administrative support of inclusive practices for struggling students with and without disabilities...
TRANSCRIPT
Administrative Support of Inclusive
Practices for Struggling Students
With and Without Disabilities
Cindi NeverdouskyTAP – PSP ConsultantFormer Special Education Director, Middle School Principal, [email protected]
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Agenda for Supporting Inclusion
• Why Inclusive Classrooms• General Overview• Steps to implementing a successful program• Training Teacher Teams• Matching Teachers• Scheduling students and teachers• Implementation of the program• Monitoring the program
October 2011
Benefits of Inclusion
Challenge for Leadership
Implementing a Successful Program
Step 1………..Share the VisionStep 2………..Choose WiselyStep 3………...Professional DevelopmentStep 4…………ARD Committee TimeStep 5…………Provide Co-Planning Time & Schedule StudentsStep 6…………Monitoring the Program
Share the Vision
Choose staff wisely
Professional Development
3-5 days of preparation before classroom implementationBefore, after, or Saturday
Sessions should provide instruction related toEffective co-planningCo-teaching modelsStudent schedulingInstructional considerationsOngoing performance assessmentInterpersonal communicationTime for partners to discuss concerns, solve problems, and formulate initial implementation plans
Notes
Preparing Teachers to Co-Teach
Round Table Discussion GroupsCore Beliefs
Professional Goals and Teaching Styles
Expectations for Co-Teaching
Providing time to discuss
ARD Committee Time
Providing Planning Time
Provide/Expect Weekly Scheduled Co-Planning Time•Co-teaching teams should have a minimum of one scheduled planning period (45-60 minutes) per week•10 minutes per lesson – for experienced teams (Dieker, 2001)Develop Appropriate IEPs•Goals and support services need to reflect the new learning experiences that students will receive in general education classes•School teams need to carefully assess student needs and available resourcesEstablish Balanced Classroom Rosters•In a class of 25 students, no more that 6 class members should have identified disabilities in the mild to moderate range. (Remember there are other struggling students within the class that are not special education.)
Notes
Monitoring the Program
Observation Guide for Co-Teaching
What questions do you ask yourself as you observe teachers who are co-teaching?1. Can the role of each teacher be identified at any given point in the lesson?2. Is each role meaningful? 3. Does each role enhance the learning process?4. Do the teachers vary their roles during the course of the lesson?5. Is each teacher well suited to the role(s) he or she is assuming?6. Are both teachers comfortable with process and Content?7. Is the Special Education teacher working with all students?
Observation Guide 1. What evidence is there that teachers engaged in co-planning the lesson?2. Are the teacher’s focusing on process as well as content? 3. Are they reinforcing important skills?4. Are directions clear?5. What strategies are being employed to assist struggling students?6. What accommodations were made to materials in order to help struggling students complete
tasks?7. What strategies are being used to actively engage students?8. How are students being grouped? Does it fit the task? Is it purposeful?9. What reinforcement strategies are being employed?
Notes
Observation Guide 1. Are struggling students answering / asking questions?2. Are students engaged in meaningful work throughout the period?3. How are teachers assessing the learning of each student?4. What evidence exists that all students have been appropriately challenged?
Notes
8October 2011
Preparing to Co-Teach Round Table Discussion Topics
I. What are my core beliefs?I. What is important to me in the classroom?II. What do I want to accomplish with my students?III. What is important to me when I’m not teaching in the classroom?IV. What do I believe about learning?
II. What are my professional goals and teaching styles?I. How do I relate to students?II. How do I relate to other professionals?III. How do I manage my classroom?IV. What are my strengths as a teacher?V. Where do I need to grow?VI.What do I expect a co-taught classroom to look like?
III. Co-Teaching discussion topics:I. How are we similar in beliefs, goals, and teaching styles?
How are we different?II. What do we want form our students that is the same? Different?III. What do we expect our co-taught classroom to look like?IV. How can we support each other in our learning?
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ARD Committee Decision DataIdentifying students for Inclusion• Review needs of students individually• Determine accommodations vs. modifications• Analyze the Date (TAKS, eligibility, CBA, observations)• Review behavioral interventions
October 2011
Student Accommodations Modifications Classroom Support Adapted Support Additional
Class Test Modify Behavioral Peer Para Co Res Materials Technology Tutor Pull Other Room Curric.. Teacher Teacher Out
Jane Small Oral None Contract Gen Ed Calculator After Smith Group Highlight Dictionary Schl Books Sat
10October 2011
Secondary Scheduling
Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7
SSHistory
Teacher A7th grade SS
Teacher A Plan/ SS Team
Teacher AMonitor SS
Teacher A6th Grade SS
Teacher A8th Grade SS
Science Para A7th/8th Sci
Para A 7th/8th Teacher A Monitor Sci
Teacher A Plan/ Sci. Team
ReadELA
Teacher C Plan / Read
Teacher CRes. Read
Teacher C6th/7th Read
Para A 8th
Teacher ARes ReadTeacher C6th/7th
Para A ResReadTeacher C Monitor
Teacher C Resource Read
Teacher C 8th Read
Math Teacher B8th Math
Teacher B8th Math
Teacher BPlan / MathMath
Teacher B Res MathPara A 6th Math
Teacher BRes Math
Teacher B7th MathPara A 6th Math
Teacher B 6th MathPara A 7th Math
Self Cont.
