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Creating Effective Inclusive Schools and Classrooms

Lisa A. Dieker, Ph.D. Professor and Lockheed Martin Eminent Scholar

University Central Florida

College of Education and Human PerformanceOrlando, Florida

lisa.dieker@ucf.edu

Handouts: http://handouts.pbworks.com

7 Strategies that Work1) Creating a School-Wide Culture2) Celebrating the Success of All Students3) Developing Interdisciplinary Collaboration4) Implementing Effective Co-Teaching5) Establishing Active Learning Environments6) Implementing Successful Evidence-Based

Instruction 7) Improving Grading and Assessment

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1. CREATING A SCHOOL-WIDE CULTURE

School-Wide

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Consistent but Flexible Checklist

üTechnology AccessüGradingüHomework üTeam work/Co-

TeachingüBehavior üActive Learning

Consistent but Flexible Checklist

üTechnology AccessüGradingüHomework üTeam work/Co-

TeachingüBehavior üActive Learning

2. Celebrating the Success of All Students

*On a Roll*Student of the..

HourDayWeekMonth

*Quote of the Day*Yearbook

Page 21

3. INTERDISCIPLINARY COLLABORATION

http://www.delicious.com/ldieker

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Page 24 Page 25

An Alternative To Suspension

4. IMPLEMENTING EFFECTIVE

CO-TEACHING

Assessments£Oral assessments£Self-checking assessments £Computer-based assessments£Reflections£Precision teaching

£Performance£Demonstration£Portfolio£Rubrics

£Videos/media£Other ________________________________________________________

Tools£Rubistar£Dragon Dictation£PBL Checklist£Edumoto£Voki£Voicestream£Slideboom£Prezi£Google Docs£Other__________________________________________________________________________________________

Targetedskills£Note-Taking£Writing£Reading£Communication£Social skills£Behavior£Participation£Engagement£Organization£Collaboration

ServiceDelivery£ Co-Teach£ Support Facilitation £ Consultation£ Mainstream

ATasteofSuccess:

AMenuofOptionsfortheInclusiveClassroom

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SpecificInstructionalStrategiesthatLeadtoAchievementGains

One Support Co-Teacher’s Recipe:

Invites Teachers Weekly to Select Best Use of Time from Menu

Lists sample mini-lessons topics she can share

Conferences with ALL students to set goals

When not instructing, circulates with gradebook and consults with ALL students

✔

Whatwillyouputonyourmenu?

Inclusion Backpack p. 63

••

solo plastic plates - cut up tshirts/ragslow odor dry erase markerswiki stixcalculator (talking)clipboardpapergraph papergolf pencils

koosh ball (2)stress ball (2)fun writing penserasable highlighterspencil gripsTeach timersKagan chartsLivescribe penVibrating watchFlip camera

http://www.delicious.com/ldieker

“True” Co-teaching

•Co-Planning•Co-Instructing•Co-Assessing

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One Teach, One Observe/Drift

• lead teacher• support teacher typically

works with targeted student• Data collection of target

behavior or skill typically expected

• little planning

One Lead, One Support

•lead teacher•support teacher•little planning

(Cook & Friend, 1993)

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Page33bottom

•divide content•share but separate responsibilities

Station Teaching

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•same content•deliver instruction to half the class

•joint planning

Parallel Teaching

•one large group, one small• small group preteaches, reinforces or reteaches large group

• joint planning

Alternative Teaching

• shared instruction• coordinated activities in one

lesson• mutual trust and commitment• co-planning

Team Teaching Common Characteristics of an entire lesson

• Both teachers have presence in their role• A climate of success for all students is created -

with both teachers focusing on ALL• Progress is monitored and learning assessed

daily• Academic and social skills are taught• Objectives are clear• Engaged learning time is maximized• Differentiation is expected by both teachers

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Quick and Dirty Planning

5 min Review/Preparation Sp Ed15 min New content Gen Ed10 min Guided Practice Sp Ed20 min Independent Practice Both5 min Closure/Feedback Either

–Hines, 2016

Page 41

Utilize your co-plan time wisely

• White boards• Thumbs• Using in and out box• Stay focused

Page 41

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Co-Teaching Backpacks p. 63

••

solo plastic plates - cut up tshirts/ragslow odor dry erase markerswiki stixcalculator (talking)clipboardpapergraph papergolf pencils

koosh ball (2)stress ball (2)fun writing penserasable highlighterspencil gripsTeach timersKagan chartsLivescribe penVibrating watchFlip camera

5 & 6. ESTABLISHING ACTIVE LEARNING

ENVIRONMENTS AND EVIDENCE-BASED

PRACTICES

Memory• Memory is a process not a

thing.• How does memory relate to

our teaching?• Sensory input (sight,

sound, smell, taste, touch)• 90% of what goes in is

dismissed

Page 43

Signals are turned into perceptions.

