Special Education Instructional Service Delivery Models ...

`

Instructional Service Delivery for Inclusive Practice

Special Education

Frederick County Public Schools

Page 1

`

Purpose

This resource describes special education instructional service delivery models, special education staffing use, and roles/responsibilities of special education staff from PreK through grade 12.

School teams and their instructional leaders choose instructional service delivery models and staffing use, along with roles/responsibilities of special education staff options, in order to meet the needs of their special education students. These choices must complement one another, and align with their school demographics, resource availability, and staffing in a seamless fashion, allowing for optimal student achievement. The balance of compliance and instruction in Special Education is complex, but plausible.

Options are listed in this resource with practical implementation suggestions for school teams to utilize as they plan to meet the needs of their special education population. School teams can adapt the suggestions to more closely meet the needs of their school climate and population.

Rationale(s)

Practical Implementations of Instructional Service Delivery Options housed within this catalogue are supported by the following rationales:

Promotes student achievement Maintains rigorous learning for all students Promotes students with disabilities' participation with non-disabled peers Efficient use of resources Efficient use of instructional staff Supports fidelity to curriculum Promotes Response to Intervention Promotes Universal Design for Learning Promotes collaboration between students' instructional professionals Promotes informed decision making based on data Promotes efficient implementation of IEP outlining student-specific needs Alignment of special education supports to scheduling

How to Use this Resource

It is suggested that school teams collaborate with administrative leaders to:

1. Consider multiple factors within the building to determine appropriate special education instructional model(s), including student needs and performance (i.e., grades, intervention progress, IEP goal progress, and state testing results), current instructional service delivery, staffing, master schedule, and teacher skill and experience level.

2. Identify the instructional model(s) that will promote improved student achievement in alignment with factors indicated in 1.

3. Determine special education staffing use and special education teacher roles/responsibility that will support the chosen instructional model(s).

4. Implement the instructional service delivery model(s), adjusting as needed through ongoing monitoring and evaluation of student performance.

This resource also includes appendices that outline best practices for procedural steps in effectively implementing instructional service delivery. Keep in mind IEP team(s) must ensure that the model(s) chosen and subsequent service delivery and providers must be accurately reflected on students Individualized Education Programs in relation to their present levels and communicated to service providers, students and parents.

Page 2

`

The graphic organizer below is a way for school teams to pick and choose a conglomeration of the three levels of determination in Instructional Service Delivery for Inclusive Practice. There is not a formula or one-to-one correspondence, but rather options to apply the steps listed above. Multiple instructional delivery models could be partnered with different role/responsibilities of Special Educators, as well as use of staffing to best meet the Special Education subgroup specific to a school's needs.

Instructional Service Delivery

Models

Roles/Responsibilities of Special Education

Special Educators

Staffing Use

Co-Teaching Push-In

Open Resource Pull-Out Resource

Diagnostic/Prescriptive Teacher (DPT)

IEP Case Manager

IEP Case Manager combined with Instruction

Grade Level Specific

Content Specific

Looping

Instructional Service Provider

Page 3

`

Table of Contents

Instructional Service Delivery Models Co-Teaching Push-In Open Resource Pull-Out Resource Roles/Responsibilities of Special Educators Diagnostic/Prescriptive Teacher (DPT) IEP Case Manager IEP Case Manager combined with Instruction Instructional Service Provider Special Education Staffing Use Grade Level Specific Content Specific Looping Appendices Special Education Instructional Assistants (SEIAs)-Appendix A Specialized Programming-Appendix B

Page 5-6 7 8-9 10

11 12-13 14 15

16 17 18

19-21 22-25

Page 4

`

Instructional Service Delivery Models

Co-Teaching

Co-teaching is a partnership or collaboration between two or more instructors. Frequently, this partnership consists of one general educator and one special educator, but can be any pairing of instructional staff including, but not limited to, general educator, special education teacher, intervention teacher, school-based specialist or related service provider. It involves the distribution of responsibility among people for planning instruction and evaluation for a classroom of students. There are several models for co-teaching:

1) Team Teaching wherein both instructors informally take turns leading the lesson. 2) Station Teaching wherein instructors divide the lesson into parts and each is responsible for a section. 3) Parallel Teaching wherein the instructors divide the group in half and each teaches the lesson to this smaller group. 4) Alternative Teaching wherein one instructor teaches a large group lesson as the other instructor re-teaches or pre-teaches a small group. 5) Complimentary Teaching wherein one instructor leads the learning episode and the other compliments the teaching with students as needed. 6) One Teach-One Support wherein one instructor has primary responsibility for the lesson while the other circulates to provide assistance to students as needed. This model should be used cautiously to ensure that both teachers have an active role in instruction. 7) One Teach-One Observe wherein one instructor teaches the lesson and the other observes to provide opportunity for data collection or professional feedback. This model should be used on a limited basis.

