1 intro to inclusion make up email from a 2009 cm after attending inclusion day of sped summit: i...
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1
Intro to Inclusion Make Up
Email from a 2009 CM after attending Inclusion Day of Sped Summit:
I just wanted to send a quick thank you for today's multitude of lessons. I was talking to a couple 2010s at the end of the day today and they seemed to
really have gained a lot from everything and feel good about the concept of inclusion and the art of co-teaching in general. I also gained quite a few
different ideas to put into place this year!
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Do Now
Recall the purpose of Special Education:
• Special education services aim to minimize the impact of students’ disabilities, identify deficits and address them in targeted ways, and maximize students’ access to the general education curriculum.
• Special education services also aim to ensure students with disabilities are able to learn in the least restrictive environment and interact with their non-disabled peers to the maximum extent possible.
How does inclusion fulfill the purpose of special education?
Inclusion 101
August 10, 2010
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Where are We?
Monday, Aug 9
Intro, Norms, Expectations, culture for SPED PD ongoing and at summit (1.5) 10
RSC 101(1.5) 10
Case Mgt: Caseload and SPED Law 101, Part 2 (1) 10
Tuesday, Aug 10Inclusion 101 (1.5) 09-10
Inclusion: Co-teacher relationships, Part I (2) 09-10
Inclusion: Toolkit teaching on the fly (2) 09-10
Inclusion: ILG teaching, part 1 (1) 09-10
Inclusion: Culture/Management/Investment (1) 09-10
Inclusion: Month 1 Ready Planning, synthesis (1) 09-10
Wednesday, Aug 11
Literacy: Intro to balanced literacy (2.5) 10
Literacy: Phonics and more (2.5) 09
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Vision for Inclusion
Inclusion teachers will deliver rigorous, standards aligned content and instruction on independent learning goals in all inclusion
classes regardless of the inclusion situation. Inclusion teachers will also build student empowerment in the inclusion setting. Ideally, CMs will long term plan standards-based instruction and differentiated content in collaboration with their co-teacher and deliver both effectively. If such long term planning is not possible due to challenges in working
with a co-teacher, they will deliver effective standards-based instruction by teaching on the fly using toolkits and teach differentiated content
during pull out sessions.
Inclusion teachers will recognize that having two teachers is better than having one, and that the co-teacher relationship is the key lever
over the long and short term in providing increasingly effective instruction for students in inclusion and will purposefully, strategically
plan to build a productive, collaborative relationship with each of his/her co-teacher(s).
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Objectives
Special educators will be able to:
• Explain the purpose of inclusion and how it can benefit all students.
• Explain how inclusion fulfills the purpose of special education.
• Describe the three buckets of inclusion placements and how they can provide meaningful instruction in any of them.
• Identify that their relationship with their co-teacher is a key lever in providing increasingly effective instruction in inclusion.
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Agenda
• (5 minutes) Opening
• (10 minutes) Overview of Inclusion Buckets
• (25 minutes) Bucket 1
• (15 minutes) Bucket 2
• (15 minutes) Bucket 3
• (8 minutes) The Co-teacher Relationship
• (12 minutes) Closing
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Agenda
• (5 minutes) Opening
• (10 minutes) Overview of Inclusion Buckets
• (25 minutes) Bucket 1
• (15 minutes) Bucket 2
• (15 minutes) Bucket 3
• (3 minutes) The Co-teacher Relationship
• (12 minutes) Closing
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Overview of Inclusion Buckets
Inclusion can be great for our kids but it can be TOUGH!
• Listen to what other CMs have to say
• What concerns do you have?
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Overview of Inclusion Buckets
Inclusion
Situation
Bucket One Bucket Two Bucket Three
Definition
50/50% agency between regular and sped teacher
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Less than 25% sped teacher agency
Great----Co teacher Relationship ----Tricky
Whoa, what do you mean by
agency?
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Overview of Inclusion Buckets
Inclusion
Situation
Bucket One Bucket Two Bucket Three
Definition
50/50% agency between regular and sped teacher
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Less than 25% sped teacher agency
Planning Can pre-plan content and ILG instruction
Can pre-plan EITHER content or ILG instruction
Can pre-plan neither content or ILG instruction
Great----Co teacher Relationship ----Tricky
Whoa, what do you mean by content and
ILG?