We move from perception to attention.

We don’t pay attention. We are always attending.

We don’t attend to things we cannot make sense out of for meaning.

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Working MemoryTypically information remains here

for only 15-20 seconds

7 things at a time (e.g., phone number)

Chunking information

Association with other knowledge

Emotional hook-up

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Let’s go to the doctor

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• Three things I know p. 51• Excuse book p. 51 example• IEP Summary p. 53• Peer mentoring • Clear the Air

Name Excuse What you plan to do about the missing assignment?

Lisa Dieker Forgot my assignment

I will bring it to you 3rd

hour.

Zobee J. Didn’t do it Nothing

Excuse Book(Please print clearly so your

parent/guardian can read your excuse)

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• Skim, Rap and Map (See example p. 70)

• Predictions p. 68

• Book Share p. 68

• Spirit Reading p. 68

Pages 65-68

Comprehension Strategies Create a CD Cover (Draw a picture)

Author’s Chair

TimelineExcellent for chapter books/social studies

Also helps with proficiency testing

Pages 68-71

• Find Opportunities for Students to Write across the curriculum

• Telementoring• Kamishibai• Peer Editing with credit• Red/Green Pen • Crystal Ball or Yesterday’s News

Pages 70-71

Writing Strategies

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Types of Disability issues in mathematics

PerseverationLanguage Issues

ReasoningPerceptual Skills

Memory

Page 75

Math in the Movies

K-N-W-S

K

WhatfactsdoIKNOW fromtheinformation

presentedintheproblem?

N

WhichinformationisNOT needed?

W

WHAT doestheproblemaskme

tofind?

S

WhatSTRATEGY/Operation/ToolswillIusetosolvethisproblem?

Page 75

Math Adaptations

KNWSPlace Value Chart

CalculatorsMath Chair

Error Analysis student-centered approach

Pages 72-74

Yard Hundreds

Tens Ones Yard Hundreds

Tens Ones Yard Hundreds

Tens Ones

1 3 4 , 6 5 3 , 9 0 3

Page 73

Place Value Chart Example

• Brainpop • How Stuff Works• What’s the Connection? • Alternative Lesson or Outcome• Ask Peer to Construct Knowledge• Online Frog and Pig Dissection• www.froguts.com• www.whitman.edu/biology

Pages 76-77Science

(All of the reading strategies apply to this area too.)

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• Alternative Outcomes• Multi-sensory Focus• Coordinate with Content Areas• Reduce Number of

Materials/Requirements

Page 78

Art, Music and Physical Education

• Readability• Multisensory• Collaborative Box• Great Websiteshttp://tenbyten.org/http://www.newsmap.jp/http://www.newseum.org/

Social Studies(all reading strategies work too)

Page 79-80

GradingStrong secondary schools are finding ways to move away

from a letter system, Marzano, 2001

• IEP/Contract Grading (see example p. 98)

• Checklist

• Shared grading

• Multiple grading/rubrics (see example p. 102)

• Portfolio grading (student led conferences with Power Point )

Pages 83Page 84

2 Minute Assessment

Different students, different tests!

Ask Questions!

Name_______________________

Concept: Matter

1. Tell me what “matter” means in your own words.

2. Name one example of matter in this classroom.

3. Name one example of matter you would find in your home.

Assessment tools – p. 92• Observation• Sample Analysis• Task Analysis• Inventories• Criterion-Reference Tests• Probes• Checklist• Interviews questionnaires• Learning Environment• Exhibitions

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Brown Bag AssessmentExample of UDL and

Assessment

Pages 88-89 3 Things I know Activity p. 53

• From today…–Three things that you now know

more about related to inclusion or co-teaching

–One thing you plan to implement immediately