The Nuts and Bolts

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The Nuts and Bolts

• Of INCLUSION

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Presenters

• Julie Carpenter
• Kathy Sullivan
• Peggy Windham

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CONFIDENTIALITY
Watch what you say Where you say it To whom you
say it
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TIERING GUIDELINES

• The following tiers are designed to reflect the
  support services needed by an individual student.

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Tier 1 Regular Diploma

• Regular grade
• State testing program
• Use of accommodations
• Strategies Lab as needed, drop-ins, but not
  pulled from a core course
• Sp ed teachers interact with general ed teachers,
  not with sp ed students

• Collaborative planning
• Documented collaboration between general and
  special ed teachers
• Students are never removed from general ed
  courses during class to receive sp ed services

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Tier 2 Regular Diploma or Alabama Occupational
Diploma (AOD)

• Regular grade/AOD grade
• State testing program
• Use of accommodations
• General ed core courses Strategies elective
  course
• Occasional co-teaching
• Collaborative planning

• Sp ed teacher supports general ed teachers
  instruction, but is never primarily responsible
  for providing instruction
• Students are never removed from general ed core
  courses in order to receive sp ed services

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Tier 3AOD / Graduation Certificate

• Basic grade/AOD grade
• State testing program/ Alabama Alternative
  Assessment (AAA)
• Students not expected to learn all of the gen ed
  COS standards
• Collaborative planning

• Co-teaching in selected general ed classes
• Instruction may be provided in general ed or
  specialized settings appropriate to the needs of
  students

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Tier 4Graduation Certification

• Basic grade
• AAA
• Instruction in extended standards
• Instruction may be provided in general ed or
  specialized settings appropriate to the needs of
  students
• Co-planning
• Co-teaching in selected general ed classes

• Sp ed teachers are responsible for closely
  monitoring instruction to ensure WHAT students
  are being taught and HOW they are being taught
  aligns with effective practice
• May require intensive instruction in
  developmentally appropriate COS standards closely
  associated with independent living

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If time runs out, the questions and answers will
be e-mailed to each principal.
??? QUESTIONS ???
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The grading dilemma

• ??? BASIC or REGULAR ???

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Each special education students Access To IEP,
IEP, and CRT testing pages will state if s/he
will earn a regular or basic grade.
Where can I find what kind of grade the student
is earning?
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ACCOMMODATIONS

• Strategies which enable a student to access the
  general curriculum.
• The curriculum is NOT changed.
• The student receives a regular grade.

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MODIFICATIONS

• Changes to the essential grade level curriculum
  or standards.
• Must be clearly stated in the students IEP.
• The student receives a basic grade to document
  that the grade level curriculum was altered.

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WARNING!!!!!!!!

• The assigning of a basic grade was never meant to
  be AND NEVER SHOULD BE- a modification.

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Dangers of using the basic grade as the only
modification

• Disguises the need for a genuinely modified
  curriculum which will enable the student to close
  the gap between his functional level and grade
  level
• May teach the student he does not have to be
  accountable

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Decision-Making Framework

• Know the Student
• Strengths
• IEP goals
• Learning style
• Support needs

• Know the Content
• Standards
• Instructional process
• Assessment
• Classroom climate

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How can the student participate in the course?
Can the student participate in the course with
the same outcomes with accommodations to
facilitate access?
OR Can the student participate in the lesson,
but with different outcomes (modifications)?
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Who will record grades for special education
students?

• It depends

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If the student attends the general ed classroom
and receives accommodations only

• The general ed teacher will record a regular
  grade.
• The special ed teacher(s) may provide input.
• Document the testing and instructional
  accommodations (ex., record the specific
  accommodation on the assignment/test).

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If the students course is modified

• The general and special ed teachers should be
  working collaboratively.
• The student will receive a basic grade.

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If the student is in the general education
classroom . . .

• The student should be listed on the general
  education teachers roll, but
• Can be listed separately under Basic Math, Basic
  Language Arts, etc.

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The IEP Team determines . . .

