Administrative
Support of Inclusive
Practices for
Struggling Students
With and Without
Disabilities
Cindi Neverdousky
TAP – PSP Consultant
Former Special Education Director,
Middle School Principal, Teacher
cindineverdousky@aol.com
Agenda for Supporting Inclusion
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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
2
Why Inclusive Classrooms ?
• Do your schools have struggling students in all
classes?
• Are they all students with disabilities?
• Would those students benefit from strategies
traditionally used with students with disabilities?
• Have students with disabilities fared better in pull
out classes than general education struggling
students?
October 2011
3
What do we know TODAY?
• 97% of students must take STAAR
Best content instruction is in general education classes
• 2% of students may take STAAR Modified.
Modified instruction is usually in a self-contained class
• 1% of students may take STAAR Alternate.
Alternate instruction centers on life skills
• STAAR will have more rigor.
• Readiness and Supporting Standards will
play a major role in planning.
October 2011
4
What else do we know about
Students with Disabilities TODAY?
• 96% of general education teachers in the US
have students with disabilities in their classrooms.
• On average, there are at least 3-4 students with
IEP’s integrated into each general education class
in the U. S.
• Three of four U.S. students with disabilities spend
40% or more of their day in general education
classrooms.
•
US Department of Education (2001). 23rd annual report to Congress on the Implementation of the
Individuals with Disabilities Act (IDEA). Washington, DC; US Gov’t Printing Office
October 2011
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What else?
• Approximately 3 to 5 students in 100 in the U.S.
have ADHD
• Approximately 1 child in 59 in the U.S. is
diagnosed with a learning disability
National Institutes of Mental Health
• Autism Spectrum Disorder prevalence in the U.S.
has recently been adjusted from 4 or 5 children in
10,000 to 1 child in about 150.
SOURCES: CDC, Morbidity and Mortality Weekly Report: Surveillance Summaries; Feb. 9,
2007; vol 56: pp 1-40. Marshalyn Yeargin-Allsopp, MD, Chief, Developmental Disabilities
Branch, National Center on Birth Defects and Developmental Disabilities, CDC. Catherine
Rice, PhD, behavioral scientist, National Center on Birth Defects and Developmental
Disabilities, CDC.
October 2011
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October 2010
7
October 2011
8
Challenge
Leadership
• Common vision that includes Inclusion &
Differentiation for all students.
• Scheduling based on needs for
ALL struggling students
• Collaboration for all stakeholders
• Staffing patterns that support inclusion
• Climate of cooperative ownership of ALL students
• Tearing down the walls and working together
• Instruction is driven by data
October 2011
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Bottom Line
Our moral obligation
is to give all students
an equal chance at
education.
(Intent of IDEA)
October 2011
10
Continuum of Services Co-Teacher
for Students with Disabilities Facilitators
Resource
Room
Peer
Tutors
Self-Contained
General Ed Class with General Ed Curriculum
Pull Out /Other
Curriculum
Off Campus
Adapted
Materials
Monitor
General Ed
Classroom
Planning
for
Success
October 2011
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Step ONE……Share the VISION
October 2011
13
STEP TWO
Choose wisely
October 2011
14
Step Three
Professional Development
•What will coteaching look
like?
•What are the
roles and
responsibilities
of all
teachers?
•What do we
expect to see
in classes?
October 2011
15
Provide Ongoing Staff
Development
• 3-5 days of preparation before classroom
implementation
– Before, after, or Saturday
• Sessions should provide instruction related to
–
–
–
–
–
–
–
Effective co-planning
Co-teaching models
Student scheduling
Instructional considerations
Ongoing performance assessment
Interpersonal communication
Time for partners to discuss concerns, solve
problems, and formulate initial implementation plans
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?
October 2011
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October 2011
19
ARD Committee Decision Data
Identifying students for Inclusion
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•
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Review needs of students individually
Determine accommodations vs. modifications
Analyze the Date (TAKS, eligibility, CBA, observations)
Review behavioral interventions
Student Accommodations Modifications
Class
Room
Jane
Smith
Test
Small Oral
Group
October 2011
Modify
Curric..
Behavioral
None
Contract
Classroom Support
Peer
Para Co
Res
Teacher Teacher
Adapted Support
Additional
Materials Technology
Tutor
Gen Ed
Calculator
Highlight Dictionary
Books
After
Schl
Sat
Pull Other
Out
20
October 2011
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Provide/Expect Weekly Scheduled Co-Planning Time
•
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Co-teaching teams should have a minimum of one scheduled planning period (4560 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
Establish Balanced Classroom Rosters
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School teams need to carefully assess student needs and available resources
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.)
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Secondary Scheduling
Teacher
A
Teacher
B
Teacher
C
Self Cont.
Teacher
Para.
A
Period 1 Period 2 Period 3 Period 4 Period 5 Period 6
Teacher A
6th Grade
SS
Para.
