0. The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy
Margo A. Mastropieri
Thomas E. Scruggs
Blanche Jackson Glimps, Contributor
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

1. Collaboration: Partnerships and Procedures
Chapter 2
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

2. Objectives
List and describe six major steps involved in effective interpersonal communication
Describe the general education prereferral process and its application to response-to-intervention models.
Identify the key components comprising the case conference committee and IEP program.
Gain understanding of the importance of partnerships between special and general educators.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

3. Objectives (cont.)
Identify the benefits of co-teaching and potential barriers to successful co-teaching, and describe strategies for facilitating collaboration among educators.
Understand the roles and responsibilities of paraprofessionals, and the importance of communicating effectively with paraprofessionals.
Describe the importance of positive communication and collaboration with parents.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

4. Collaboration Collaboration
involves cooperation, effective communication, shared problem solving, planning, and finding solutions
Ensures that all students receive the free, appropriate education mandated by IDEA
Establishes excellent partnerships as an essential for constructive collaboration
Requires effective communication
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

5. Strategies for Effective Communication
Active Listening
Depersonalize Situations
Find Common Goals
Brainstorm Possible Solutions
Summarize Goals and Solutions
Follow Up to Monitor Progress
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

6. Effective Communication: Steps 1-3
Active Listening
Demonstrated through both nonverbal and verbal actions
Depersonalize Situations
Avoid negative comments and emphasize a goal
Find Common Goals
Restate and summarize conversation positively to facilitate problem solving
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

7. Effective Communication: Steps 4-6
Brainstorm Possible Solutions
Suggestions for solutions are compiled by participants, without passing judgment
Prioritize the list of solutions
Summarize Goals and Solutions
Prevents misunderstandings
Provides opportunity for clarification
Follow Up to Monitor Progress
Set target dates for monitoring progress toward goal attainment
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

8. Prereferral Intervention Team
Called by different names depending on the school district
More recently, many schools have employed teams implementing response-to-intervention.
Convenes after a formal request is made to the building principal or other designated individual
First purpose is to see if intervention strategies can make a difference for a student who is struggling to succeed
Team determines the need for educational interventions to assist individual students
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

9. Prereferral
Prereferral is intended to reduce inappropriate referrals and decrease the likelihood of future problems
Team members may observe the student
Parents should be involved
Parent conferences and student interviews are conducted
Evidence is available that the teacher had first taken steps to address the problem
The team decides what other interventions might be tried
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

10. Prereferral Request Can be made by:
Teacher
School Specialist
Parent
School Administration
The Student
Along with a request for intervention, documentation of observations, student work samples, test scores, and other relevant data are often submitted
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

11. Prereferral Process Problem Observed Informal Consultation for Ideas
(If successful, process stops)
Response to Intervention or Prereferral Team Evaluation
Intervention in RTI setting or in General Education Class
Referral for Special Education
Assessment
Case Conference Committee
(If student ineligible for special education, consider 504)
If Student Eligible for Special Education
Receives Special Education and/or related services
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

12. Intervention Process
Formal request for assistance before special education referral
Timelines for decisions to be made
At referral
For implementation of intervention
For review of intervention
Strategies for intervention may include
The curriculum
Instructional procedures
Classroom management
Classroom environment
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

13. Intervention Strategies
Curriculum
Altering or adapting the current curriculum
Instructional procedures
Additional instruction
Different presentation format
Varying type of practice activities
Classroom management
Individual behavior contracts
Intensifying behavior monitoring
Increasing reinforcement
Classroom environment
Rearranging classroom desks
Making the classroom more accessible
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

14. Response to Intervention (RTI)
Early intervening services for students experiencing difficulty in school but not yet referred for special education
Delivered in Tiers of increasing intensity
Tier 1
Research-validated practices with targeted adaptations as needed
Tier 2
Planned for students who fail to respond to Tier 1 interventions
Commonly applied as a type of prereferral intervention
Tier 3
Even more intensive, may include referral for special education evaluation
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

15. Referral for Special Education
Anyone can initiate request
All information should be presented verbally and in writing to parents
Must be in the parents’ native language
More comprehensive than evaluation for prereferrals
Evaluation provides extensive information on
How the student learns best
Student’s level of performance
Identifies strengths
Identifies potential need areas
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

16. Case Conference Committee
General education teacher
Special education teacher
School psychologist
School administrators
Building principal or special education director
Related personnel
Nurse
Counselor or social worker or specialists
Parents and their child
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