These co-teaching models can be applied based upon daily learning objective(s). Many models could be incorporated within one lesson. It is essential that the entire staff understands the structure and rationale of the co-teaching model.

Practical Implementation

Special and general education teachers must have scheduled planning time to collaborate in advance in order to:

Plan the lesson(s) using formal and informal assessment data from previous lessons Determine which model(s) will work most effectively Address how to implement instruction to address student learning needs, including the need for assistive technology Review IEP goals/objectives, accommodations, and supplementary aides and services that are given to each student who receives special education services within the general education classroom

Co-teachers must take equal ownership of all students' achievement through equitable delivery of instruction and should work with all students in the class regardless of eligibility for special education services. They share general responsibilities including:

Monitoring progress Collecting data Grading Contacting parents

Page 5

` Enforcing discipline Maintaining rigor Preparing materials

Co-teaching is not limited to English/language arts and math classrooms. Co-teaching is effective in all curricular areas. When implementing a co-teaching model, keep in mind the strengths and educational background that each educator brings to the classroom. It is beneficial for the special educator to have knowledge of the curriculum in content areas they are teaching, as well as the general educator being familiar with educating students with disabilities. Best practice requires both educators to be available during direct instructional time. Students participating in the co-taught model receive direct instruction along with their non-disabled peers. Materials used for instruction may be modified by either the general educator, special educator and/or in collaboration, based on individual supplementary aids and services on the IEP. Scheduling teachers into multiple co-teaching assignments, across grade levels and content areas should be done with caution.

Page 6

`

Instructional Service Delivery Models Push-In Service

Special educators schedule services on a flexible basis. Schedules are coordinated with the general educator based on student need in inclusive classrooms where student(s) with disabilities are accessing general education curriculum. The push-in model is not a traditional "co-teaching" model. The special educator may provide services in multiple classrooms within the same instructional period. In the push-in model, the special educator's role can include, but is not limited to: modifying curricular resources, planning with the content teacher(s) and leading differentiated groups, as well as planning and implementing re-teaching or modified versions of any learning episodes.

Practical Implementation Special and general educators must consistently collaborate in advance to review IEP goals/objectives, accommodations, and supplementary aids and services that are given to each student who receives special education services within the general education classroom. Planning also addresses how to implement instruction to address student learning needs, including the need for assistive technology.

The role of the special educator "pushing in" to the general education classroom needs to be clear and defined, based on collaborative planning and knowledge of learning objectives. Student-specific needs are addressed through modified materials, differentiated grouping, or lessons for pre- or re-teaching. Push-in services should support, not conflict with, direct instruction.

Open and fluid communication between the general and special education teachers is imperative in decision making in order to promote student achievement.

Both educators in the classroom must enforce discipline procedures and maintain communication with parents/guardians as needed.

Materials used for instruction may be modified by either the general educator, special educators and/or in collaboration, based on individual supplementary aids and services on the IEP.

Special educator schedules will be flexible, since they will not be dedicated to one block/course for a specific period of time, but rather based upon student need.

Special educator's instructional time must be shared among the needs of students with special education services.

Data must be maintained regarding the amount of time and type of services that students receive in various classrooms to document service hours for IEP development.

Special educators must be prepared to provide services as an instructor in the classroom.

Page 7

`

Instructional Service Delivery Models Open Resource Room

The Open Resource room is available to students with an IEP at any point during their instructional day for access to accommodations, supplementary aids and services, test preparation or completion, completing assignments, guided practice with an emerging skill, and/or re-teaching. Students should not access the resource room during direct instruction of their content area classes. The resource room is open throughout the day and is monitored by a trained staff member (special educator, SEIA, general educator, etc.). While specific uses of the room will vary from school to school, the purpose should be clearly defined in writing for all stakeholders. Although access to the room as a behavioral intervention may be considered, the open resource room should not be seen as a punishment or primarily serve as the alternate to suspension or seclusion room for a given student.

Practical Implementation Consistent location(s) for easy student access containing:

several networked computers copies of textbooks if possible additional materials and supplies workstations for students

Materials should be the same as those the student would have access to in the general education setting.

Professional development should include all staff and outline appropriate uses of the resource room. All efforts should be made for the student(s) to access their accommodations and/or supplementary aids and services in the mainstream classroom.

Professional development should be provided for resource room staff in implementing modifications, accommodations and administering/proctoring tests, as well as documenting student participation in the resource room.

Confidential list of students approved to access the resource room must be provided to all certified staff members.

Resource room schedule must be made available to all staff. Staff must be notified of schedule changes. As a best practice, general educators contact the resource room staff in advance that he or she will be sending student(s) to the resource room and information about assignments. Develop and implement a communication system (Open Resource Room pass) between the sending and receiving staff including specifics of the assignment and time limits that is sent with the student to the resource room.

Student specific IEP information should be readily available for resource room staff (i.e., BIPs, accommodations, etc.).

Page 8

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download