Transcript Inclusive Practices

www.laspdg.org
Inclusive PracticesMaking it Work!
Presented by Kathy Kilgore
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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
Series of 6 Webinars
1. Overview of Inclusive Practices 
2.
3.
4.
5.
Co-teaching Support Model 
Consultant Support Model 
Paraeducator Support Model 
Scheduling for Inclusive Practice 
6. Logistical Issues
Inclusive Practices…..
academic and behavior
supports and strategies
provided to students with
disabilities in general
education settings.
• …
Collaborative Support Models for
Inclusive Practices
Co-teaching Support Model
Consultant Support Model
Paraeducator Support Model
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.
Co-teaching Approaches
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•
•
•
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
Consultant Support Model
Support and assistance from 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.
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
Scheduling
• Process for identifying student support needs
• Identifying appropriate Collaborative Teaching
Support Model (i.e., co-teaching, consultancy,
paraeducator, special education pull-out)
• Level 1, 2 or 3 support needs based on general
education class expectations
Logistical Issues
• Not directly related to Collaborative
Teaching Support Models or co-teaching
approaches, but
• Essential to effective implementation
• Includes: Lesson Planning, IEP
Development, Grading, etc.
Logistical Areas…
• IEP Development
• Lesson Plan
Development
• Teacher Planning
Time
• Assessment and
Grading
• Case Loads
• Classroom
Management
• Assistive Technology
• Other Stakeholders
IEP Development
• IEP drives instructional program
• Reflects support and services needed
• Goals written to address areas of need
Goals…
• Written to address deficit skills regardless of
classroom setting
• Written to address deficit skills that impact
performance (e.g., functioning below grade
level, failing a subject, not passing LEAP)
• Written to address what a co-teacher will
teach in a co-taught class
IEP Minutes
• Minutes in the ‘Regular Class’ column…
– Indicate student is receiving specialized
instruction in a general education setting
from a SpEd teacher who is co-teaching
– No minutes if support is provided by
paraeducator
– No minutes if there is no co-teacher in class
Prior to IEP Meeting… Teacher of IEP
Responsibility….
1. Determines level of support needs
2. Decides Collaborative Teaching Support
Model
3. Outlines a program that best meets
student’s instructional needs
Lesson Planning
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Necessary to successful delivery of instruction
Dynamic and on-going process
Critical when co-teaching, consulting
Determine:
– Student groupings
– Delivery models
– Accommodations/modifications
Planning
• Necessary to effective implementation
• On-going communication is critical
• Meet formally every two to four weeks for
scheduled session
• Meet informally daily or weekly through emails,
calls, brief meetings
At formal meeting….
• Bring needed data
• Bring copies of possible instructional
materials
• Be familiar with GLEs, Common Core
standards, district pacing charts, etc.
• Bring creative ideas
• Be ready to work
Let’s take a poll….
What do you think is the greatest obstacle
teachers who co-teach or consult face
relative to jointly planning lessons?
• Use your chat pod to type in a brief
response
Assessment and Grading
• Assess continuously
• Assessment provides basis for report card
grades
• Assessment provides feedback to student and
to parents
• Assessment drives future instruction
Student Rights
• …to be provided instruction on functioning level
• …to make progress and grow as a learner
• …to be assessed with multiple formats and
types of assessment
• Without assessment, impossible to provide
feedback to student, parent and provide report
card grades
• 2 important decisions: what to grade and how
to grade it
What to Grade
• Not all work has to be graded
• Grade work related to IEP objectives, GLEs
(Common Core Standards)
• Assign grades to tests, specific projects or
products and other presentation forms that
indicate level of knowledge gained/mastered
• Grade consistent with district policy
How to Grade it?
