no more square pegs in round holes · square pegs in round holes cathy miller, m.ed. cathy miller...
TRANSCRIPT
NO MORE SQUARE PEGS IN
ROUND HOLES
Cathy Miller, M.Ed.
Cathy Miller is an Education Specialist for Inclusion at ESC Region 13. Cathy has the unique experience
of working as a Paraprofessional, Special Educator, Assistant Principal, and Principal. She utilizes her
vast knowledge and experience when working with teachers and administrators in helping develop
appropriate services for students with disabilities. Contact her at [email protected] or 512‐
919‐5160.
Master Scheduling for Inclusion
http://bit.ly/squarepegs
Time and Learning A new introduction to the 1994 report by the National Education Commission on
Time and Learning – “Prisoners of Time”
“In the original report, the commission argued that while standards must be held
constant, time can vary. It would seem logical that as higher aspirations are held
for all children, we would be willing to battle traditional structures and practices.
Students’ lives have changed. They live in a digital world. They use the Internet,
cell phones and other digital devices to access information and to accelerate
communication. For them, time is a resource, not a barrier. We call not only for
more learning time, but for all time to be used in new and better ways.”
Milton Goldberg & Christopher T. Cross October 2005
http://www.ecs.org/clearinghouse/64/52/6452.pdf
Problems with an ill‐crafted or no master school schedule:
∆ inconsistent ___________________________________________________
∆ fragmentation _________________________________________________
∆ difficulty______________________________________________________
∆ lack__________________________________________________________
∆ mismatch______________________________________________________
∆ mismatch______________________________________________________
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LEARNING LAB GOAL
Participants will leave with electronic tools to use in developing a master school schedule that efficiently and effectively provides a
continuum of services for students with special needs.
ESSENTIAL QUESTIONS
To what extent do our policies, priorities, and actions reflect our educational
beliefs?
How might we work smarter and more efficiently?
How can school schedule and class placement impact teaching and learning?
Which students, teachers or subjects should have priority when developing a
master schedule?
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Adapted from Stetson and Associates, 1996
Models of Support for Special Needs Students and Instructional Practices
External Support In-Class Support Specialized SupportSupport materials prepared prior to instructional delivery. The need for these materials is identified through the IEP process and collaborative planning between the general education teacher and special populations personnel.
Co-Teacher: a formal, year-long commitment between general education teacher and special populations teachers to jointly plan, deliver, and assess instruction for all students in the general education classroom. (Who? Certified and /or licensed personnel) Support Facilitator: an individual who provides a variety of supports, either to students and/or to the general education teacher, that meets the needs identified through collaborative planning. (Who? Certified—special populations teachers, licensed personnel, such as OT, PT, speech, etc., paraprofessionals)
Specialized Support Provider: an individual who provides focused services to student who require support to address one or more learner objectives in a setting other than the general education classroom for a period of the school day. The decision is reached through an analysis of individual student needs and not on the basis of labels or traditional settings (such as content mastery, resource, or self-contained). (Who? Certified personnel, licensed personnel, and paraprofessionals.)
Instructional modifications, accommodations, strategies and/or curricular adaptations are prepared in advance of instruction. Can be prepared by both general and special populations personnel (or as an assigned responsibility to special populations personnel.)
Instructional modifications, accommodations, strategies and/or curricular adaptations are delivered in the general education classroom by general education teachers and/or special populations personnel that should:
• Benefit all students (when possible); and, • Respond to the unique needs of the special
needs students.
Instructional Modifications, accommodations, strategies and/or curricular adaptations are prepared and delivered in a specialized learning environment. Examples include: diagnostic reading/math programs, community-based instruction, specialized counseling.
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Adapted from Stetson and Associates, 1996
In-class Support Options Support Facilitator Formal Co-Teaching
A support facilitator might help a general ed teacher with: • Planning; • Materials Preparation; • Training; • In-class support to students and teachers, • Supervision of paraprofessionals; • Time in class will vary; • Meeting/conferences.
A daily, year-long commitment to a general education and special population teacher partnership for instructional design and delivery. (2 certified professionals)
• Delivery of support determined by students’ and/or general educators’ need for assistance.
• Is aware of and comfortable with curriculum to be able to enhance classroom instruction.
• Prepares accommodations and/or modifications for identified students.
Jointly responsible for: • Instruction; • Planning; • Behavior management; • Grading • Conferences.
• Maintain natural proportion (8-12%) (Best practice recommendation)
• Up to 1/3 of class may be students with special needs. • No more than 3 partnerships for each professional. (Best practice recommendations)
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Where’s my Wizard?
