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The Nuts and Bolts. Of INCLUSION. Presenters. Julie Carpenter Kathy Sullivan Peggy Windham. CONFIDENTIALITY. Watch what you say Where you say it To whom you say it. TIERING GUIDELINES. The following tiers are designed to reflect the support services needed by an individual student.

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the nuts and bolts

The Nuts and Bolts

Of INCLUSION

presenters
Presenters

Julie Carpenter

Kathy Sullivan

Peggy Windham

confidentiality
CONFIDENTIALITY

Watch what you say

Where you say it

To whom you say it

tiering guidelines
TIERING GUIDELINES

The following tiers are designed to reflect the support services needed by an individual student.

tier 1 regular diploma
Regular grade

State testing program

Use of accommodations

Strategies Lab as needed, “drop-ins,” but not pulled from a core course

Sp ed teachers interact with general ed teachers, not with sp ed students

Collaborative planning

Documented collaboration between general and special ed teachers

Students are never removed from general ed courses during class to receive sp ed services

Tier 1 Regular Diploma
tier 2 regular diploma or alabama occupational diploma aod
Regular grade/AOD grade

State testing program

Use of accommodations

General ed core courses & Strategies elective course

Occasional co-teaching

Collaborative planning

Sp ed teacher supports general ed teacher’s instruction, but is neverprimarily responsible for providing instruction

Students are never removed from general ed core courses in order to receive sp ed services

Tier 2 Regular Diploma or Alabama Occupational Diploma (AOD)
tier 3 aod graduation certificate
Basic grade/AOD grade

State testing program/ Alabama Alternative Assessment (AAA)

Students not expected to learn all of the gen ed COS standards

Collaborative planning

Co-teaching in selected general ed classes

Instruction may be provided in general ed or specialized settings appropriate to the needs of students

Tier 3AOD / Graduation Certificate
tier 4 graduation certification
Basic grade

AAA

Instruction in extended standards

Instruction may be provided in general ed or specialized settings appropriate to the needs of students

Co-planning

Co-teaching in selected general ed classes

Sp ed teachers are responsible for closely monitoring instruction to ensure WHAT students are being taught and HOW they are being taught aligns with effective practice

May require intensive instruction in developmentally appropriate COS standards closely associated with independent living

Tier 4Graduation Certification
the grading dilemma

The grading dilemma…

??? BASIC or REGULAR ???

accommodations
ACCOMMODATIONS
  • Strategies which enable a student to access the general curriculum.
  • The curriculum is NOT changed.
  • The student receives a regular grade.
modifications
MODIFICATIONS
  • Changes to the essential grade level curriculum or standards.
  • Must be clearly stated in the student’s IEP.
  • The student receives a basic grade to document that the grade level curriculum was altered.
warning

WARNING!!!!!!!!

The assigning of a basic grade was never meant to be –AND NEVER SHOULD BE- a modification.

dangers of using the basic grade as the only modification
Dangers of using the basic grade as the only modification…
  • Disguises the need for a genuinely modified curriculum which will enable the student to close the gap between his functional level and grade level
  • May teach the student he does not have to be accountable
decision making framework
Know the Student

Strengths

IEP goals

Learning style

Support needs

Know the Content

Standards

Instructional process

Assessment

Classroom climate

Decision-Making Framework
how can the student participate in the course
How can the student participate in the course?

Can the student participate in the course with the same outcomes with accommodations to facilitate access?

