Inclusion:Standards Based IEP’s, Tools for Inclusive Educators, and Emerging Roles

Presented By: The Lawrence School Special Education Team

SPEDTo the theme of Y.M.C.A.

Lyrics by Katie Seifert

Teachers, there’s no need to feel down.I said Teachers, pick yourself off the groundI said Teachers, though your so over whelmedThere’s no need to be unhappy

Teachers, there’s a place you can goI said Teachers, when you curriculum won’t flowYou can go there, and I’m sure you will findMany ways to have a good time!

It’s fun to work with SPEDIt’s fun to work with SPED

They have strategies and materials that can help with all our students

It’s fun to work with SPEDIt’s fun to work with SPED

Teachers are you listening to me?I said teachers what kinda help do ya need? I said teachers, they are all our studentsBut you got to know this one thing.

No teacher does it all by themselves.I said teachers we are all here to help.Just consult with you sped teamI’m sure we can help you today.

It’s fun to work with SPEDIt’s fun to work with SPED

They have strategies and materials that can help with all our students

It’s fun to work with SPEDIt’s fun to work with SPED

SPED

Presentation Outline

• Session 1– What is Inclusion & why do we

have standards based IEP’s?– Standards based IEP’s– Accommodations Vs.

Modifications

• Session 2 (At grade level meetings)

– The changing role of support personnel. How does this affect service delivery?

Session 1What is Inclusion & why do we have standards based IEP’s?

INCLUSION

Ac ess to the learning community

t centered learning

ifferentiated instructionD

uct based performance and gradingProd

Stude

ocialization with peers

P anning learning to meet all learners

ration with teamCollab

Ow ership of educating all children

Mult ple Intelligences

Seifert Fall 07

How this initiative will be implemented within the classrooms?

• Students are integrated with their classes. They physically sit with the rest of the students.

• Students are learning same material but are accessible to helpful theme related resources.

• Students receive extra help and reinforcement through Special Education resource teacher both in regular ed. Classroom and Resource room.

• Differentiated learning takes place in classroom.

http://www.uni.edu/coe/inclusion/strategies/inclusive_classroom.html

Seifert Fall 07

Principle of Participation

“…….individuals who have disabilities should not be deprived of opportunities to participate in typical school & community activities SIMPLY BECAUSE they cannot participate FULLY or INDEPENDENTLY in those activities.”

Baumgart et al., 1982

PURPOSE: Standards Based IEP’sBecause of high stakes assessments,

as well as NCLB and the reauthorization of IDEIA, guidelines have been set forth to align state content standards with students’ IEP’s. Therefore;

– Middletown is implementing a three to five year plan to align students’ IEP goals and objectives with the CT state curriculum standards and the CMT frameworks.

What does this change mean for General Education?

• Goals and objectives will align to the state curriculum standards and CMT frameworks. This alignment is providing a common language and goal between general education and special education.

• This does not impact the collaborative effort that currently exists between special education and regular education, instead this initiative increases the collaborative efforts.

What does this change mean for General Education?

• This does mean that we must continue to learn more effective and innovative ways to educate all students.

• The Law states: “to ensure access of the child to the general curriculum, so that he or she can meet the educational standards”

Without standards based IEP’s your classroom may look like this:

Prioritize Goals and Objectives• Which weaknesses most

adversely affect educational performance?

• These weaknesses should be the priority. Not every weakness can be addressed!

• There needs to be a connection between the child’s IEP and what the child learns in the classroom.

Modifications & Accommodations

• Modifications- a change in whatwhat a student is expected to learn and demonstrate.

–Modifications may be minimal or very complex depending on the

student performance.–Modifications must be clearly

acknowledged in the IEP

•Accommodations-a change in howhow a student accesses and demonstrates learning, but it does not substantially change the instructional content

• The easiest way to modify is not to modify work, but to modify instruction and instructional access

• There needs to be a connection between the child’s IEP and what the child learns in the classroom.

Examples of AccommodationsAccommodations refer to the actual teaching supports and services

that the student may require to successfully demonstrate learning. Accommodations should not change expectations to the curriculum

grade levels. Examples • taped books • math charts • additional time • oral test • oral reports • preferred seating • study carrel • amplified system • Braille writer • adapted keyboard • specialized software

•presentation and/or response format and procedures

•instructional strategies

•time/scheduling

•environment

•equipment

•architecture

Examples of ModificationsModifications refer to changes made to

curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the students level of ability.

Examples • instructional level• content• second language exemptions • performance criteria• withdrawal for specific skills • include student in same activity but

individualize the expectations and materials

• student is involved in same theme/unit but provide different task and expectations

What does this look like at Lawrence School?• Differentiation of instruction• Weekly general/special education meetings

to monitor progress• Co-Teaching• Parallel Teaching • Support regular education initiative for

social skills development• Data collection and progress monitoring • Speech and Language classroom support• Teach to strengths to compensate for

weaknesses• Modifications and Accommodations

Website

http://www.state.ct.us/sde/dtl/curriculum/

References• Lisa Fiano, CREC TABS Presentation

of Standards based IEP’s• http://www.uni.edu/coe

/inclusion/strategies/inclusive_classroom.html

• http://www.state.ct.us/sde/dtl/curriculum/

• Sonya Kunkel; Presentation of Standards based IEP’s

• Katie Seifert; Presentation of Inclusionary Practices: Access for All

• Bielefield Presentation Standards based IEP’s

Session 2

– The changing role of support personnel. How does this affect service delivery?

Emerging roles of support personnel• Prescriptive Remediation

Provider• Co-teacher

Level 1 Level 2• Collaborator• Support Facilitator

Co-Teacher

• Co-Planning• Unified ownership of all

students in the classroom by both parties

• May occur daily or occasionally

• Level 1• Level 2

Collaborator• Planning that ties classroom

instruction to IEP• Pre-exchange/ Exchange of

Materials• Modeling of strategies• Provision/ Securing of

alternative materials, modifications

• Use of tools to tie IEP to standards participation

• Document collaboration with purpose

Support facilitator• Carries a bag of tricks,

supplement materials (highlight tape, graphic organizers, sticky notes, alternative rubrics….)

• Gets overview planning• Documents student

participation in curriculum• Provides communication

forums b/t personnel• Takes Data/ shares data for

planning purposes• Accommodates

References• Lisa Fiano, CREC TABS Presentation

of Standards based IEP’s• http://www.uni.edu/coe

/inclusion/strategies/inclusive_classroom.html

• http://www.state.ct.us/sde/dtl/curriculum/

• Sonya Kunkel; Presentation of Standards based IEP’s

• Katie Seifert; Presentation of Inclusionary Practices: Access for All

• Bielefield Presentation Standards based IEP’s