Excel Wizard Responsibilities:
• Know the ins/outs of Excel • Input and maintain spreadsheets • Customize information as needed • Report back to Manager Wizard
Resource/Staff Wizard Responsibilities - Know:
• Staff Full-time equivalents (FTE) • Staff equivalent for Paras (.5 FTE or 1.0 FTE) • Highly qualified status • Staff strengths/limitations
Student Wizard Responsibilities:
• Locate pertinent documents and/or print-outs • Organize information to match input on chart • Get information to Excel Wizard
Manager Wizard Responsibilities:
• Keep track of time during activities-start/stop time • Focus the team on task at hand • Monitor action plan tasks
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Are You Ready for Inclusion? A List of Things to Consider: It is likely that your school will continue to move toward including more students and staff members in the future. Below are a number of items that are critical for responsible inclusion to occur. How do you and your school measure up? Rank your campus/district with 0-5. Use 0 = “not at all” to 5 = “mastery”. 0 18 37 55 75 ____Our school has a mission statement that expresses the belief that the professionals and other staff strive to meet the needs of ALL learners. ____A plan for creating an inclusive school addresses the needs of ALL students, not just the needs of students with identified disabilities. ____The school staff and teachers had opportunities to discuss their concerns about inclusion and steps have been taken to address these concerns. ____Planning for inclusion involved representation from all stakeholders involved: teachers, staff, students, parents, and other community members. ____Needed resources (human, curriculum and others) have been identified and accessed. ____Staff members have clarified the expectations for students with disabilities who will be integrated into classrooms? ____Staff have participated in ongoing professional development on inclusion. ____Shared planning time has been arranged for co-teaching partners. ____A pilot program has been implemented prior to full implementation. ____An evaluation plan has been designed to identify the effectiveness? ____Steps have been taken to ensure that ALL teachers will be rewarded for experimentation and innovation, even if efforts are sometimes not as successful as planned. ____Dates have been set for both starting and on-going discussions about the effectiveness. ____ALL teachers, even those who may not participate at first in teaching students who are integrated into classroom programs, clearly understand that inclusion can only exist as a school wide belief system. ____Students without disabilities have opportunities to learn about ALL types of diversity, including individuals with disabilities. ____Teachers and other staff members clearly identify benchmarks so that there are attainable goals to celebrate after 3 months, 6 months, 1 year, two years, three years, etc. 75 TOTAL
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TASK #2: PEIMS LRE Instructional Setting
Number Percent Number Percent Number Percent Number Percent#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0! #DIV/0!
TOTAL 0 #DIV/0! 0 #DIV/0! 0 #DIV/0! 0 #DIV/0!State** 121619 35.32% 95183 27.64% 64591 18.76% 62968 18.29%
Insert number of students for each category by grade level. Grade level percentages calculated on total number entered. (Enter 0 if none.) Total percentages are based on the total of all numbers entered.
Grade LevelMainstream (40) Resource < 21% (41) Resource = > 21% & < 50% (42) Self-Contained > 50% (43, 44)
**State data was collected from the 2011 school year via TEA's SPEARS system and was calculated using only the sums from the listed instructional settings.
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TASK #2: Federal LRE Instructional Setting
Number Percent Number Percent Number Percent#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!#DIV/0! #DIV/0! #DIV/0!
TOTAL 0 #DIV/0! 0 #DIV/0! 0 #DIV/0!State** 268845 68.07% 75086 19.01% 51043 12.92%
> 60% Outiside Regular ClassGrade Level
< 21% Outside Regular Class 21% to 60% Outside Regular Class
**State data was collected from the 2011 school year via TEA's SPEARS system and was calculated using only the sums from the listed instructional settings.11 of 20
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Task #3 Special Education Teacher Staffing Matrix
“Black Hole”
ELEM
ENTA
RY
MIDDLE SCHOOL
HIGH SCHOOL
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Task 4: Assessment by Count
What:
Survey of number of students taking each level of the state assessment.
Why:
To track by grade level how many SE identified students are taking STAAR,
STAAR Modified, STAAR Alt. and all of the remaining TAKS tests.
To begin to understand how state assessment decisions impact placement,
scheduling, and instruction
Guiding Questions:
What is the distribution of assessment choice?
How does assessment choice align with current teacher instructional
setting support? For example, if I have a higher number of students taking
STAAR Modified in 8th grade math, who is currently supporting that subject
area?
What impact does this information have on
o services provided to students (i.e., accommodations, curriculum),
o scheduling and
o utilization of staff?
Do we need to take corrective action?
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TASK #4 Elementary Assessment by CountEnter the number of Special Ed. students taking each test. When complete click on the tabs at the bottom to view as a graph.
Campus: Date:
STAAR Modified Alternate STAAR Modified Alternate
Third
Fourth
Fifth
Fourth Writing
Campus Total 0 0 0 0 0 0
Science
STAAR Modified Alternate
Third
Fourth
Fifth
Campus Total 0 0 0
STAAR Modified Alternate
0 0 0Total # of Tests
Grade
Grade
Reading/ELA Math
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TASK #4 MS Assessment by CountEnter the number of students receiving special ed. services taking each test.
When complete click on the tabs at the bottom to view as a graph.
Campus: Date:
STAARSTAAR
Modified
STAAR
AlternateSTAAR
STAAR
Modified
STAAR
Alternate
Sixth
Seventh
Eighth
Seventh Writing
Campus Total 0 0 0 0 0 0
STAARSTAAR
Modified
STAAR
AlternateSTAAR
STAAR
Modified
STAAR
Alternate
Sixth
Seventh
Eighth
Campus Total 0 0 0 0 0 0
STAARSTAAR
Modified
STAAR
Alternate0 0 0
Reading/ELA Math
Science Social St./History
Total # of Tests
Grade
Grade
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TASK #5 Analysis of Performance of Students with Disabilities (Elementary)
School:
Last First Gr Disability
Total Min.
of ServiceMath Reading
4th Gr.
Writing
5th Gr.
Science
Language
Arts
# of
Minutes
LA
Other
# of
Minutes Math
# of
Minutes Science
# of
Minutes
Social
Studies
# of
MinutesOTHER
# of
MinutesNOTES
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Coverage
(T, PP)
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Class AssignmentsAssessment/Instructional Support
Class
Grouping
State Assessment Instructional Support
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TASK #5 Analysis of Performance of Students with Disabilities (Secondary)
Subject:
Last First Gr Behavior Disability Regular Alternate Monitor
Support
Facilitator Co-Teach Pull-Out
ARD
Minutes
Coverage (T,
PP)Staff (Initials)
Class AssignmentsAssessment/Instructional Support
AssessmentClass
Grouping
Continuum of Services of Support Support
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