Transcript Slide 1

www.laspdg.org
Inclusive PracticesScheduling
Presented by Kathy Kilgore
Considerations
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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. Co-teaching Support Model 

4. Paraeducator Support Model 
5. Scheduling for Inclusive Practice
3. Consultant Support Model
6. Logistical Issues
Grading
 IEPs
 Planning

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
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 by 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
 Identify process for identifying student support
needs
 Determine which Collaborative Teaching
Support Model is needed (i.e., Co-teaching,
Consultant, Paraeducator or even Special
Education class instruction)
Student Support Needs
 ‘Student Needs First’ philosophy
 Support needs must be determined first
 Identifying support needs guides
scheduling process
Review of Educational Data
 MDE, IEP
 Report card grades
 LEAP and other test scores
 Teacher reports
 Instructional team members input
 Behavior records
 Other
General Education Class Inventory
 What are the grade level academic
expectations?
 What are the classroom routines?
 What are the behavior expectations?
 What kinds of assessments will the student
have to take?
Student Support Needs Worksheet-General Education Class Expectations
Student Name______________ Person Completing Form___________
Date______ Grade Level ___________ Subject/Class _____________
SUBJECT
ACADEMIC BEHAVIORS
SOCIAL BEHAVIORS
CLASS ROUTINES
Class
Expectations
Class
Expectations
Class
Expectations
Discrepancy
(ies)
Discrepancy
(ies)
Discrepancy
(ies)
Let’s take a poll….
Do you think the use of the Student Support
Needs Worksheet – General Education Class
Expectations would be helpful? Yes or no and
why or why not?
 Use your chat pod to type in a brief response
Inventory gaps in performance
 Based on general education classroom
expectations inventory
 Leads to identification of what supports are
needed
 Not noted for purpose of denying general
education class access
 Identify how student needs to be supported in
general education
Determine Support Need Levels
Determine if a student has level 1, 2 or 3 support
needs:
 Level 1 – Minimal support
 Level 2 – Moderate support
 Level 3 – Significant support
Students with Level 1 Support Needs
 Fairly successful in general education with minimal support
 Easily included, functioning close to grade level, good behavior
 May need accommodations, but can be easily provided by
GenEd teacher
 GenEd teacher may need to consult with SpEd teacher
 Usually included in general education for all or most of day
 Historically, considered ‘mainstreamed’ students
 Will not need a co-teacher or a paraeducator as long a GenEd
teacher uses D.I.
Students with Level 2 Support Needs
 Need accommodations and possibly some
modifications
 Need support from a Support Paraeducator or
maybe from a co-teacher
 May benefit from some (limited) ‘pullout’
 Will be successful if appropriate supports
provided
 At very least, will require GenEd teacher to
consult with SpEd teacher on a regular basis
Students with Level 3 Support Needs
 Need maximum support and
accommodations
 Need significant accommodations and
possibly modifications for majority of
subject/skill areas
 Need support of a co-teacher
 May need ‘pull out’ instruction
Remember
 Some students may need Level 1 supports for
some subjects, but Level 3 supports for others
 Try and avoid grouping large numbers of
students needing Level 3 supports together
(unless meets needs of students)
 Support needs may change - from skill area to
skill area, from one reporting area to the next,
from semester to semester
Identifying Student Support Needs
 Difficult process
 Requires thorough approach
 Once completed, possible to assign
supports to specific classes
 Increases chances of success
Let’s take a poll….
Do you agree this process could be the hardest
part of scheduling SWD in general education
classes. Yes or no and why or why not?
 Use your chat pod to type in a brief response
Determining the Collaborative Support Model
needed
 What support will students need?
 When or where will they need the
supports?
 Who will provide the support?
 How may the support needs of all students
be met?
What supports will students need?
 First
 Review current data (MDE, IEP, LEAP, etc.)
 Conduct additional assessments
 Observe the student in different learning environments
 Interview instructional team members including parent(s)
 Second
 Identify general education class expectations though an inventory of
academic, behavior and class routines
 Third
 Identify level of support and appropriate Collaborative Teaching Support
Model(s)
 Transfer information onto a worksheet in order to see the ‘whole’
picture
This is the most difficult part of the entire scheduling process.
#1
INCLUSIVE EDUCATIONAL PRACTICES
INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET
Elementary
GRADE Level: _____5_________
Class/Subject
Name
Support Level
Reading
Math
Science
Social
Studies
PE
Art
Bryon
2-Read.
1-Others
CT
CT
I
I
I
I
Janise
3-R.M
2-S/SS
CO
CO
CT
P
I
I
Devon
3-R/M
2-S/SS
SpEd
CO
P
P
I
I
Alicia
3-R/M
2S/SS/PE
CO
SpEd
P
P
P
I
Support Models: I = Independent – No Assistance
SpEd = Sp.Ed. Class
P = Assistance – Paraeducator
CO = Co-Teacher
CT = Consultant Teacher
Instructions: List all students in a grade level in the first column and indicate next to each name if the student needs
1, 2, or 3 level of support. List classes/subjects in the first row. Indicate the type of Support Model needed by
each student, in each class/subject column, using the codes above.
#1
Models of Support Worksheet
Individual Student Support Needs – Secondary
Grade Level: __9_
Class/subject 
Name

