1. Inclusive Practices- Making it Work! Presented by Kathy Kilgore www.laspdg.org

2. Considerations This webinar is being recorded and will be available for viewing at www.laspdg.orgwww.laspdg.org If you need to ask a question, please use the Chat Pod on your screen You can download today’s presentation resources from the FILES pod. --Click on the file name and then select “SAVE TO MY COMPUTER”. --Select a destination on your computer and then save the file.

3. Roll Call At this time, EVERYONE please use your chat pod and type your first and last name as well as the district/LEA you are representing

4. People First Language 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 “People First Language puts the person before the disability and describes what a person has, not who a person is.”

5. Series of 6 Webinars 1.Overview of Inclusive Practices  2.Co-teaching Support Model  3.Consultant Support Model  4.Paraeducator Support Model  5.Scheduling for Inclusive Practice  6.Logistical Issues

6. Inclusive Practices….. … academic and behavior supports and strategies provided to students with disabilities in general education settings.

7. Collaborative Support Models for Inclusive Practices Co-teaching Support Model Consultant Support Model Paraeducator Support Model

8. 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.

9. 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

10. Consultant Support Model Support and assistance from 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.

11. 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

12. Scheduling Process for identifying student support needs Identifying appropriate Collaborative Teaching Support Model (i.e., co-teaching, consultancy, paraeducator, special education pull-out) Level 1, 2 or 3 support needs based on general education class expectations

13. Logistical Issues Not directly related to Collaborative Teaching Support Models or co-teaching approaches, but Essential to effective implementation Includes: Lesson Planning, IEP Development, Grading, etc.

14. Logistical Areas… IEP Development Lesson Plan Development Teacher Planning Tim e Assessment and Grading Case Loads Classroom Management Assistive Technology Other Stakeholders

15. IEP Development IEP drives instructional program Reflects support and services needed Goals written to address areas of need

16. Goals… Written to address deficit skills regardless of classroom setting Written to address deficit skills that impact performance (e.g., functioning below grade level, failing a subject, not passing LEAP) Written to address what a co-teacher will teach in a co-taught class

17. IEP Minutes Minutes in the ‘Regular Class’ column… – Indicate student is receiving specialized instruction in a general education setting from a SpEd teacher who is co-teaching – No minutes if support is provided by paraeducator – No minutes if there is no co-teacher in class

18. Prior to IEP Meeting… Teacher of IEP Responsibility…. 1.Determines level of support needs 2.Decides Collaborative Teaching Support Model 3.Outlines a program that best meets student’s instructional needs

19. Lesson Planning Necessary to successful delivery of instruction Dynamic and on-going process Critical when co-teaching, consulting Determine: – Student groupings – Delivery models – Accommodations/modifications

20. Planning Necessary to effective implementation On-going communication is critical Meet formally every two to four weeks for scheduled session Meet informally daily or weekly through emails, calls, brief meetings

21. At formal meeting…. Bring needed data Bring copies of possible instructional materials Be familiar with GLEs, Common Core standards, district pacing charts, etc. Bring creative ideas Be ready to work

22. Let’s take a poll…. What do you think is the greatest obstacle teachers who co-teach or consult face relative to jointly planning lessons? Use your chat pod to type in a brief response

23. Assessment and Grading Assess continuously Assessment provides basis for report card grades Assessment provides feedback to student and to parents Assessment drives future instruction

24. Student Rights …to be provided instruction on functioning level …to make progress and grow as a learner …to be assessed with multiple formats and types of assessment Without assessment, impossible to provide feedback to student, parent and provide report card grades 2 important decisions: what to grade and how to grade it

25. What to Grade Not all work has to be graded Grade work related to IEP objectives, GLEs (Common Core Standards) Assign grades to tests, specific projects or products and other presentation forms that indicate level of knowledge gained/mastered Grade consistent with district policy

26. How to Grade it? Establish classroom environments that promote individual performance Teach students to respect differences in others and that each student may need different support Use rubrics to differentiate assessment criteria Rubrics provide specific assessment information to the teacher and critical feedback to the student