Self Cont.Para B
Self Cont.Para B.
Self Cont.Para B
Self Cont.Para B.
Self Cont.Para B.
Self Cont.Para B
Self Cont.Para B.
Teacher Teacher Teacher Self Cont. Para. Para. A B C Teacher A B
PER Resource A Resource B Resource C
Math / Science Math / / ELA ELA / Social Studies
One Resource Math8 students
Resource ELA12 students
Planning
Two Gen Ed Math A
Res Math A
Planning Resource ELA15 students
8 students
Three Gen Ed Math A
Res Math A
ELA General Education Soc. Stu. General Education
Gen Ed A Gen Ed B Gen Ed B
Gen Ed A Gen Ed B
6 students Resource B Resource C
3 stu 2 stu 1 stu M W F T TH
M W T F Th 8 students 8 students
Four Resource Math15 students
Resource 15 students
Resource Social Studies9 students
Five Planning Resource Math10 students
Gen Ed ELA Res C ELA
9 Students
Six Resource Science12 students
Gen Ed Math Res B Math Gen Ed ELA Res C ELA
8 students 8 students
Matrix for Secondary Scheduling
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Pictures, diagrams, concept maps, symbolism, videos and other visual presentations.
MindMeisterhttp://www.mindmeister.com/Bubbl.ushttps://bubbl.us/Visuwordshttp://www.visuwords.com/TeacherTubehttp://www.teachertube.com/MyLearningTubehttp://mylearningtube.com/Pics4Learninghttp://www.pics4learning.com/Pictue Historyhttp://www.picturehistory.com/KartOO http://www.kartoo.com/
Visual Learners
Learn most effectively through: Lectures, oral presentations, talking out loud, music and background sounds.
Natural Reader – Free version to read text that is stored on the computer. Paid version available. http://www.naturalreaders.com/index.htmProject playlist – Social music experiment makes it easy for auditory learners to access free music to play in the background while they learn. http://www.playlist.com/
Always learn better by doing such as:Projects, labs, note-taking, andhands on approaches.
Interactiveshttp://www.learner.org/interactives/Flashcard Exchangehttp://www.flashcardexchange.com/Google SketchUphttp://sketchup.google.com/Quizlethttp://quizlet.com/ClassMarkerhttp://www.classmarker.com/QUIAhttp://www.quia.com/SparkNoteshttp://www.sparknotes.com/
AUDITORY LEARNERS
KinestheticLearner
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Resourceswww.osepideasthatwork.org/toolkit/index.asp (Instructional strategies for teachers)
www.coteach.com (Marilyn Friend – ‘Power of Two’ video
http://dww.ed.gov/ (What Works)
Teaching Exceptional Children, May/June, 2004
Mastropieri, Scruggs, Graetz, Norland, Gardizi, and McDuffie 2005
Teaching Exceptional Children, Mar/Apr, 2001
Salisbury and McGregor (2002)
Castagnera, E., Deciding What to Teach and How to Teach It, Education Resources Information Center, 1998
Motivating Students- 25 Strategies to Light the Fire of Engagement by Carolyn Chapman & Nicole Vagle
The Highly Engaged Classroom by Robert Marzano & Debra Pickering
Teach Like a Champion by Doug Lemov
How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson, ASCD, 2001
Teaching Exceptional Children, May/June 2004
Teaching Exceptional Children, Mar/Apr, 2001
Deciding What to Teach and How to Teach It by E. Castagnera, Education Resources Information Center, 1998
Step by Step Training by Stetson and Associates
Making Inclusion Work by Beninghof, 1999
Teacher’s Toolbox for Differentiating byL inda Tilton
Cindi Neverdousky Consulting 17
ResourcesDifferentiating the High School Classroom by Kathie F Nunley, Corwin Press, 2006
Connecting Teachers Students and Standards; Strategies for Success in Diverse and Inclusive Classrooms by Deborah Voltz, Michelle Sims, and Betty Nelson, ASCD, 2010.
How to Reach and Teach ADD/ADHD Children by S. F. Rief, (1993). Hoboken NJ: Jossey-Bass.
Murawski & Dieker, 2004
York, et.al. 1993
Anderson and Krathwolhl, 2001
Mastropieri, Scruggs, Graetz, Norland, Gardizi, and McDuffie 2005
Salisbury and McGregor (2002)
August 2011
About the presenter……………Following years as Director of Special Education and in varied principal positions in the Fort Worth ISD, Cindi Neverdousky has served for the past year as a Professional Service Provider (PSP) supporting campuses who received the TTIPS grant. For the past three years, she has served as a Technical Assistance Provider and as an External Campus Intervention Team Member by supporting schools with chronic failure. Parallel to this work, she has partnered with districts such as Edinburg, Ft. Bend, Mercedes, and San Elizario in developing quality services in differentiation, inclusion, co-teaching, learning strategies, and data review/intervention for failure to meet Adequate Yearly Progress (AYP), specifically with special populations.
Cynthia NeverdouskyWillow Park, [email protected]