OR

Can the student participate in the lesson, but with different outcomes (modifications)?

if the student attends the general ed classroom and receives accommodations only
If the student attends the general ed classroom and receives accommodations only…
  • The general ed teacher will record a regular grade.
  • The special ed teacher(s) may provide input.
  • Document the testing and instructional accommodations (ex., record the specific accommodation on the assignment/test).
if the student s course is modified
If the student’s course is modified…
  • The general and special ed teachers should be working collaboratively.
  • The student will receive a basic grade.
if the student is in the general education classroom
If the student is in the general education classroom . . .
  • The student should be listed on the general education teacher’s roll, but
  • Can be listed separately under Basic Math, Basic Language Arts, etc.
the iep team determines
The IEP Team determines . . .
  • Which accommodations are needed to enable the student to access the general curriculum
  • When accommodations are not enough and the curriculum must be modified

A student may only need accommodations for one subject, but require modifications for another.

beware of making generalizations about curriculum adaptations
Beware of making generalizations about curriculum adaptations . . .
  • Whether a curriculum adaptation is an accommodation or a modification depends on the specific objective of the task.
  • A curriculum adaptation may be an accommodation for one task, but a modification for another.
activity
ACTIVITY
  • After the statement is read, raise your hand if it is an accommodation
accommodation or modification
Accommodation or Modification?
  • Using a calculator on a test of math reasoning
  • Using a calculator on a test of math computation
  • Reading a passage to a student who then answers reading comprehension questions
  • Reading a social studies test to a student who then answers knowledge questions
both accommodations and modifications must be
Both accommodations and modifications must be . . .
  • Based on the student’s individual needs as indicated by his PLOP (Present Level of Performance)
  • Clearly defined in the IEP
  • Communicated by the case manager to each educator who works with the student
  • Implemented by each educator who works with the student
access to iep
Access to IEP
  • This form should be completed by the case manager for each student on his/her caseload
  • Corresponds to the accommodations and/or modifications written in the IEP
  • Documents that each teacher, counselor, and administrator has been informed of the accommodations and/or modifications and understands that s/he has access to the student’s IEP and behavior intervention plan
implementation of accommodations and modifications must be documented
IMPLEMENTATION of accommodations and modifications must be documented.
  • Lesson plans
  • Checklists
  • Annotations on student work
  • Logs
  • Notes
slide30

_____ Reading subject area test read aloud by test administrator. Note: This accommodation is only available to studentswho have a documented reading level three or more years below actual grade level AND receive a basic reading grade. Results from this administration will only be used for Present Level of Academic Performance.

Accommodation listed on the CRT pages

in the IEP:

test accommodations are
Test accommodations are …
  • Based on student needs as demonstrated by PLOP
  • Determined by the IEP Team
  • Recorded in the IEP on specific assessment pages and on the goal pages
not all accommodations are allowed for every test
Not all accommodations are allowed for every test
  • Student assessment pages in the IEP will list allowed accommodations.
  • Accommodations for state-mandated testing and CRTs are limited to those which the student regularly receives on classroom tests.
  • Accommodations for classroom tests should be documented.
slide36

??? Questions ???

If time runs out, the questions and answers will be e-mailed to each principal.

slide38

Teaming Model

Special education teacher is assigned to one grade level team with one planning period per week for the team.

collaborative consultative model
Collaborative/Consultative Model

The special education teacher is made available to re-teach a difficult skill or help with a newly acquired skill.

co teaching model
The general education and special education teachers work together to teach students with/without disabilities in a shared classroom.

One teach/one support

Parallel teaching

Station teaching

Alternative teaching

Team teaching

Co-teaching Model
one teach one support
One Teach/One Support
  • This organization works well for teaching a unit where one teacher is more expert than the other.
  • Benefits
    • Students have two teachers to answer questions and give help.
parallel teaching design
Parallel Teaching Design
  • The teacher divides the class into groups and teaches them simultaneously.
  • Benefits:
    • the student to teacher ratio is low,
    • more time is devoted to learning versus students waiting for help,
    • support for the teacher is present,
    • behavior problems can be minimized.
station teaching
Station Teaching
  • This collaborative teaching model divides up content and students so that teachers or students rotate at the end of the unit.
  • Benefits:
    • Student to teacher ratio is low
    • Teachers become experts with material
    • Station teaching is ideal for subject matter taught in units with no particular sequence
    • Constant communication
alternative teaching design
Alternative Teaching Design
  • One teacher leads an enrichment activity while a second teacher re-teachers a small group of students that are having difficulty with content.
  • Math is compatible with this design where a lot of re-teaching is done.
team teaching
Team Teaching
  • Teachers work together to deliver the same material to the entire class
  • Teachers circulate around the class providing immediate re-teaching and a lower student to teacher ratio.
handle the logistics that affect inclusion
Handle the logistics that affect inclusion:
  • Schedules
  • Substitutes
  • Class assignment
  • Class loads
  • Resources
  • Collaboration time
slide50
Provide teacher support when needed by listening, by encouraging and by obtaining needed materials and resources.
slide54