B
Period
7
SS
History
Teacher A
7th grade SS
Teacher A
Plan/ SS
Team
Teacher A
Monitor SS
Teacher A
8th Grade SS
Science
Para A
7th/8th Sci
Para A 7th/8th
Teacher A
Monitor Sci
Read
ELA
Teacher C
Plan / Read
Teacher C
Res. Read
Teacher C
6th/7th Read
Para A 8th
Teacher A
Res Read
Teacher C
6th/7th
Para A Res
Read
Teacher C
Monitor
Teacher C
Resource
Read
Teacher C 8th
Read
Math
Teacher B
8th Math
Teacher B
8th Math
Teacher B
Plan / Math
Math
Teacher B
Res Math
Para A 6th
Math
Teacher B
Res Math
Teacher B
7th Math
Para A 6th
Math
Teacher B 6th
Math
Para 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 A
Plan/ Sci.
Team
Matrix for Secondary Scheduling
PER
One
Two
Three
Resource A
Resource B
Resource C
Math / Science
Math / / ELA
ELA / Social Studies
Resource Math
8 students
Gen Ed
Res
Math A
Math A
8 students
Resource ELA
12 students
Planning
Planning
Gen Ed
Math A
Res
Math A
Resource ELA
15 students
ELA General Education
Gen Ed A
6 students
Gen Ed B
Gen
Ed B
Resource B
Soc. Stu.
General Education
Gen Ed A
Gen Ed B
Resource C
3 stu
2 stu
1 stu
MWF
T TH
MW
T F
Th
8 students
8 students
Four
Resource Math
15 students
Resource
15 students
Five
Planning
Resource Math
10 students
Six
Resource Science
12 students
Gen Ed Math
8 students
Resource Social Studies
9 students
Gen Ed ELA
Res B Math
Res C ELA
9 Students
Gen Ed ELA
Res C ELA
8 students
1. Posted
schedule.
2. Agreed upon
protocol for
reporting to
classes.
3. Weekly logs
Where is everyone?
October 2011
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Co-teaching Observation Guide
Meaningful Roles for Each Teacher
• Can the role of each teacher be identified at any given
point in the lesson?
• Is each role meaningful? Does each role enhance the
learning process?
• Do the teachers vary their roles during the course of the
lesson?
• Is each teacher well suited to the role(s) he or she is
assuming?
• Are both teachers comfortable with process and Content?
• Is the Special Education teacher working with all
students?
October 2011
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Observation Guide
Strategies to Promote Success for ALL Students
• What evidence is there that teachers engaged in co-planning
the lesson?
• Are the teacher’s focusing on process as well as content? Are
they reinforcing important skills?
• Are directions clear?
• What strategies are being employed to assist struggling
students?
• What accommodations were made to materials in order to help
struggling students complete tasks?
• What strategies are being used to actively engage students?
• How are students being grouped? Does it fit the task? Is it
purposeful?
• What reinforcement strategies are being employed?
October 2011
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Observation Guide
Evidence of Success
• Are struggling students answering / asking
questions?
• Are students engaged in meaningful work
throughout the period?
• How are teachers assessing the learning of each
student?
• What evidence exists that all students have been
appropriately challenged?
October 2011
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Support by
Walk Through
Observation
September 2011
29
By observation
could you tell
the role of
When
you walk
each adult
in in
the
do you
theroom
classroom?
know what you
will learn today?
How many
students are
Are
trulyteachers
engaged?
addressing
learning
styles?
October 2011
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Always learn better by doing
such as:
Projects, labs, note-taking,
and
hands on approaches.
Interactives
http://www.learner.org/interact
ives/
Flashcard Exchange
http://www.flashcardexchange
.com/
Google SketchUp
http://sketchup.google.com/
Quizlet
http://quizlet.com/
ClassMarker
http://www.classmarker.com/
QUIA
http://www.quia.com/
SparkNotes
http://www.sparknotes.com/
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.htm
Project 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/
Pictures, diagrams, concept
maps, symbolism, videos and
other visual presentations.
MindMeister
http://www.mindmeister.com/
Bubbl.us
https://bubbl.us/
Visuwords
http://www.visuwords.com/
TeacherTube
http://www.teachertube.com/
MyLearningTube
http://mylearningtube.com/
Pics4Learning
http://www.pics4learning.com/
Pictue History
http://www.picturehistory.com/
KartOO http://www.kartoo.com/
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Listening to the
questions
being asked
and observing,
what is the
rigor like?
What evidence
shows there are
high yield
practices
present?
Have teachers adapted,
accommodated, or modified
for specific students?
October 2011
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Use this column to tell
the teachers:
What was good….
What needs to
change……
Consider asking
questions in this column
to encourage the
teacher to think about
their practices.
October 2011
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What gets monitored gets done!
October 2011
34
I teach, therefore you
learn…
…….or do you?
http://www.youtube.com/watch?v=6AWYIit1uNk
September 2011
Cindi Neverdousky Consulting
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Resources
• www.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
October 2011
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Resources
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 AnnTomlinson, 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 byLinda Tilton
August 2011
Cindi Neverdousky Consulting
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Resources
Differentiating 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
Cindi Neverdousky Consulting
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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.