Student Engagement Strategies for Families
Speaker 1 :
[ Presentation starts, ‘Student Engagement Strategies for Families’, the FDOE logo is located bottom right, the speaker will now begin. ] Welcome to Student Engagement Strategies for Families. The Florida Inclusion Network is a discretionary project funded by the Florida Department of Education Bureau of Exceptional Student Education under the Individuals with Disabilities Education Improvement Act. Part B. [ Slide transitions, ‘Our Mission’, the speaker will now read from the slide. ] The Florida Inclusion Network collaborates with all districts and schools to provide customized services and supports ensuring all students with disabilities have the same educational, social, and future opportunities as their peers without disabilities. [ Next slide appears, ‘Our Mission (continued)’, the speaker will read from the slide. ] In partnership with districts, Finn facilitates the implementation of best practices for inclusive education through data-driven student-focused planning and problem solving across districts and schools. Data-driven professional development and technical assistance to increase knowledge and skills of district and school coaching and resources for district and school personnel to build and sustain capacity sharing information to build collaborative relationships between families, schools, and districts. [ Transition to next slide, ‘Objectives’, a bulleted list is presented, the speaker will read from it. ] After this session, you will be able to know the importance of inclusive education and the role you play in supporting your child’s engagement in school. Understand families are vital members of the educational team and making quality decisions as well as support your child’s learning as an extension of school. [ Transition into next slide, ‘Ice Breaker’, another list is presented, the speaker will read from it. ] One of our icebreakers for today is you’re going to take a sheet of paper or device
You’re going to write one goal you want to accomplish to support your child’s engagement and learning. So for an example, by the end of June, 2022, I’ll engage my child in two to three weekly activities and reading and math to support learning from school. This is just one example. [ A transition slide is used, it contains a pictue of a feathered pen, on the left a header ‘What Do the Laws and Research Say?’ ] What do the loss and research say? [ The next slide is shown, ‘Least Restrictive Environment.’ ] Individuals with Disabilities Education Act states that to the maximum extent appropriate students with disabilities, including students in public or private institutions or other care facilities, must be educated with students who are not disabled and special classes. Separate schooling or other removal of students with disabilities from the general educational environment may occur only when the nature or severity of the disability of the child is such that education in regular classes cannot be achieved satisfactorily. Even with the use of supplementary aids and services,
[ Transition to next slide, a group of children are shown in a school hallway smiling, the speaker will now read the text. ] Students with disabilities do not have to earn their way into a regular class setting with their peers without disabilities. [ Next slide, ‘Inclusion’, the speaker will now read from the slide. ] Florida inclusion as a student with a disability, receiving education in a general education regular class setting, reflecting natural proportions and age appropriate heterogeneous groups and core academic and elective or special areas within the school community. A student with a disability is a valued member of the classroom and school community. The teachers and administrators support universal education and have knowledge and support available to enable them to effectively teach all children and access is provided to technical assistance and best practices and instructional methods and supports tailored to the student needs based on current research. [ Slide transitions, the speaker will now read from the slide. ] Inclusion allows for students with disabilities to receive best practices and instructional methods and customized supports based on current research from a general education or special education teacher with peers without disabilities in a regular class setting. [ Transition to next slide, Florida Statute’s. 1003.57, F.S.’ is shown and will be read & explained. ] Once every three years, each school district and school shall complete a best practices for inclusive education assessment with the Florida Inclusion Network facilitator and include the results of the BPIE assessment and all planned short and long-term improvement efforts and the school district’s exceptional student education policies and procedures. BPIE is an internal assessment process designed to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district and school team levels.
[ Next slide, ‘Family Focus-School BPIE Assessment Indicator’, the speaker will now read from the bulleted list. ] There are four indicators from the school B PI assessment that focus on Families Indicator 29 family members of students with disabilities are contributing members of school decision-making groups. Indicator 30 learning opportunities and resources are provided to families of students with disabilities as a result of needs assessments and student data indicator 31. When communicating with families of students with disabilities, all personnel consider family members as a resource and obtain their input in planning and problem solving. Indicator 32. Reports of progress toward implementing inclusive practices are disseminated to families, school district personnel, and community members. Annually, [ Slide moves forward, ‘Research’, the speaker will now read from the bulleted list. ] parents actively engage in their child’s schooling, typically show the following, higher grades, higher test scores, greater social skills, better reported behavior, easier adaptation to school, and greater likelihood of continuing and to post-graduation education,
[ The next slide is shown, the speaker will read top to bottom. ] Family and Community Engagement. When schools work together with families to support learning, children are inclined to succeed, not just in school, but throughout life. The Florida Department of Education recognizes that a child’s education is a responsibility shared by schools, families, and the community during the entire period a child spends in school. [ The next slide is shown, the speaker will read top to bottom. ] Engagement strategy one. Establish standards and routines at home. What are my expectations at home? Are there specific timeframes to reinforce learning complete chores and positive peer relationships? Do you hold your child responsible when expectations are not followed? Expect? Do you have a chart to monitor their progress?
