Administrative Support of Inclusive

Practices for Struggling Students

With and Without Disabilities

Cindi NeverdouskyTAP – PSP ConsultantFormer Special Education Director, Middle School Principal, Teachercindineverdousky@aol.com

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Agenda for Supporting Inclusion• 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

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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

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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

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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

7October 2010

We set standards to

reach the topof the mountain not to go down the mountain.

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In golf as in life it is the follow through that makes the difference.”

October 2011

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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

October 2011

Our moral obligation is to give all students an equal chance at education.

(Intent of IDEA)

Continuum of Services for Students with Disabilities

Monitor

Peer Tutors

Co-TeacherFacilitators

General Ed Classroom

Resource Room

Self-Contained

Off CampusAdapted Materials

General Ed Class with General Ed Curriculum

Pull Out /Other Curriculum

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Planning for

Success

October 2011

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Step ONE……Share the VISION

October 2011

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STEP TWO

Choose wisely

October 2011

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Step ThreeProfessional Development

October 2011

• What will co-teaching look like?

• What are the roles and responsibilities of all teachers?

• What do we expect to see in classes?

• 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

Provide Ongoing Staff Development

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Preparing to Co-Teach Round Table Discussion TopicsI. 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?

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Step Four…..ARD Committee Time

October 2011

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ARD Committee Decision DataIdentifying students for Inclusion• Review needs of students individually• Determine accommodations vs. modifications• Analyze the Date (TAKS, eligibility, CBA, observations)• Review behavioral interventions

October 2011

Student Accommodations Modifications Classroom Support Adapted Support Additional

Class Test Modify Behavioral Peer Para Co Res Materials Technology Tutor Pull Other Room Curric.. Teacher Teacher Out

Jane Small Oral None Contract Gen Ed Calculator After Smith Group Highlight Dictionary Schl Books Sat

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Step Five Provide Co-Planning Time &Schedule Students

Provide/Expect Weekly Scheduled Co-Planning Time• Co-teaching teams should have a minimum of one scheduled planning period (45-

60 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• 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.)

Secondary Scheduling

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7

SSHistory

Teacher A7th grade SS

Teacher A Plan/ SS Team

Teacher AMonitor SS

Teacher A6th Grade SS

Teacher A8th Grade SS

Science Para A7th/8th Sci

Para A 7th/8th Teacher A Monitor Sci

Teacher A Plan/ Sci. Team

ReadELA

Teacher C Plan / Read

Teacher CRes. Read

Teacher C6th/7th Read

Para A 8th

Teacher ARes ReadTeacher C6th/7th

Para A ResReadTeacher C Monitor

Teacher C Resource Read

Teacher C 8th Read

Math Teacher B8th Math

Teacher B8th Math

Teacher BPlan / MathMath

Teacher B Res MathPara A 6th Math

Teacher BRes Math

Teacher B7th MathPara A 6th Math

Teacher B 6th MathPara 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 Teacher Teacher Self Cont. Para. Para. A B C Teacher A B

PER Resource A Resource B Resource CMath / Science Math / / ELA ELA / Social Studies

One Resource Math8 students

Resource ELA12 students

Planning

Two Gen Ed Math A

Res Math A

Planning Resource ELA15 students

8 students

Three Gen Ed Math A

Res Math A

ELA General Education Soc. Stu. General Education

Gen Ed A Gen Ed B Gen Ed B

Gen Ed A Gen Ed B

6 students Resource B Resource C

3 stu 2 stu 1 stu M W F T TH

M W T F Th 8 students 8 students

Four Resource Math15 students

Resource 15 students

Resource Social Studies9 students

Five Planning Resource Math10 students

Gen Ed ELA Res C ELA

9 Students

Six Resource Science12 students

Gen Ed Math Res B Math Gen Ed ELA Res C ELA

8 students 8 students

Matrix for Secondary Scheduling

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1. Posted schedule.

2. Agreed upon protocol for reporting to classes.

3. Weekly logs

Where is everyone?

Step SixMonitoring the Program

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Co-teaching Observation Guide

• 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

Meaningful Roles for Each Teacher

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Observation GuideStrategies 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 GuideEvidence 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

30October 2011

By observation could you tell the role of each adult in the classroom?

When you walk in the room do you know what you will learn today?

How many students are truly engaged?Are teachers addressing learning styles?

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Pictures, diagrams, concept maps, symbolism, videos and other visual presentations.

MindMeisterhttp://www.mindmeister.com/Bubbl.ushttps://bubbl.us/Visuwordshttp://www.visuwords.com/TeacherTubehttp://www.teachertube.com/MyLearningTubehttp://mylearningtube.com/Pics4Learninghttp://www.pics4learning.com/Pictue Historyhttp://www.picturehistory.com/KartOO http://www.kartoo.com/

Visual Learners

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.htmProject 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/

Always learn better by doing such as:Projects, labs, note-taking, andhands on approaches.

Interactiveshttp://www.learner.org/interactives/Flashcard Exchangehttp://www.flashcardexchange.com/Google SketchUphttp://sketchup.google.com/Quizlethttp://quizlet.com/ClassMarkerhttp://www.classmarker.com/QUIAhttp://www.quia.com/SparkNoteshttp://www.sparknotes.com/

AUDITORY LEARNERS

KinestheticLearner

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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?

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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.

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What gets monitored gets done!

October 2011

School Administrator Dance Nextel Commercial Spoof.mp4

35Cindi Neverdousky Consulting

I teach, therefore you learn… …….or do you?http://www.youtube.com/watch?v=6AWYIit1uNk

September 2011

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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

Cindi Neverdousky Consulting 37

ResourcesMotivating Students- 25 Strategies to Light the Fire of Engagement

by Carolyn Chapman & Nicole VagleThe Highly Engaged Classroom by Robert Marzano & Debra

PickeringTeach Like a Champion by Doug LemovHow to Differentiate Instruction in Mixed Ability Classrooms by

Carol AnnTomlinson, ASCD, 2001Teaching Exceptional Children, May/June 2004Teaching Exceptional Children, Mar/Apr, 2001 Deciding What to Teach and How to Teach It by E. Castagnera,

Education Resources Information Center, 1998Step by Step Training by Stetson and AssociatesMaking Inclusion Work by Beninghof, 1999Teacher’s Toolbox for Differentiating byLinda Tilton

August 2011

Cindi Neverdousky Consulting 38

ResourcesDifferentiating the High School Classroom by Kathie F Nunley,

Corwin Press, 2006Connecting 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, 2004York, et.al. 1993Anderson and Krathwolhl, 2001Mastropieri, Scruggs, Graetz, Norland, Gardizi, and McDuffie 2005Salisbury and McGregor (2002)

August 2011

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.

Cynthia NeverdouskyWillow Park, TXcynlyn19@aol.com