27. Report Card Grades Assess performance on quizzes, projects, tests, exams Consider the research regarding class work, participation and home work Refer to district’s grading policy

28. Grading Options Students functioning at or close to grade level: – Graded according to same procedures used to grade students without disabilities Students functioning below grade level: – Graded according to same procedures used to grade students without disabilities – Provide extensive accommodations and assess with instruments that measure skill/concept mastery, not just reading ability Students who take LAA 1 or LAA 2 Assessments - SpEd work performance Caution - grading based on functioning level with notation on report card Progress grade in lieu of final grade

29. Grading…. When two teachers work with same student, same subject… – Consult with each other to determine grade Inform parents of the way report card grades are determined

30. Let’s take a poll…. What are some issues you or your school/district have encountered relative to grading SWD? Use your chat pod to type in a brief response

31. Case Loads Consistent with natural proportions (10% to 12%) In co-taught classes, no more than 1/3 SWD, but consider support needs of students Co-taught classes should be the same size (or smaller ) than other classes at same grade level Don’t group all SWD into a single GenEd class Don’t distribute SWD evenly across classes and teachers Don’t group based on exceptionality or services received

32. Students must be assigned to classes based on their support needs Support staff must be assigned to classes based on student support needs Pre-determine shared classroom tasks Pre-determine parent communication procedures

33. Substitute Teachers If one co-teaching teacher is absent, assign a substitute teacher If both co-teachers are absent, assign two substitute teachers

34. Classroom Management FBA needed for students whose behavior interferes with instruction BIP implemented by all teachers Co-teachers should both introduce and enforce expectations Class wide management systems must be in place PBIS foundation based on positive approaches

35. Assistive Technology AT supports the inclusion of SWD in GenEd Ranges from low to high tech IEP team determines appropriate AT AT must be non-intrusive and integrated into the regular instructional program GenEd teachers must be familiar with systems/devices and know how to integrate SpEd teacher responsible for ensuring AT is provided

36. Other Stakeholders Related Services personnel, families, paraeducators are integral partners On-going communication among all is critical Related Services personnel must pursue more collaborative opportunities with classroom teachers Related Services personnel have expertise that supports student access to GenEd curriculum

37. Paraeducators Paras provide critical support Specialized instructional minutes delivered by a teacher, not a para Paras engage in activities that support student acquisition and mastery of important skills Paras in GenEd classes provide support to all students with a focus on SWD

38. Families Family engagement supports inclusive practices Families must be informed of benefits of inclusive practices Maintain on-going communication via letters, fact sheets, websites, newsletters, handouts and through face to face meetings Be sensitive to language diversity and avoid educational jargon Reassure families that inclusive practices will benefit their child(ren)

39. Let’s take a poll…. Relative to the logistical issues just discussed, are there other areas that should be considered? If so, what are they? Use your chat pod to type in a brief response

40. Physical Learning Environment Facilitate rather than hinder instruction Critical to ensure a smooth and efficient delivery of instructional content Room arranged to accommodate approach/grouping used most often Clearly delineated areas/purposes identified Walls/bulletin boards support instructional focus Displays change to support instruction SWD integrated into seating arrangements Clearly established classroom routines Both teacher’s names clearly identified

41. Outcomes Data collected on effectiveness of inclusive practices Use both quantitative and qualitative measures – Student achievement data – School and subgroup performance data – LRE data – Implementation level – Student behavior/discipline data – Changes in stakeholders’ perspectives

42. In Closing…. Inclusive practices require everyone to be actively involved in and sharing responsibilities for implementation On-going communication is critical Inclusive practices provide foundation, models and approaches to ensure positive student outcomes

43. 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. www.laspdg.org

44. Questions? Please use your chat pod to ask question if you have any related to this presentation or to any of the previous presentations (if time permits, we will answer them, if not, please email questions to contacts below) After this webinar, you may email any content-related questions to Kathy Kilgore kkilgore@slc-gno.org kkilgore@slc-gno.org You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edulemoinem@lsu.edu

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