[ Slide transitions forward, ‘Establish Standards and Routines at Home’, the speaker will read top to bottom. ] Establish Standards and Routines at Home. Strengthen shared beliefs and values, build a sense of belonging. Supports family connections. Supports time to accomplish meaningful task. Allow children to know and understand what is expected during the day. Encourages high expectations and encourages positive behavior. [ Next slide is shown, ‘Engagement Strategy 2’, the speaker will now read the slide. ] Engagement strategy two. Establish time for reading as a family. Do you have audio books or traditional books at your home? Do you ask your child questions about the reading material? Are discussions centered around books that your child is reading? Do you incorporate activities to support learning from reading activities? [ Slide transitions, ‘Establish time for reading as a family’, the speaker will now read. ] Establish time for reading as a family. Adopt a tap, click read mindset to work your children’s use of media for literacy learning. Tap into learning networks. Click along with your children as they learn to be actively engaged in text. Emphasize the need to read and analyze text images and media. Read, watch, and play with your children to engage them around media. Engage them in conversations about what they have read and or watched. Model how to use media as a learning resource. Demonstrate and describe to your children who are you are using certain media in certain ways at certain times. Let’s Skype with grandma so she can see your painting. Or I’m going to use Google Maps to find the nearest library.
[ Slide moves forward, ‘Engagement Strategy 3’, the speaker will now read the bulleted list. ] Engagement strategy three. Support your child’s organizational skills. Do you have designated space for home learning at your home? Do you support your child in planning for upcoming tasks? Do you create and post schedules? Do you have checklists and homework bins? [ The next slide is shown, ‘Support your child’s organizational skills’, the speaker will now read the bulleted list. ] Support your child’s organizational skills, help your child manage materials and school supplies. Create homework bins and checklist post schedules. Create a clean distraction-free workspace. Create task list and teaching them how to generate outlines. Spend time with your child, practicing planning for upcoming tasks. Reward and praise your child for their success. [ Slide moves forward, ‘Reflection’, the speaker will now read the bulleted list. ] Some reflection items are, what are some points that stood out for you? How can you use one or more of the tips? Jot a few thoughts you want to remember in your notes. [ Slide transitions, ‘FDOE Bureau of Exceptional Student Education’ is shown, the speaker will now read. ] The Florida Department of Education Bureau of Exceptional Student Education has many resources on their website. Please feel free to access the link to the Florida Department of Education and also the Florida Department of Education Bureau of Exceptional Student Education [ Links shown on screen, https://www.fldoe.org and https://www.fldoe.org/academics/exceptional-student-edu. The slide moves forward, ‘Additional Supports’, links are shown, (Multi-tiered system of supports, http://www.florida-rti.org/index.htm,)(Florida Diagnostic and learning resources system parent services, https://www.fdlrs/org,) (Center for autism and related disorder, http://florida-card.org,) (Family Network on disabilities, https://fndusa.org) (Parent to parent of miami, https://www.ptopmiami.org) (Family Cafe, https://familycafe.net). ] There are additional supports that you can access to learn more about exceptional student education. [ Slide moves forward, ‘Additional Supports, continued, links are shown, (Project 10, http://project10.info) (Project Access, https://accesstofls.org) (Florida Instructional MAterials Center for the visually impaired, https://www.fimcvi.org) (Resources Materials and Technology for the deaf/hard of hearing, https://www.rmtcdhh.org) (Positive behavior interventions and supports, http://flpbis.cbcs.usf.edu) (Techinical assistance and training systems, https://tats.ucf.edu). ] Please feel free to access any of these additional supports.
[ Slide moves forward, a picture of the FIN website home page is shown. ] The Florida Inclusion Network has many resources on our website. Please feel free to visit us at www.floridainclusionnetwork.com. [ Slide moves forward, a picture of the FIN Family Resources page on the FIN website is shown. ] Please feel free to also access our FIN Family Resources webpage where we have information for families in English, Spanish, and Haitian Creole. [ Slide transitions, showing a picture of the contact page on the FIN website, https://www.floridainclusionnetwork.com/directory ). ] Thank you for joining our session. Please feel free to contact us. JaSheena Ekhator and Kelly Claude are the two executive Co-directors, and the link at the bottom is a link to the wonderful Finn facilitators that are housed all across Florida. Thank you, goodbye.