SS
PE
Elective
CO (3) CO (3) P (2)
P (2)
I
P (2)
P (2)
I
I
I
CO (3) CO (3) CO (3)
P (2)
I
I
Megan
SpEd
CO (3) CO (3)
CO (3) P (2)
P (2)
Kaitlyn
CT (1)
CT (1) I
I
I
I
Jason
P (2)
I
I
I
I
Darrien
Rochelle
Justin
ELA
Math
P (2)
Science
I
(3)
I
I = Independent – No Assistance SpEd = Special Ed Teacher CT = Consultant Teacher
P = Paraeducator
CO = Co-Teacher
When or where will they need supports?
 Charted for all students by subject and
grade level
 Provides overview of all students in a
specific grade and the type of collaborative
support model they need
 Transfer information to a worksheet
#2
INCLUSIVE EDUCATIONAL PRACTICES
SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET
Elementary - GRADE LEVEL:
SUBJECT/
CLASS
No
Support
Paraeducator
Sp Ed
Teacher
____5_______
Consultant
CoTeacher
Reading
1
1
2
Math
1
1
2
Science
1
2
SS
1
3
PE
3
1
Art
4
1
#2
Grade Level Summary – Secondary
Models of Support Worksheet
Grade:
Subject
area
Courses 
_9__
No Support
ELA
Total Students with IEPs in grade level: _6___
Paraeducator
SpEd
Teacher
Consultant
Co-Teacher
2
1
1
2
1
3
MATH
1
1
SCIENCE
3
1
2
SS
3
2
1
PE
5
1
ART
4
2
Who will provide supports?
 Identify type of staff (i.e., collaborative
support model) needed to provide
supports
 Use the School Summary Models of
Support Worksheet to chart this
information
 Captures support needs of every SWD at
every grade level for all subjects
School Summary
Models of Support Worksheet
#3
Paraeducator Support
Models of Support Summary Worksheet
Grade
Level/Tot
al # 
Subject
Area 
R
M S
SS
PE
Art
SpEd Teacher Support
R
M
S
SS
PE
ART
Elementary
#Consultant
3
Teacher
Co-Teacher
R
M
S
SS
PE
A
R
T
R
M S
K
1
2
3
4
5
6
2 3
1
1 1
2 2
1 1 1
S
S
PE
ART
School Summary
Models of Support Worksheet - Secondary
#3
Paraeducator
Grade
Level/
Total
# 
9
10
11
12
Subject
Area