17. Case Conference Committee Meeting
Convened after the educational evaluation
Intended to determine eligibility for special education and related services
If student is eligible, an IEP is developed
Also takes place during each annual review
Ease the concerns of parents and students during the meeting
Record the information during the case conference committee, and provide parents a copy at the end of the meeting
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

18. Related Services Audiology Art/music/ movement therapy
Medical services
Occupational Therapy
Physical Therapy
Psychological services
School Health
Social Work Services
Counseling services Early identification and assessment Orientation and mobility Parent counseling and training Recreation Rehab Counseling Speech Pathology Transportation
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

19. Individualized Education Program (IEP )
Student’s current level of academic achievement and functional performance
Measurable annual goals, including both academic and functional goals
Short-term objectives only for children who take alternate assessments
Statement of the special education and related services and supplementary aids and services
Statement of any individual modification in state- or district-wide assessment procedures
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

20. IEP (cont.)
Statement of why child cannot participate in state- or district-wide assessment procedures if an alternative assessment is recommended
Initiation dates of service delivery and the duration and frequency of services
Statement of transition services for all students 16 years of age and older, including appropriate post-secondary goals and transition services needed to meet goals
Statement of how annual goals will be measured, how parents will be informed, and how progress will be monitored
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

21. Goals and Objectives Long-term goals
Based on what the student should accomplish within a year
Measurable, positive, student-oriented, relevant
Can refer to academic functioning
Reading comprehension
Social behavior
Exhibiting appropriate behavior in the cafeteria
Adaptive behavior or life skills
Managing a personal bank account
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

22. Short-term Objectives
Required only for students who take alternative assessments
More limited and precise
Specify the steps to be taken to achieve long-term annual goal
Measurable, positive, student-oriented, and relevant
Should specify conditions, behavior, and criteria
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

23. Transition Services Written into IEPs when students turn 16
May be appropriate at younger ages
Can be implemented the year before students begin to accumulate credits towards high school graduation
The individualized transition plan (ITP) is a supplement to the IEP
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

24. Due Process
When disagreements arise between parents and schools regarding the student’s education they are resolved through due process
Disagreements may arise
Over eligibility
Outcome of an educational evaluation
Educational placement
The IEP
Some aspect of the “free, appropriate, public education” guarantee
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

25. Options to Achieve Due Process
Simplest procedure is an informal meeting
If conflict remains unresolved, mediation can be used
Mediation is voluntary and non-binding
Due process is a formal request by either party to have the dispute arbitrated by an independent hearing officer
The decision may be either executed or appealed to the State Board of Special Education
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

26. Consultation
Consultation exists when two individuals work together to decide on intervention strategies for a specific student
Meetings can be formal or informal, and verbal or written
Effective communication procedures are critical
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

27. Co-Teaching Models Team teaching (interactive teaching)
Teachers share responsibilities equally
One teach, one drift
One teacher assumes more responsibility for instruction and the other assists students
Station teaching
Smaller groups of students more through independent work stations
Parallel teaching
Class is divided into skill or ability groups and each teacher leads a group
Alternative teaching
One teacher leads the larger group while the other provides additional practice or support
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

28. Co-Teaching at the Secondary Level
Presents unique challenges because of
Increased emphasis on content knowledge
The pace of instruction
Scheduling constraints
The expectation for independent study skills
High stakes testing
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

29. Guidelines for Co-teaching
Decide goals and objectives for co-teaching
Inform parents and request their support and permission
Determine student and teacher attitudes toward co-teaching
Determine instructional responsibility, co-teaching model, parity of roles, adaptations for students with disabilities, and co-teaching evaluation procedures
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

30. Research on Co-teaching
Benefits
Improved instruction
Increased enthusiasm for teaching
More communication
More opportunities to generalize learned skills to the general education environment
Challenges
Budgetary constraints
Lack of sufficient planning time
Lack of cooperation
Personality conflicts
Increased teacher workloads
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

31. Collaborating with Paraprofessionals
Clarify roles and responsibilities, including:
Recordkeeping
Supervising
Monitoring seatwork
Monitoring classroom behavior
Feeding and toileting
Supporting instruction
Develop schedules for paraprofessionals
Communicate effectively
Use problem-solving strategies
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

32. Collaborating with Parents and Families
Be sensitive to variability in background and family structure
Maintain positive communication
Communicate about homework
Resolve disagreements
Partner with parent advisory groups
Help parents and families cope with disability issues
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.