Cindi Neverdousky TAP – PSP Consultant Former Special Education Director,
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Transcript of Cindi Neverdousky TAP – PSP Consultant Former Special Education Director,
Administrative Support of Inclusive
Practices for Struggling Students
With and Without Disabilities
Cindi NeverdouskyTAP – PSP ConsultantFormer Special Education Director, Middle School Principal, [email protected]
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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
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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?
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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
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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.”
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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
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Bottom Line
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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
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Step ONE……Share the VISION
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STEP TWO
Choose wisely
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Step ThreeProfessional Development
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• 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
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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
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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?
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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?
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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?
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Support by Walk Through Observation
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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
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I teach, therefore you learn… …….or do you?http://www.youtube.com/watch?v=6AWYIit1uNk
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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
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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
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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)
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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.
Cynthia NeverdouskyWillow Park, [email protected]