meetings
to monitor progress
• Co-Teaching
• Parallel Teaching
• Support regular education initiative for social
skills development
• Data collection and progress monitoring
• Speech and Language classroom support
• Teach to strengths to compensate for
weaknesses
• Modifications and Accommodations
Website
http://www.state.ct.us/sde/
dtl/curriculum/
References
• Lisa Fiano, CREC TABS Presentation of
Standards based IEP’s
• http://www.uni.edu/coe/inclusion/strategie
s/inclusive_classroom.html
• http://www.state.ct.us/sde/dtl/curricul
um/
• Sonya Kunkel; Presentation of
Standards based IEP’s
• Katie Seifert; Presentation of
Inclusionary Practices: Access for All
• Bielefield Presentation Standards
based IEP’s
Session 2
– The changing role of support
personnel. How does this
affect service delivery?
Emerging roles of support
personnel
• Prescriptive Remediation
Provider
• Co-teacher
Level 1
Level 2
• Collaborator
• Support Facilitator
Co-Teacher
• Co-Planning
• Unified ownership of all
students in the classroom
by both parties
• May occur daily or
occasionally
• Level 1
• Level 2
Collaborator
• Planning that ties classroom
instruction to IEP
• Pre-exchange/ Exchange of
Materials
• Modeling of strategies
• Provision/ Securing of
alternative materials,
modifications
• Use of tools to tie IEP to
standards participation
• Document collaboration with
purpose
Support facilitator
• Carries a bag of tricks,
supplement materials (highlight
tape, graphic organizers, sticky
notes, alternative rubrics….)
• Gets overview planning
• Documents student
participation in curriculum
• Provides communication forums
b/t personnel
• Takes Data/ shares data for
planning purposes
• Accommodates
References
• Lisa Fiano, CREC TABS Presentation of
Standards based IEP’s
• http://www.uni.edu/coe/inclusion/strategie
s/inclusive_classroom.html
• http://www.state.ct.us/sde/dtl/curricul
um/
• Sonya Kunkel; Presentation of
Standards based IEP’s
• Katie Seifert; Presentation of
Inclusionary Practices: Access for All
• Bielefield Presentation Standards
based IEP’s