Cindi Neverdousky TAP – PSP Consultant Former Special Education Director,

1. Administrative Support of Inclusive Practices for Struggling Students With and Without Disabilities Cindi Neverdousky TAP – PSP Consultant Former Special Education Director, Middle School Principal, Teacher cindineverdousky@aol.com

2. Agenda for Supporting Inclusion • Why Inclusive Classrooms • General Overview • Steps to implementing a successful program • Training Teacher Teams • Matching Teachers • Scheduling students and teachers • Implementation of the program • Monitoring the program

3. Why Inclusive Classrooms ? • Do your schools have struggling students in all classes? • Are they all students with disabilities? • Would those students benefit from strategies traditionally used with students with disabilities? • Have students with disabilities fared better in pull out classes than general education struggling students?

4. What do we know TODAY? • 97% of students must take STAAR Best content instruction is in general education classes • 2% of students may take STAAR Modified. Modified instruction is usually in a self-contained class • 1% of students may take STAAR Alternate. Alternate instruction centers on life skills • STAAR will have more rigor. • Readiness and Supporting Standards will play a major role in planning.

5. What else do we know about Students with Disabilities TODAY? • 96% of general education teachers in the US have students with disabilities in their classrooms. • On average, there are at least 3-4 students with IEP’s integrated into each general education class in the U. S. • Three of four U.S. students with disabilities spend 40% or more of their day in general education classrooms. • US Department of Education (2001). 23rd annual report to Congress on the Implementation of the Individuals with Disabilities Act (IDEA). Washington, DC; US Gov’t Printing Office

6. What else? • Approximately 3 to 5 students in 100 in the U.S. have ADHD • Approximately 1 child in 59 in the U.S. is diagnosed with a learning disability National Institutes of Mental Health • Autism Spectrum Disorder prevalence in the U.S. has recently been adjusted from 4 or 5 children in 10,000 to 1 child in about 150. SOURCES: CDC, Morbidity and Mortality Weekly Report: Surveillance Summaries; Feb. 9, 2007; vol 56: pp 1-40. MarshalynYeargin-Allsopp, MD, Chief, Developmental Disabilities Branch, National Center on Birth Defects and Developmental Disabilities, CDC. Catherine Rice, PhD, behavioral scientist, National Center on Birth Defects and Developmental Disabilities, CDC.

7. We set standards to reach the top of the mountain not to go down the mountain.

8. In golf as in life it is the follow through that makes the difference.”

9. Challenge Leadership • Common vision that includes Inclusion & Differentiation for all students. • Scheduling based on needs for ALLstruggling students • Collaboration for all stakeholders • Staffing patterns that support inclusion • Climate of cooperative ownership of ALL students • Tearing down the walls and working together • Instruction is driven by data

10. Bottom Line Our moral obligation is to give all students an equal chance at education. (Intent of IDEA)

11. Resource Room Continuum of Services for Students with Disabilities Co-Teacher Facilitators Peer Tutors Self-Contained Pull Out /Other Curriculum General Ed Class with General Ed Curriculum Off Campus Adapted Materials Monitor General Ed Classroom

12. Planning for Success

13. Step ONE……Share the VISION

14. STEP TWOChoose wisely

15. Step ThreeProfessional Development • What will co-teaching look like? • What are the roles and responsibilities of all teachers? • What do we expect to see in classes?

16. Provide Ongoing Staff Development • 3-5 days of preparation before classroom implementation • Before, after, or Saturday • Sessions should provide instruction related to • Effective co-planning • Co-teaching models • Student scheduling • Instructional considerations • Ongoing performance assessment • Interpersonal communication • Time for partners to discuss concerns, solve problems, and formulate initial implementation plans

18. Preparing to Co-Teach Round Table Discussion Topics • What are my core beliefs? • What is important to me in the classroom? • What do I want to accomplish with my students? • What is important to me when I’m not teaching in the classroom? • What do I believe about learning? • What are my professional goals and teaching styles? • How do I relate to students? • How do I relate to other professionals? • How do I manage my classroom? • What are my strengths as a teacher? • Where do I need to grow? • What do I expect a co-taught classroom to look like? • Co-Teaching discussion topics: • How are we similar in beliefs, goals, and teaching styles? How are we different? • What do we want form our students that is the same? Different? • What do we expect our co-taught classroom to look like? • How can we support each other in our learning?

19. Step Four…..ARD Committee Time

20. ARD Committee Decision DataIdentifying students for Inclusion • Review needs of students individually • Determine accommodations vs. modifications • Analyze the Date (TAKS, eligibility, CBA, observations) • Review behavioral interventions Student Accommodations Modifications Classroom Support Adapted Support Additional Class Test Modify Behavioral Peer Para Co Res Materials Technology Tutor Pull Other Room Curric.. Teacher Teacher Out Jane Small Oral None Contract Gen Ed Calculator After Smith Group Highlight Dictionary Schl Books Sat

22. Step Five Provide Co-Planning Time &Schedule Students Provide/Expect Weekly Scheduled Co-Planning Time • Co-teaching teams should have a minimum of one scheduled planning period (45-60 minutes) per week • 10 minutes per lesson – for experienced teams (Dieker, 2001) Develop Appropriate IEPs • Goals and support services need to reflect the new learning experiences that students will receive in general education classes Establish Balanced Classroom Rosters • School teams need to carefully assess student needs and available resources • In a class of 25 students, no more that 6 class members should have identified disabilities in the mild to moderate range. (Remember there are other struggling students within the class that are not special education.)

23. Secondary Scheduling Teacher Teacher Teacher Self Cont. Para. Para. A B C Teacher A B

24. Matrix for Secondary Scheduling

25. Step SixMonitoring the Program Posted schedule. Agreed upon protocol for reporting to classes. Weekly logs Where is everyone?