12
Overview of Inclusion Buckets
Inclusion
Situation
Bucket One Bucket Two Bucket Three
Definition
50/50% agency between regular and sped teacher
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Less than 25% sped teacher agency
Planning Can pre-plan content and ILG instruction
Can pre-plan EITHER content or ILG instruction
Can pre-plan neither content or ILG instruction
Execution
Fully pre-planned unit plan that melds grade level content with ILGs
Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate
Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate
Great----Co teacher Relationship ----Tricky
Whoa, what do you mean by
teach on the fly, toolkits and ILG
crate?
13
Overview of Inclusion Buckets
Inclusion
Situation
Bucket One Bucket Two Bucket Three
Definition
50/50% agency between regular and sped teacher
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Less than 25% sped teacher agency
Planning Can pre-plan content and ILG instruction
Can pre-plan EITHER content or ILG instruction
Can pre-plan neither content or ILG instruction
Execution
Fully pre-planned unit plan that melds grade level content with ILGs
Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate
Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate
Assessing
Unit and Final exams Unit for content and ILGs and Final exams
Unit for content and ILGs and Final exams
Great----Co teacher Relationship ----Tricky
Whoa, what’s up with this
assessing thing?
14
Overview of Inclusion Buckets
Inclusion
Situation
Bucket One Bucket Two Bucket Three
Definition
50/50% agency between regular and sped teacher
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Less than 25% sped teacher agency
Planning Can pre-plan content and ILG instruction
Can pre-plan EITHER content or ILG instruction
Can pre-plan neither content or ILG instruction
Execution
Fully pre-planned unit plan that melds grade level content with ILGs
Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate
Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate
Assessing
Unit and Final exams Unit for content and ILGs and Final exams
Unit for content and ILGs and Final exams
Deliverables Needed
Calendar with two strands: content and ILGs fully preplanned*
Calendar with two strands: content and ILGs partially preplanned*
Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class*
Co-teaching Relationship Strategic Plan
Co-teaching Relationship Strategic Plan
Co-teaching Relationship Strategic Plan
Great----Co teacher Relationship ----Tricky
15
Overview of Inclusion Buckets
Inclusion
Situation
Bucket One Bucket Two Bucket Three
Definition
50/50% agency between regular and sped teacher
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Less than 25% sped teacher agency
Planning Can pre-plan content and ILG instruction
Can pre-plan EITHER content or ILG instruction
Can pre-plan neither content or ILG instruction
Execution
Fully pre-planned unit plan that melds grade level content with ILGs
Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate
Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate
Assessing
Unit and Final exams Unit for content and ILGs and Final exams
Unit for content and ILGs and Final exams
Deliverables Needed
Calendar with two strands: content and ILGs fully preplanned*
Calendar with two strands: content and ILGs partially preplanned*
Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class*
Co-teaching Relationship Strategic Plan
Co-teaching Relationship Strategic Plan
Co-teaching Relationship Strategic Plan
Great----Co teacher Relationship ----Tricky
16
Overview of Inclusion Buckets, Continued
• Given what you’ve learned so far, how do you imagine the buckets working for you?
• What questions have come up at this point?
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Agenda
• (5 minutes) Opening
• (10 minutes) Overview
• (25 minutes) Bucket 1
• (15 minutes) Bucket 2
• (15 minutes) Bucket 3
• (3 minutes) The Co-teacher Relationship
• (12 minutes) Closing
18
Bucket One
Inclusion Situation
Bucket One
Definition 50/50% agency between regular and sped teacher
Planning Can pre-plan content and ILG instruction
Execution Fully pre-planned unit plan that melds grade level content with
ILGs
Assessing Unit and Final exams
Deliverables Needed
Calendar with two strands: content and ILGs fully preplanned*
Co-teaching Relationship Strategic Plan
Great----Co teacher Relationship ----Tricky
19
Bucket One, Continued
• Take a look at what inclusion in bucket one can look like. Can you tell who is the sped teacher and who is the regular education teacher?
