educating students with mild disabilities in the general education classroom at mesa junior high...

Educating students with mild Educating students with mild disabilities in the general disabilities in the general

education classroom at Mesa education classroom at Mesa Junior High SchoolJunior High School

2010-2011 year2010-2011 year

Educating students with mild Educating students with mild disabilities in the general disabilities in the general

education classroom at Mesa education classroom at Mesa Junior High SchoolJunior High School

2010-2011 year2010-2011 year

Question: Question:

As measured by AIMS, how As measured by AIMS, how much progress do students much progress do students make after one year of make after one year of instruction in a Resource instruction in a Resource (segregated) format in (segregated) format in comparison to one year of comparison to one year of instruction in an Inclusion instruction in an Inclusion (integrated) format?(integrated) format?

Method: Method:

Compare individual student’s AIMS Compare individual student’s AIMS scores after one instructional year in scores after one instructional year in the the ResourceResource format (5 format (5thth grade AIMS to grade AIMS to 66thth grade AIMS) to the same student’s grade AIMS) to the same student’s scores after one instructional year in scores after one instructional year in the the InclusionInclusion format (6 format (6thth grade AIMS to grade AIMS to 77thth grade AIMS). Calculate the percent grade AIMS). Calculate the percent of students that increased one or more of students that increased one or more AIMS performance categories (FFB, AIMS performance categories (FFB, APPR, MEETS, EXCD) in each APPR, MEETS, EXCD) in each instructional format. The number in instructional format. The number in each class in this sample was each class in this sample was approximately 20 students.approximately 20 students.

For example…For example…

Henry’s AIMS history in Reading:Henry’s AIMS history in Reading:55thth grade: FFB grade: FFB66thth grade: FFB grade: FFB no no

improvementimprovementin Resourcein Resource

66thth grade: FFB grade: FFB77thth grade: Appr grade: Appr improvementimprovement

in Inclusionin Inclusion

Percent of students making one Percent of students making one category of improvement on AIMS category of improvement on AIMS from one year to the nextfrom one year to the next

23 21

0

14

31

14

Rdng Math Wrtng

2007-08 MJH 7th Graders

Resource

Inclusion

(5th to 6th)

(6th to 7th)

Percent of students making one Percent of students making one category of improvement on AIMS category of improvement on AIMS from one year to the nextfrom one year to the next

17

32

5

32 33 36

Rdng Math Wrtng

2008-09 MJH7th Graders

Resource

Inclusion

(5th to 6th)

(6th to 7th)

Percent of students making one Percent of students making one category of improvement on AIMS category of improvement on AIMS from one year to the nextfrom one year to the next

35

43

6 5

29

38

Rdng Math Wrtng

2009-10 MJH 7th Graders

Resource

Inclusion(5th to 6th)

(6th to 7th)

*

* change in Math testfor 2009-10

Comfort Zone

GrowthZone

Panic Zone

Comfort Zone

GrowthZone

Panic Zone

Inclusion

ResourceSelf-Contained

“…err on the side

of action”

Special Education is aSpecial Education is a

not anot a

PlacePlace

set of services

Never underestimate that a Never underestimate that a small group of thoughtful, small group of thoughtful, committed people can change committed people can change the world; indeed it's the the world; indeed it's the only thing that ever hasonly thing that ever has..

~~Margaret MeadMargaret Mead

…”…”a a culture of culture of collaborationcollaboration…”…”

A partnership between two or more people that A partnership between two or more people that gives structure and organization for planning, gives structure and organization for planning, thinking, and working together to accomplish a thinking, and working together to accomplish a common goal common goal

Role of school principal in Role of school principal in school-wide inclusion school-wide inclusion implementation…implementation…• Vision and agendaVision and agenda

• Structure and Structure and organizationorganization

• Staff trainingStaff training

• Allocation of resourcesAllocation of resources

• Ongoing supportOngoing support

Role of special education teacher Role of special education teacher in school-wide inclusion in school-wide inclusion implementation implementation

An Expert InAn Expert In…..…..

Learning StylesLearning Styles

Behavior ModificationsBehavior Modifications

Learning StrategiesLearning Strategies

Diagnostic/Prescriptive TeachingDiagnostic/Prescriptive Teaching

Accommodation/modificationAccommodation/modification

Home/school communication and Home/school communication and the IEP processthe IEP process

Activities of special education Activities of special education teacher in school-wide inclusion teacher in school-wide inclusion

implementation implementation

An Expert InAn Expert In…..…..