26. Co-teaching Observation Guide Meaningful Roles for Each Teacher • Can the role of each teacher be identified at any given point in the lesson? • Is each role meaningful? Does each role enhance the learning process? • Do the teachers vary their roles during the course of the lesson? • Is each teacher well suited to the role(s) he or she is assuming? • Are both teachers comfortable with process and Content? • Is the Special Education teacher working with all students?

27. Observation Guide Strategies to Promote Success for ALL Students • What evidence is there that teachers engaged in co-planning the lesson? • Are the teacher’s focusing on process as well as content? Are they reinforcing important skills? • Are directions clear? • What strategies are being employed to assist struggling students? • What accommodations were made to materials in order to help struggling students complete tasks? • What strategies are being used to actively engage students? • How are students being grouped? Does it fit the task? Is it purposeful? • What reinforcement strategies are being employed?

28. Observation Guide Evidence of Success • Are struggling students answering / asking questions? • Are students engaged in meaningful work throughout the period? • How are teachers assessing the learning of each student? • What evidence exists that all students have been appropriately challenged?

29. Support by Walk Through Observation

30. By observation could you tell the role of each adult in the classroom? When you walk in the room do you know what you will learn today? How many students are truly engaged? Are teachers addressing learning styles?

31. Kinesthetic Learner Auditory Learners Visual Learners Pictures, diagrams, concept maps, symbolism, videos and other visual presentations. MindMeister http://www.mindmeister.com/ Bubbl.us https://bubbl.us/ Visuwords http://www.visuwords.com/ TeacherTube http://www.teachertube.com/ MyLearningTube http://mylearningtube.com/ Pics4Learning http://www.pics4learning.com/ Pictue History http://www.picturehistory.com/ KartOO http://www.kartoo.com/ Always learn better by doing such as: Projects, labs, note-taking, and hands on approaches. Interactives http://www.learner.org/interactives/ Flashcard Exchange http://www.flashcardexchange.com/ Google SketchUp http://sketchup.google.com/ Quizlet http://quizlet.com/ ClassMarker http://www.classmarker.com/ QUIA http://www.quia.com/ SparkNotes http://www.sparknotes.com/ Learn most effectively through: Lectures, oral presentations, talking out loud, music and background sounds. Natural Reader – Free version to read text that is stored on the computer. Paid version available. http://www.naturalreaders.com/index.htm Project playlist – Social music experiment makes it easy for auditory learners to access free music to play in the background while they learn. http://www.playlist.com/

32. Listening to the questions being asked and observing, what is the rigor like? What evidence shows there are high yield practices present? Have teachers adapted, accommodated, or modified for specific students?

33. Use this column to tell the teachers: What was good…. What needs to change…… Consider asking questions in this column to encourage the teacher to think about their practices.

34. What gets monitored gets done!

35. I teach, therefore you learn… …….or do you? http://www.youtube.com/watch?v=6AWYIit1uNk Cindi Neverdousky Consulting

36. Resources • www.osepideasthatwork.org/toolkit/index.asp(Instructional strategies for teachers) • www.coteach.com(Marilyn Friend – ‘Power of Two’ video • http://dww.ed.gov/(What Works) • Teaching Exceptional Children, May/June, 2004 • Mastropieri, Scruggs, Graetz, Norland, Gardizi, and McDuffie 2005 • Teaching Exceptional Children, Mar/Apr, 2001 Salisbury and McGregor (2002) • Castagnera, E., Deciding What to Teach and How to Teach It, Education Resources Information Center, 1998

37. Resources Motivating Students- 25 Strategies to Light the Fire of Engagement by Carolyn Chapman & Nicole Vagle The Highly Engaged Classroom by Robert Marzano & Debra Pickering Teach Like a Champion by Doug Lemov How to Differentiate Instruction in Mixed Ability Classrooms by Carol AnnTomlinson, ASCD, 2001 Teaching Exceptional Children, May/June 2004 Teaching Exceptional Children, Mar/Apr, 2001 Deciding What to Teach and How to Teach It by E. Castagnera, Education Resources Information Center, 1998 Step by Step Training by Stetson and Associates Making Inclusion Work by Beninghof, 1999 Teacher’s Toolbox for DifferentiatingbyLinda Tilton Cindi Neverdousky Consulting

38. Resources Differentiating the High School ClassroombyKathie F Nunley, Corwin Press, 2006 Connecting Teachers Students and Standards; Strategies for Success in Diverse and Inclusive Classrooms by Deborah Voltz, Michelle Sims, and Betty Nelson, ASCD, 2010. How to Reach and Teach ADD/ADHD Children by S. F. Rief, (1993). Hoboken NJ: Jossey-Bass. Murawski & Dieker, 2004 York, et.al. 1993 Anderson and Krathwolhl, 2001 Mastropieri, Scruggs, Graetz, Norland, Gardizi, and McDuffie 2005 Salisbury and McGregor (2002) Cindi Neverdousky Consulting

39. About the presenter…………… Following years as Director of Special Education and in varied principal positions in the Fort Worth ISD, Cindi Neverdousky has served for the past year as a Professional Service Provider (PSP) supporting campuses who received the TTIPS grant. For the past three years, she has served as a Technical Assistance Provider and as an External Campus Intervention Team Member by supporting schools with chronic failure. Parallel to this work, she has partnered with districts such as Edinburg, Ft. Bend, Mercedes, and San Elizario in developing quality services in differentiation, inclusion, co-teaching, learning strategies, and data review/intervention for failure to meet Adequate Yearly Progress (AYP), specifically with special populations. Cynthia Neverdousky Willow Park, TX cynlyn19@aol.com