The Benefits of the Least Restrictive Environment
Slide Speaker :
[ Open to presentation slide on the Least Restrictive Environment Family Webinar Series. ] Welcome. We are happy you have joined us today for our presentation about the benefits of the least restrictive environment or LRE. The Florida Inclusion Network is funded by the Florida Department of Education, division of Public Schools Bureau of Exceptional Education and Student Services through the Federal Assistance under the Individuals with Disabilities Education Act, part B,
[ Transition to next slide, FIN’s Mission and Implementation, the speaker will now read the slide. ] The Florida Inclusion Network, Finn collaborates with all districts and schools to provide customized services and supports ensuring all students with disabilities have the same educational, social, and future opportunities as their peers. In partnerships with districts, Finn facilitates the implementation of best practices for inclusive education through data-driven student-focused planning and problem solving across districts and schools. Through data-driven professional development and technical assistance to increase knowledge and skills of district and school personnel through coaching and resources for district and school personnel to build and sustain capacity and through sharing information to build collaborative relationships between families, schools, and districts. [ Slides moves forward to ‘Know, Understand, Do’, the speaker will now read the slide. ] After this session, you’ll know what the laws say about the least restrictive environment, LRE. You’ll understand how the LRE benefits students and how in-class supports look and you will identify next steps for your child. Let’s take a moment to review what the laws say about the least restrictive environment. [ Transition to next slide, two organizers are shown left and right about LRE Federal Laws, the speaker will now read. ] The Every Student Succeeds Act. ESSA states that all students, including students with disabilities are general education students first and must be taught to high standards and schools must provide supports to reach those high standards. Universal Design for Learning addresses the diverse ways learners can take in information, express what they know and engage actively in their learning. The Individuals with Disabilities Education Act, IDEA, addresses mandates for special education and states. The general education classroom must be the first placement consideration and with needed aids and services provided.
[ Slide moves forward, ‘Least Restrictive Environent (LRE)’, speaker will now read the slide. ] Let’s review the definition of the least restrictive environment. In Section 1412 of Title 20 Code of Federal regulations states that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities are educated with children who do not have a disability and special classes. Separate schooling or other removal of children with disabilities from the regular or general education environment occurs only when the nature or severity of the disability of a child is such that education in regular or general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. This means there must be justification why students with disabilities are removed from the general education environment regardless of the disability, since the exceptionality of a student does not drive placement, the term supplementary aids and services means aides services and other supports that are provided in regular education classes or other education related settings, and in extracurricular and non-academic settings to enable children with disabilities to be educated with children without disabilities to the maximum extent appropriate.
[ Transition to next slide, ‘Endrew F. v. Douglas County School District’, the speaker will now read the slide aloud. ] We wanted to share highlights from the Andrew F versus Douglas County School District case where the Supreme Court determined a school must offer an IEP that is reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances. As a translation for the Andrew F. Case, no matter the child’s exceptionality, a school must offer an IEP or individualized education plan that enables a child to make appropriate progress. Endrew F. child with autism received annual IEPs in Douglas County School District from preschool through fourth grade by fourth grade. Ander’s parents believed his academic and functional progress had stalled when the school district proposed a fifth grade IEP that resembled those from past years. Andrew’s parents removed him from public school and enrolled him in a specialized private school where he made significant progress. School district representatives later presented Andrew’s parents with a new fifth grade P, but they considered it no more adequate than the original plan.
They then sought reimbursement for Andrew’s private school tuition by filing a complaint under the IDEA with the Colorado Department of Education. Andrew’s parents contended that the final IEP proposed by the school district was not reasonably calculated to enable Andrew to receive educational benefits and that Andrew had therefore been denied FAPE free appropriate public education. The reasonably calculated qualification reflects the question of whether the IEP is reasonable, not whether the court regards it as ideal. An IEP must aim to enable the child to make progress. The essential function of an IEP is to set out a plan for pursuing academic and functional advancement and the degree of progress contemplated by the IEP must be appropriate in light of the child’s circumstances, which should come as no surprise. This reflects the focus on the particular child that is at the core of IDEA and the directive that states offer instruction specially designed to meet child’s unique needs through an individualized education program.