• Establish classroom environments that
promote individual performance
• Teach students to respect differences in others
and that each student may need different
support
• Use rubrics to differentiate assessment criteria
• Rubrics provide specific assessment
information to the teacher and critical
feedback to the student
Report Card Grades
• Assess performance on quizzes, projects,
tests, exams
• Consider the research regarding class work,
participation and home work
• Refer to district’s grading policy
Grading Options
• Students functioning at or close to grade level:
– Graded according to same procedures used to grade
students without disabilities
• Students functioning below grade level:
– Graded according to same procedures used to grade
students without disabilities
– Provide extensive accommodations and assess with
instruments that measure skill/concept mastery, not just
reading ability
• Students who take LAA 1 or LAA 2 Assessments SpEd work performance
• Caution - grading based on functioning level with
notation on report card
• Progress grade in lieu of final grade
Grading….
• When two teachers work with same student,
same subject…
– Consult with each other to determine grade
• Inform parents of the way report card grades
are determined
Let’s take a poll….
What are some issues you or your
school/district have encountered relative
to grading SWD?
• Use your chat pod to type in a brief
response
Case Loads
• Consistent with natural proportions (10% to
12%)
• In co-taught classes, no more than 1/3 SWD, but
consider support needs of students
• Co-taught classes should be the same size (or
smaller ) than other classes at same grade level
• Don’t group all SWD into a single GenEd class
• Don’t distribute SWD evenly across classes and
teachers
• Don’t group based on exceptionality or services
received
• Students must be assigned to classes based
on their support needs
• Support staff must be assigned to classes
based on student support needs
• Pre-determine shared classroom tasks
• Pre-determine parent communication
procedures
Substitute Teachers
• If one co-teaching teacher is absent, assign a
substitute teacher
• If both co-teachers are absent, assign two
substitute teachers
Classroom Management
• FBA needed for students whose behavior
interferes with instruction
• BIP implemented by all teachers
• Co-teachers should both introduce and
enforce expectations
• Class wide management systems must be in
place
• PBIS foundation based on positive approaches
Assistive Technology
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AT supports the inclusion of SWD in GenEd
Ranges from low to high tech
IEP team determines appropriate AT
AT must be non-intrusive and integrated into
the regular instructional program
• GenEd teachers must be familiar with
systems/devices and know how to integrate
• SpEd teacher responsible for ensuring AT is
provided
Other Stakeholders
• Related Services personnel, families,
paraeducators are integral partners
• On-going communication among all is critical
• Related Services personnel must pursue more
collaborative opportunities with classroom
teachers
• Related Services personnel have expertise that
supports student access to GenEd curriculum
Paraeducators
• Paras provide critical support
• Specialized instructional minutes delivered by
a teacher, not a para
• Paras engage in activities that support student
acquisition and mastery of important skills
• Paras in GenEd classes provide support to all
students with a focus on SWD
Families
• Family engagement supports inclusive practices
• Families must be informed of benefits of
inclusive practices
• Maintain on-going communication via letters,
fact sheets, websites, newsletters, handouts and
through face to face meetings
• Be sensitive to language diversity and avoid
educational jargon
• Reassure families that inclusive practices will
benefit their child(ren)
Let’s take a poll….
Relative to the logistical issues just
discussed, are there other areas that
should be considered? If so, what are
they?
• Use your chat pod to type in a brief
response
Physical Learning Environment
• Facilitate rather than hinder instruction
• Critical to ensure a smooth and efficient delivery of
instructional content
• Room arranged to accommodate approach/grouping
used most often
• Clearly delineated areas/purposes identified
• Walls/bulletin boards support instructional focus
• Displays change to support instruction
• SWD integrated into seating arrangements
• Clearly established classroom routines
• Both teacher’s names clearly identified
Outcomes
• Data collected on effectiveness of inclusive
practices
• Use both quantitative and qualitative measures
– Student achievement data
– School and subgroup performance data
– LRE data
– Implementation level
– Student behavior/discipline data
– Changes in stakeholders’ perspectives
In Closing….
• Inclusive practices require everyone to be
actively involved in and sharing
responsibilities for implementation
• On-going communication is critical
• Inclusive practices provide foundation, models
and approaches to ensure positive student
outcomes
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.
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