-Serve as the child’s primary teacher-Collaborate with sp ed teacher on grading and to develop lesson plans & classroom activities-Be flexible-Function as a team member-Complete & return requested sp ed paperwork in a timely manner

slide56

-Provide copies of the Access to IEP forms and BIPs to general ed teachers and administrators-Monitor student progress for students on your caseload -Collaborate with gen ed teachers on grading and to develop lesson plans & activities

ensuring parity in an inclusion class
Ensuring Parity in an Inclusion Class

Before the students arrive in your class, the general ed teachers and the sp ed teachers or paraprofessionals should have decided what their some different roles they will play.

EXAMPLES:

- One provides large group instruction while the other circulates using proximity control for behavior management or to check for understanding, or models taking note on the overhead.

- One re-teaches, or pre-teaches, a small group & the other works with a small group on enrichment activities.

including modifications for students earning basic grades

Including Modifications for Students Earning BASIC Grades

On General Education Teachers’ Lesson Plans

fair is not equal
Fair is not equal

Think about this statement.

Share your thoughts with your neighbor.

suggestions to maintain confidentiality of special education students
Suggestions to Maintain Confidentiality of Special Education Students
  • List the names of the special education students in the front of either your plan book or grade book by either content area or period
    • Assign number codes & use in place of their names in the lesson plan (e.g., Al Dirt = 1, Sue Boo = 2) to designate the students receiving the modification or accommodation
in grade book 3 rd grade math
Basic grades

Ima Goode

Heeza Mine

Kool Breezy

Hosea Canusee

Subject area tests can be read to the students

Special & Gen ed teachers collaborate to determine concepts to be mastered

Regular grades

A. Shirley Silly *

B. Harry Legg *

C. Hardly Thare

D. April Showers *

* 30 minutes of extended time to complete assignments/tests

Tests taken in the resource room

In grade book: 3RD Grade Math
in grade book 7 th grade lang arts
Period 1

Basic grades *

15. Manley Mann

16. Goody Nough

17. Minnie Pearl

*Subject area tests can be read to the students

Special & Gen ed teachers collaborate to determine concepts to be mastered

Period 1

Regular grades

L. Stanley Cupps

M. Tip Over *

N. Carl Caution *

30 minutes of extended time for work and tests

* Reduced written work; notes provided

In grade book: 7th Grade Lang. Arts
indicate the modified standard or objective in lesson plan
Indicate the modified standard or objective in lesson plan
  • Standard: Grade 3, quarter 1
  • Demonstrate number sense by comparing, ordering, and expanding whole numbers through 9999
    • Compare numbers using the symbols <,>, & =

MODIFIED STANDARD

    • Students 1 - 4: Compare numbers 0-99 by indicating the number that is <,>, or =
indicate the modified standard or objective in lesson plan67
Indicate the modified standard or objective in lesson plan
  • 7th Grade Language Arts, Quarter 1
  • Identify correct noun forms
    • Regular & irregular
    • Collective
    • Proper
    • Compound
    • Nouns used as predicate nominatives & direct or indirect objects

MODIFIED:

Students 15-17: Identify Proper Nouns

slide69
Dr. Carroll’s & Mrs. Crandle’s schools: -Mary Beth Dees221-4230mbdees@mcpss.com-Kathy Sullivan221-4213kwsullivan@mcpss.com
slide70
Mrs. Peek’s and Mrs. Mohr’s schools:-Leigh Anne Akey221-4228lakey@mcpss.com-Julie Carpenter221-4225jcarpenter@mcpss.com