• Which accommodations are needed to enable the
  student to access the general curriculum
• When accommodations are not enough and the
  curriculum must be modified
• A student may only need accommodations for one
  subject, but require modifications for another.

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Beware of making generalizations about curriculum
adaptations . . .

• Whether a curriculum adaptation is an
  accommodation or a modification depends on the
  specific objective of the task.
• A curriculum adaptation may be an accommodation
  for one task, but a modification for another.

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ACTIVITY

• After the statement is read, raise your hand if
  it is an accommodation

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Accommodation or Modification?

• Using a calculator on a test of math reasoning
• Using a calculator on a test of math computation
• Reading a passage to a student who then answers
  reading comprehension questions
• Reading a social studies test to a student who
  then answers knowledge questions

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Both accommodations and modifications must be . .
.

• Based on the students individual needs as
  indicated by his PLOP (Present Level of
  Performance)
• Clearly defined in the IEP
• Communicated by the case manager to each educator
  who works with the student
• Implemented by each educator who works with the
  student

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Access to IEP

• This form should be completed by the case manager
  for each student on his/her caseload
• Corresponds to the accommodations and/or
  modifications written in the IEP
• Documents that each teacher, counselor, and
  administrator has been informed of the
  accommodations and/or modifications and
  understands that s/he has access to the students
  IEP and behavior intervention plan

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IMPLEMENTATION of accommodations and
modifications must be documented.

• Lesson plans
• Checklists
• Annotations on student work
• Logs
• Notes

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_____ Reading subject area test read aloud by
test administrator. Note This accommodation
is only available to students who have a
documented reading level three or more years
below actual grade level AND receive a basic
reading grade. Results from this
administration will only be used for Present
Level of Academic Performance.
Accommodation listed on the CRT pages in the
IEP
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Students may also receive testing accommodations
for . . .

• State assessments
• CRTs
• Classroom tests

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Test accommodations are

• Based on student needs as demonstrated by PLOP
• Determined by the IEP Team
• Recorded in the IEP on specific assessment pages
  and on the goal pages

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Not all accommodations are allowed for every test

• Student assessment pages in the IEP will list
  allowed accommodations.
• Accommodations for state-mandated testing and
  CRTs are limited to those which the student
  regularly receives on classroom tests.
• Accommodations for classroom tests should be
  documented.

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Review of Tiering
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Tiering continued . . .
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??? Questions ???
If time runs out, the questions and answers will
be e-mailed to each principal.
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INCLUSION MODELS
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Teaming Model

• Special education teacher is assigned to one
  grade level team with one planning period per
  week for the team.

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Collaborative/Consultative Model

• The special education teacher is made available
  to re-teach a difficult skill or help with a
  newly acquired skill.

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Co-teaching Model

• The general education and special education
  teachers work together to teach students
  with/without disabilities in a shared classroom.
• One teach/one support
• Parallel teaching
• Station teaching
• Alternative teaching
• Team teaching

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Examples of Co-teaching
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One Teach/One Support

• This organization works well for teaching a unit
  where one teacher is more expert than the other.
• Benefits
• Students have two teachers to answer questions
  and give help.

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Parallel Teaching Design

• The teacher divides the class into groups and
  teaches them simultaneously.
• Benefits
• the student to teacher ratio is low,
• more time is devoted to learning versus students
  waiting for help,
• support for the teacher is present,
• behavior problems can be minimized.

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Station Teaching

• This collaborative teaching model divides up
  content and students so that teachers or students
  rotate at the end of the unit.
• Benefits
• Student to teacher ratio is low
• Teachers become experts with material
• Station teaching is ideal for subject matter
  taught in units with no particular sequence
• Constant communication

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Alternative Teaching Design

• One teacher leads an enrichment activity while a
  second teacher re-teachers a small group of
  students that are having difficulty with content.
• Math is compatible with this design where a lot
  of re-teaching is done.

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Team Teaching

• Teachers work together to deliver the same
  material to the entire class
• Teachers circulate around the class providing
  immediate re-teaching and a lower student to
  teacher ratio.