[ Slide moves forward, ‘Endrew F. v. Douglas County School District, continued’ the speaker will now continue with the story. ] The court also shared that IDEA demands more and that districts cannot say an education was provided if there was merely more than day minimus progress each year. Day minimus means too trivial or minor to consider. It cannot be right that the IDEA generally contemplates grade level advancement for children with disabilities who are fully integrated in the regular classroom, but is satisfied with barely more than day minimus progress for children who are not Endrew’s parents argue that the ACT goes even further and requires states to provide children with disabilities educational opportunities that are substantially equal to the opportunities afforded children without disabilities. [ Next slide, ‘Endrew F. v. Douglas County School District’, the speaker will now read from the slide. ] The 10th circuit held that Andrew’s IEP had been reasonably calculated to enable him to make some progress. Accordingly, he had not been denied FAPE free appropriate public education. The IEP team holds the responsibility for maintaining high expectations, which are reflected in the IEP goals. More guidance is provided in the q and a document available at the [Slide Link: https://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1. ] link on the slide. [ Next slide, ‘Why is LRE important?, a graphic organizer is shown with three blocks, ‘Drive’, ‘Impacts’, and ‘Leads To’ the speaker will now read from the organizer. ] The least restrictive environment is important because it leads to increased graduation rates and outcomes for students with disabilities. It impacts student achievement by driving how ESE services are delivered through the implementation of service delivery models, LRE data, RE state targets and scheduling for the implementation of services for students with disabilities drive these actions and outcomes that we previously mentioned.
[ Slide moves forward, ‘Florida defines Inclusion as…’, the speaker will review key points in a second. ] Please take a moment to read Florida’s state statute’s definition of inclusion. [ Link to read http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1003/Sections/1003.57.html#:~:text=Segregation%20of%20exceptional%20students%20shall,services%20cannot%20be%20achieved%20satisfactorily. ] Let’s review some key points. The definition states a student receives education in a general education setting with natural proportions and age appropriate heterogeneous groups and core academics and electives or special areas. Natural proportions means that the school is at 10% of students with disabilities on their campus. Then their classrooms should also reflect that 10% of students with disabilities in their classrooms. A student is a valued member of the class and school community. Teachers and administrators support universal education and have knowledge and support available to them. Access is provided to technical assistance in best practices, instructional methods and supports
[ Slide transitions to ‘LRE and Inclusion’, a bulleted list is now going to be read by the speaker. ] While the individuals with Disabilities Education Act, IDEA doesn’t mention inclusion as a term, it does set a standard for consideration of the general education class. First for students with disabilities, the regular educational environment language in the federal register is reflected in Florida’s inclusion statute about valued membership in the classroom and school community. LRE least restrictive environment is reported as a percentage of time. IDEA also specifies that removal from general education is only considered if needs can’t be met with the use of supplemental aids and services. This removal is an IEP team decision and the decision-making process begins with consideration of how services might be provided in the general education classroom.
[ Slide transitions to ‘LRE Reporting’, a list of items is presented along with pie charts, the speaker will now read from the slide. ] to As mentioned previously, LRE is reported according to the percentage of time that is spent with peers without disabilities. Removal from regular or general education classrooms is measured in minutes of time. These are the categories of LRE reflecting amounts of time that students with disabilities spend with their peers without disabilities in a school week. Decisions for placement or LRE are individual decisions made for each student by the IEP team. Let’s look at state performance plan indicator five A, which were flex the percent of children with IEPs, ages five and enrolled in kindergarten and ages six through 21 that are served inside a regular classroom. 80% or more of their day resource room reflects children spending between 40 and 80% of their school day with peers without disabilities. State performance plan indicator five B reflects the percent of children with IEPs, ages five, and enrolled in kindergarten and ages six through 21 served inside a regular classroom less than 40% of their day. State performance plan indicator five C reflects the percent of children with IEPs, ages five, and enrolled in kindergarten and ages six through 21 that are served in separate schools, residential facilities or hospital home bound placements.
[ Slide moves forward, ‘LRE Indicator 5 Calculation’, the speaker will now explain the mathematical equation. ] The mathematical equation used by the Florida Department of Education to measure LRE for indicator five is as follows. For five A, the percent is equaled by the number of children with IEPs, age five, who are enrolled in kindergarten and age six through 21 served inside the regular class, 80% or more of their day, divided by the total number of students age five, who are enrolled in kindergarten and age six through 21 with IEPs times 100 5B, the percent equals the number of children with IEPs. Age five, who are enrolled in kindergarten and age six through 21 served inside the regular class less than 40% of the day, divided by the total number of students age five, who are enrolled in kindergarten and age six through 21 with IEPs times 100 5C. The percent equals the number of children with IEPs, age five, who are enrolled in kindergarten and age six through 21, served in separate schools, residential facilities or hospital home bound placements divided by the total number of students age five, who are enrolled in kindergarten and age six through 21 with IEPs times 100.
