General Education Teacher Inclusion Binder
General Education Teacher
Inclusion Binder
General Education Teacher Collaboration Binder Table of Contents
The purpose of this binder is to provide structures that promote and document communication and supports to promote student success.
1. DEVELOPMENTAL SCALE ? STUDENTS WITH DISABILITIES
2. COMMUNICATION
-General Education Teacher and Special Education Teacher Communication Log This form provides a method for General Education and Special Education teachers to leave notes for each other without disrupting the class.
-Class Activities Completion Log The top half of this log and the comment section is completed by the General Education teacher to inform the Special Education teacher of the progress on specified items. The resolution section is to be completed by the Special Education teacher.
-Binder pocket provided for student work
-Special Education Teacher Schedule
-Parent Notification of Incomplete/Missing Assignment
3. COLLABORATION AND CO-TEACHING CONSIDERATIONS
-Collaborating Roles and Responsibilities
-Co-Teaching Roles and Responsibilities
-Co-Teaching Models and Grouping Considerations
4. INSTRUCTIONAL ASSISTANT
-Instructional Assistant Schedule
-Instructional Assistant Daily Inclusion Activities Log per Period This form is required and will be reviewed by administrators. IA's will use the form to document activities which support successful inclusion.
4. INSTRUCTIONAL ASSISTANT (cont.)
-Instructional Assistant Daily Student Monitoring Sheet This form should be completed for at least one student each day the Instructional Assistant is in the General Education classroom.
-Teacher and Instructional Assistant Roles Time should be made at the beginning of the year to discuss and complete this form.
5. APPENDIX
-SDAIE Strategies for Academic Achievement
-CDE Testing Variations, Accommodations and Modifications Matrix
-List of Websites
-Accommodation Checklist
-Glossary of Terms
Developmental Scale ? Students with Disabilities
SWEETWATER UNION HIGH SCHOOL DISTRICT 2009-10
Quality Indicators
Pre-Initiation Stage
Initiation Stage
Development Stage
Sustaining Stage
1. What are the criteria used for course placement?
? Students are not placed according to district guidelines and IEP recommendations
? IEP goals are not written to grade level standards
? No evidence of student IEP goal progress is available
? Students are seldom placed according to district guidelines and IEP recommendations
? IEP goals are seldom written to grade level standards
? Little classroom-based evidence of IEP goal progress is produced and discussed
? Students are usually placed according to district guidelines and IEP recommendations
? IEP goals are usually written to grade level standards
? Some classroom-based evidence of IEP goal progress is produced and discussed
? Students are placed according to district guidelines and IEP recommendations
? IEP goals are all written to grade level standards
? Classroom-based evidence of IEP goal progress is produced and discussed at the IEP meeting to support placement
2. Is a rigorous instructional program, with appropriate supports, being provided and monitored?
? Mild/moderate students do not participate in the GE classroom
? SE teachers do not participate in content area PLC's
? IEPs for students at CELDT levels 1-3 do not address ELD needs
? Assessment and instructional accommodations are not observed in the classroom
? IA's do not follow assigned duties and may be unsure of responsibilities
? IEP goal progress monitoring is not up to date and back up documentation not maintained
? GE teachers do not receive student profile sheets
? Student logs are not completed by case manager
? Administrators do not conduct walk throughs in ELA and Math SDC classrooms
Note: SDC classrooms include Emotionally Disturbed, Deaf and Hard of Hearing, and Moderate/Severe
? Mild/moderate students are
? Mild/moderate students are
mainstreamed for less than
mainstreamed for more than
60% of the school day
60% of the school day
? SE teachers rarely participate in ? SE teachers irregularly attend
content area PLC's
content area PLC's
? IEPs for students at CELDT ? IEPs for students at CELDT
levels 1-3 indicate need for
levels 1-3 contain linguistically
linguistically appropriate goals,
appropriate goals that are ELD
but do not contain ELD
standards-based for only one
standards-based goals
domain indicated
? Assessment and instructional ? Assessment and instructional
accommodations are rarely
accommodations are regularly
observed in the classroom
observed in the classroom
? IA's rarely follow assigned
? IA's sometimes follow assigned
duties
duties
? IEP goal progress monitoring, ? IEP goal progress monitoring,
with back up documentation, is
with back up documentation, is
rarely up to date
usually up to date
? GE teachers receive student
? GE teachers receive student
profile sheets within the first 6
profile sheets within the first 4
weeks of placement
weeks of placement
? Student logs rarely completed ? Student logs sometimes
by case manager
completed by case manager
? Administrators conduct walk ? Administrators conduct walk
throughs in classrooms of ELA
throughs in classrooms of ELA
and math SDC teachers at least
and math SDC teachers at least
5x/year
8x/year
? Mild/moderate students are mainstreamed for more than 75% of the school day
? SE teachers regularly attend content area PLC's
? IEPs for students at CELDT levels 1-3 contain linguistically appropriate goals that are ELD standards-based for every domain indicated
? Assessment and instructional accommodations are a part of lesson plans and consistently observed in the classroom
? IA's consistently follow assigned duties
? IEP goal progress monitoring is up to date and supported with back up documentation
? GE teachers receive student profile sheets within 2 weeks of placement, with a master set of copies in psychologist's office
? Student logs are consistently completed by case manager
? Administrators conduct walk throughs in classrooms of ELA and math SDC teachers at least
10x/yr
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