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Roles Responsibilities
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Examples of Principals Responsibilities
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Handle the logistics that affect inclusion

• Schedules
• Substitutes
• Class assignment
• Class loads
• Resources
• Collaboration time

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Provide teacher support when needed by listening,
by encouraging and by obtaining needed materials
and resources.
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Describe the schools position on inclusion.
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Participate in problem solving in specific
instances.
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Examples of General Educators Responsibilities
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-Serve as the childs primary teacher-Collaborate
with sp ed teacher on grading and to develop
lesson plans classroom activities-Be
flexible-Function as a team member-Complete
return requested sp ed paperwork in a timely
manner
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Examples of Special Educators Responsibilities
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-Provide copies of the Access to IEP forms and
BIPs to general ed teachers and
administrators-Monitor student progress for
students on your caseload -Collaborate with gen
ed teachers on grading and to develop lesson
plans activities
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Teacher and Paraprofessional Roles
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CONTINUED
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Ensuring Parity in an Inclusion Class

• Before the students arrive in your class, the
  general ed teachers and the sp ed teachers or
  paraprofessionals should have decided what their
  some different roles they will play.
• EXAMPLES
• - One provides large group instruction while the
  other circulates using proximity control for
  behavior management or to check for
  understanding, or models taking note on the
  overhead.
• - One re-teaches, or pre-teaches, a small group
  the other works with a small group on
  enrichment activities.

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Including Modifications for Students Earning
BASIC Grades

• On General Education Teachers Lesson Plans

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Fair is not equal

• Think about this statement.
• Share your thoughts with your neighbor.

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Suggestions to Maintain Confidentiality of
Special Education Students

• List the names of the special education students
  in the front of either your plan book or grade
  book by either content area or period
• Assign number codes use in place of their names
  in the lesson plan (e.g., Al Dirt 1, Sue Boo
  2) to designate the students receiving the
  modification or accommodation

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In grade book 3RD Grade Math

• Regular grades
• A. Shirley Silly
• B. Harry Legg
• C. Hardly Thare
• D. April Showers
• 30 minutes of extended time to complete
  assignments/tests
• Tests taken in the resource room

• Basic grades
• Ima Goode
• Heeza Mine
• Kool Breezy
• Hosea Canusee
• Subject area tests can be read to the students
• Special Gen ed teachers collaborate to
  determine concepts to be mastered

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In grade book 7th Grade Lang. Arts

• Period 1
• Basic grades
• 15. Manley Mann
• 16. Goody Nough
• 17. Minnie Pearl
• Subject area tests can be read to the students
• Special Gen ed teachers collaborate to
  determine concepts to be mastered

• Period 1
• Regular grades
• L. Stanley Cupps
• M. Tip Over
• N. Carl Caution
• 30 minutes of extended time for work and
  tests
• Reduced written work notes provided

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Indicate the modified standard or objective in
lesson plan

• Standard Grade 3, quarter 1
• Demonstrate number sense by comparing, ordering,
  and expanding whole numbers through 9999
• Compare numbers using the symbols lt,gt,
• MODIFIED STANDARD
• Students 1 - 4 Compare numbers 0-99 by
  indicating the number that is lt,gt, or

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Indicate the modified standard or objective in
lesson plan

• 7th Grade Language Arts, Quarter 1
• Identify correct noun forms
• Regular irregular
• Collective
• Proper
• Compound
• Nouns used as predicate nominatives direct or
  indirect objects
• MODIFIED
• Students 15-17 Identify Proper Nouns

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Schedule an in-service for more detailed
information
??? QUESTIONS ???
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Dr. Carrolls Mrs. Crandles schools -Mary
Beth Dees 221-4230mbdees_at_mcpss.com-Kathy
Sullivan221-4213kwsullivan_at_mcpss.com
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Mrs. Peeks and Mrs. Mohrs schools-Leigh
Anne Akey221-4228lakey_at_mcpss.com-Julie
Carpenter221-4225jcarpenter_at_mcpss.com