ELA
M
S
SS
2
1 1 2
SpEd Teacher
PE
E
L
E
1
2 1
M
S
S
S
P
E
Co-Teacher
E
L
E
M
S
S
S
2 3 2 1
P
E
Consultant Teacher
E
L
E
M
1 1
S
S
S
P
E
E
L
How may we meet the needs of all student?
 Match supports to individual students
 Use School Summary Models of Support
Worksheet to identify where and what
type of staff is needed
 Assign specific staff to specific classes
#4
Sample Special Education Teacher Allocation Schedule
Co-Teaching
Consultant
SpEd Class
Planning
1st period
Mr. Jones (Math)
Ms. Ray (ELA)
(Para to Science)
(Para to Math)
2nd period
Ms. Adams (Reading)
(Para to Math)
(Para to S.S.)
Mr. Jones (Math)
Ms. Ray (Planning)
3rd period
Mr. Jones (Science)
(Para to Math)
(Para to Reading)
Ms. Ray (ELA)
Ms. Adams
(Planning)
4th period
Ms. Ray (ELA)
(Para to Math)
Ms. Adams
(Math)
(Para)
5th period
Ms. Adams (Math)
Mr. Jones (Science)
(Para ELA)
Ms. Ray (ELA)
(Para)
6th period
(Para Math)
(Para Science)
Ms. Adams
(Reading)
Ms. Adams
(Science)
Ms. Ray (S.S.)
Mr. Jones
(Science)
Mr. Jones (Planning)
#4
Special Ed Teacher Course Schedule Plan Outline
HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS
1st Period
2nd Period
3rd Period
4th Period
Teacher 1
(Mr. Day)
Co-Teaching (ELA)
Planning
Co-Teaching
(Science)
SpEd Class (Math)
Teacher 2
(Ms. Peal)
SpEd Class (ELA)
Co-Teaching (Math)
Planning
Consulting (ELA)
Teacher 3
(Ms. Hicks)
SpEd Class (ELA)
Consulting (Math)
Co-Teaching (ELA)
Planning
Para 1
(Mr. Flint)
Math GenEd
ELA GenEd
ELA Gen Ed
Elective GenEd
Para 2
(Ms. Storm)
ELA Gen Ed
Math GenEd
Elective GenEd
Science GenEd
 Staff not assigned until support needs of
students identified and charted
 Thoughtful and purposeful process
 Provides data to support requests for additional
staff
 Ensures student support needs dictate
scheduling of staff
Let’s take a poll….
Do you think the process just outlined and the
sample forms will facilitate the assignment of
appropriate staff so that student support needs
are met in general education classes? Yes or no
and why or why not?
 Use your chat pod to type in a brief response
Assigning co-teaching staff
 OK to begin by identifying pairs willing to work
together
 Ask for volunteers
 Conduct a survey of current teachers’ strengths and
inclusive practices currently in place
 At some point, every teacher must be able and willing
to co-teach
 Pay attention to certification requirements
Changes in student support needs
 Expect changes
 Carefully consider changes
 Ask…
 Is student making progress because of support and
will s/he continue making progress if support is
decreased? Or will student be able to continue
making progress with a decrease in current
support?
 Make changes at natural break intervals
 Don’t provide more support than is what needed
Monitoring co-teachers
 Possibility of ineffective co-teaching pairs
 Usually due to lack of respect for each other
 Provide team building activities
 If relationship is interfering with student
progress, then change must be made
Matching appropriate support level and collaborative
teaching model…
 Increases likelihood of student success
 Scheduling process ensures that SWD assigned to
general education classes will have the appropriate
support provided by appropriate staff
 Process must be based on identification of student
support needs first
 Purposeful, data driven process is needed 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.
Additional Webinars in this Series
 February 27 @ 10:00 am: Scheduling
 April 17 @ 10:00 am: Logistics
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[email protected]
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Melanie Lemoine [email protected]
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