• Listen to what Phil and Val have to say about their inclusion class.
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Bucket One, Continued
DIRECTIONSDIRECTIONS::
Take 3 minutes to answer question one on your Inclusion 101 Guide with a partner.
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Agenda
• (5 minutes) Opening
• (10 minutes) Overview
• (25 minutes) Bucket 1
• (15 minutes) Bucket 2
• (15 minutes) Bucket 3
• (8 minutes) The Co-teacher Relationship
• (12 minutes) Closing
22
Bucket Two
Inclusion
Situation
Bucket Two
Definition
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Planning Can pre-plan EITHER content or ILG instruction
Execution
Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate
Assessing
Unit for content and ILGs and Final exams
Deliverables Needed
Calendar with two strands: content and ILGs partially preplanned*
Co-teaching Relationship Strategic Plan
Great----Co teacher Relationship ----Tricky
23
Bucket Two, Continued
• Take a look at what inclusion in bucket two can look like
• Listen to what Mr. Hughes and Kelly have to say about their inclusion class.
24
Bucket Two, Continued
DIRECTIONSDIRECTIONS::
Take 3 minutes to answer question two on your Inclusion 101 Guide with a partner.
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Agenda
• (5 minutes) Opening
• (10 minutes) Overview
• (25 minutes) Bucket 1
• (15 minutes) Bucket 2
• (15 minutes) Bucket 3
• (8 minutes) The Co-teacher Relationship
• (12 minutes) Closing
26
Bucket Three
Great----Co teacher Relationship ----Tricky
Inclusion
Situation
Bucket Three
Definition
Less than 25% sped teacher agency
Planning
Can pre-plan neither content or ILG instruction
Execution
Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate
Assessing
Unit for content and ILGs and Final exams
Deliverables Needed
Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class*
Co-teaching Relationship Strategic Plan
27
Bucket Three, Continued
DIRECTIONSDIRECTIONS::
Take 3 minutes to answer question three on your Inclusion 101 Guide with a partner.
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Agenda
• (5 minutes) Opening
• (10 minutes) Overview
• (25 minutes) Bucket 1
• (15 minutes) Bucket 2
• (15 minutes) Bucket 3
• (3 minutes) The Co-teacher Relationship
• (12 minutes) Closing
29
Bucket One
Inclusion
Situation
Bucket One Bucket Two Bucket Three
Definition
50/50% agency between regular and sped teacher
75/25% agency between regular and sped teacher
OR25/75% agency between regular and sped teacher
Less than 25% sped teacher agency
Planning Can pre-plan content and ILG instruction
Can pre-plan EITHER content or ILG instruction
Can pre-plan neither content or ILG instruction
Execution
Fully pre-planned unit plan that melds grade level content with ILGs
Partially pre-plans content and/or ILGs but has to teach on the fly sometimes using toolkits or ILG crate
Teaching content and ILGs on the fly based on what teacher does using toolkits and ILG crate
Assessing
Unit and Final exams Unit for content and ILGs and Final exams
Unit for content and ILGs and Final exams
Deliverables Needed
Calendar with two strands: content and ILGs fully preplanned*
Calendar with two strands: content and ILGs partially preplanned*
Calendar with two strands: content and ILGs added in based on what teacher teaches and which students come to class*
Co-teaching Relationship Strategic Plan
Co-teaching Relationship Strategic Plan
Co-teaching Relationship Strategic Plan
Great----Co teacher Relationship ----Tricky
30
Agenda
• (5 minutes) Opening
• (10 minutes) Overview
• (15 minutes) Bucket 1
• (15 minutes) Bucket 2
• (15 minutes) Bucket 3
• (8 minutes) The Co-teacher Relationship
• (12 minutes) Closing
31
Closing
Consider our objectives:
• Explain the purpose of inclusion and how it can benefit all students.
• Explain how inclusion fulfills the purpose of special education.
• Describe the three buckets of inclusion placements and how they can provide meaningful instruction in any of them.
• Identify that their relationship with their co-teacher is a key lever in providing increasingly effective instruction in inclusion.
Use your Inclusion 101 Guide to take notes during discussion
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