InterpretingInterpreting HighlightingHighlighting

SummarizingSummarizing IdentifyingIdentifying

SimplifyingSimplifying EmphasizingEmphasizing

CondensingCondensing EnlargingEnlarging

ParaphrasingParaphrasing FacilitatingFacilitating

ClarifyingClarifying MediatingMediating

Role of general education Role of general education teacher in school-wide teacher in school-wide inclusion implementation…inclusion implementation…

An Expert InAn Expert In……

Content AreasContent AreasScope & Sequence of CurriculumScope & Sequence of CurriculumKnowledge of Curriculum StandardsKnowledge of Curriculum StandardsManagement Strategies of Large Management Strategies of Large

GroupsGroupsAcademic & Social DevelopmentAcademic & Social DevelopmentPacing, delivery, inspiration and Pacing, delivery, inspiration and

motivationmotivationOrganization of massive amounts of Organization of massive amounts of

materialsmaterials

4 Approaches to Team 4 Approaches to Team Teaching*Teaching*

• Supportive TeachingSupportive Teaching

• Parallel TeachingParallel Teaching

• Complementary TeachingComplementary Teaching

• Team TeachingTeam Teaching

* From Deer Valley School District materials

Supportive TeachingSupportive Teaching

One teacher takes the lead One teacher takes the lead instructional roleinstructional role

2nd teacher rotates among the 2nd teacher rotates among the studentsstudents

providing support to all studentsproviding support to all students

For example…For example…1st co-teacher is…1st co-teacher is… 22ndnd co-teacher is… co-teacher is…

LecturingLecturing Modeling Note taking Modeling Note taking on boardon board

Passing out papersPassing out papers Reviewing directionsReviewing directions

Taking rollTaking roll Collecting/reviewing Collecting/reviewing homeworkhomework

Checking Checking understandingunderstanding

with whole groupwith whole group

Checking Checking understandingunderstanding

with subgroup(s)with subgroup(s)

Concluding a lectureConcluding a lecture Asking clarifying or Asking clarifying or summarizing summarizing questionsquestions

Parallel TeachingParallel Teaching

2 or more teachers work with different 2 or more teachers work with different groups of students in different section of groups of students in different section of the classroomthe classroom

Co-teachers may rotate groupsCo-teachers may rotate groups

Co-teachers teach area of strengthCo-teachers teach area of strength

(If new to team teaching – this is the most(If new to team teaching – this is the mostcomfortable place to start)comfortable place to start)

Complementary TeachingComplementary Teaching

All teachers are lead teachers, contributing to the All teachers are lead teachers, contributing to the lessonlessonor lectureor lecture

1 teacher may paraphrase what other teacher is 1 teacher may paraphrase what other teacher is saying or ask clarifying or summarizing questionssaying or ask clarifying or summarizing questions

Each teacher focuses on his/her area of expertiseEach teacher focuses on his/her area of expertise

1 teacher may pre-teach a skill to a small group1 teacher may pre-teach a skill to a small group

(As comfort levels increase, the complementary and (As comfort levels increase, the complementary and team teaching models are more effective)team teaching models are more effective)

True Team TeachingTrue Team Teaching

2 or more teachers do what one traditional 2 or more teachers do what one traditional teacher has always doneteacher has always done

All Plan the lessonAll Plan the lesson

All Teach the lessonAll Teach the lesson

All Assess student progressAll Assess student progress

All Assume responsibility for ALL studentsAll Assume responsibility for ALL students

(This is the ideal model for co-teaching (This is the ideal model for co-teaching and sustained inclusive education)and sustained inclusive education)

Many hands make light Many hands make light work…work…

Modify tests/quizzesCreate alternative projectsGenerate curriculum modificationsCommunicate w/ related servicesFacilitate peer support & friendshipsRecruit and train peer tutorsTrain and assign IA’sSchedule/Facilitate team meetingsAssign gradesCreate advanced organizersDevelop units, projects, lessonsConduct IEP related meetingsother – specifyother - specifyother - specify

Ms. A Mr. B Ms. C

The special education teacher as The special education teacher as an an Inclusion FacilitatorInclusion Facilitator….….

Modified gradingModified gradingA fair grading system…

-provides an opportunity for high grades to be earned for each student

- provides meaningful grades that reflect a student's experience in the classroom

- includes flexibility as needed to meet individual needs of students

IEP issues:IEP issues:

Accommodations/modifications:Accommodations/modifications:• Adjust evaluation criteria for Adjust evaluation criteria for

assignmentsassignments• Adjust evaluation criteria for grades Adjust evaluation criteria for grades

on report cardon report card• Adjust quantity and/or difficulty of Adjust quantity and/or difficulty of

homework assignmentshomework assignments• Allow extra time for deadlinesAllow extra time for deadlines• Allow extra credit and/or alternative Allow extra credit and/or alternative

projects for creditprojects for credit• Allow re-taking of testsAllow re-taking of tests• Use visual aids (pictures, Use visual aids (pictures,

transparencies, charts, maps)transparencies, charts, maps)• Provide frequent feedbackProvide frequent feedback• Emphasize major points/main ideasEmphasize major points/main ideas• Allow others to take notes when Allow others to take notes when

extensive notes are required (NCR extensive notes are required (NCR paper).paper).

• Extra set of books for homeExtra set of books for home

““In the end, we considered In the end, we considered inclusion successful if the inclusion successful if the student no longer stood out student no longer stood out because of his disability.”because of his disability.”

- - Mrs. HughesMrs. Hughes

TeacherTeacher