[ Transition to slide ‘LRE Calculation (Student)’, a spreadsheet is shown, (Column 1, Subject) and (Column 2, Time (Minutes Per Week)), the speaker will now read from the sheet. ] As noted in the previous slide, we must determine the minutes in a school week to begin the calculation. This image is a school example, but a school’s total time in a school week may vary from district to district, school to school and or grade to grade. Calculating school-wide LE for students with disabilities begins by calculating and adding all the minutes in a school day from bell to bell, including all class time, lunch, recess, passing time as shown in this example. Please note this is a sample screenshot of school minutes and will vary by school and district [ Transition to next slide, ‘LRE Calculation Example (Student)’, a chart is shown, (Column 1, ESE only) & (Column 2, Time), the speaker will now explain the calculation. ] to determine the school-wide LRE calculation for all students with disabilities. The school must determine the amount of time each student with a disability is spending with their peers without disabilities. The simplest way to do this is by adding time that a student with disabilities spends with only peers with IEPs or with disabilities, and then subtracting that from the total minutes in a school week. The following screenshot shows how the time in ESE only is for a sample student, Billy Smith has been calculated. Please note this is just a sample minutes will vary by student and IEP goals as determined by the IEP team. We must also determine the time that students spend with other students with disabilities. For example, Billy Smith is spending 110 minutes a week for speech therapy. The total minutes of time spent with students with disabilities in his school week for Billy is 110 minutes. I want to subtract the ESE only time from the total minutes in the school week, which will give me 1,840 minutes. As shown on the slide,
[ Slide moves forward, ‘LRE Calculation Example (Student)’, the speaker will explain the example. ] The school must determine the percentage of time that Billy is spending in the least restrictive environment in the general education setting by calculating 1,840 minutes with peers without disabilities in a school week divided by 1,950 total minutes in the school week, the resulting percentage is 94%. Billy is considered an a regular class placement since he is spending 80% or more time in a school week with his peers without disabilities. [ Transition to next slide, a link is shown, http://www.fldoe.org/academics/exceptional-student-edu/data. ] If you want to review your district and state’s LRE data, please visit the link provided. If you would like to know your child’s school LRE data, it is available by contacting your school district or your child’s school. [ Transiton to slide, ‘What Does the Research Say About LRE?’, a picture of books in a library is shown above. ] Why include students with disabilities? We will now look at the research that supports inclusion. [ A new slide is shown, ‘Where is the Research?’, the reader will now read the statistics. ] There are over 40 years of research regarding the benefits of LRE. Students develop better attitudes. Teachers share effective research based instructional strategies and schools report positive student outcomes on assessment to name a few. Research results can also vary from state to state and a plethora of research was done in the early two thousands, and research is also transitioning to how students are doing as they leave a K through 12 environment and enroll in post-secondary experiences
For students. Inclusion supports improved instructional outcomes, positive social outcomes, acceptance of diversity, and increased self-advocacy for teachers. A few of the outcomes are increased professional satisfaction, improved lesson plans, improved behavioral and academic results of students. These are some examples of research that have been conducted regarding LRE, which students experience greater growth and development in literacy skills and inclusive education results in better academic outcomes. [ Next slide transitions, ‘Providing Services and Supports’, the speaker will now read from it. ] As services and supports are provided to students, it is the primary responsibility of the ESE teacher to identify techniques needed to meet IEP goals and incorporate them into lessons. It is also the responsibility of both the general education teacher and the ESE teacher to implement services for students with disabilities in the classroom. [ A new slide is shsown, a picture of a teacher is shown helping students with disabilities, the speaker will now read. ] How are ESE services provided in a general education classroom? Exceptional student education ESE services provided to students are varied and determined individual student data related to each student’s individual education plan or IEP [ Transition to next slide, ‘Florida Department of Education’s Course Code Directory’, the teacher will now read from the slide. ] students can receive instruction and support in the general education classroom as identified in their IEP with services provided by certified personnel using in-class service delivery models as specified in the Florida Department of Education course code Directory and instructional personnel assignments. [ Next slide, ‘Education Paraprofessionals’, a bulleted list is shown, the speaker will now read. ] Education paraprofessionals, it’s important to note that paraprofessionals are valuable assets to the classroom. An education paraprofessional assists members of the instructional staff in carrying out their duties and responsibilities. An education paraprofessional is not required to hold a teaching certificate. An education paraprofessional is under the supervision of a certified teacher and an education paraprofessional cannot provide specially designed instructions to students.
[ Transition to next slide, ‘Models for In-Class Service Delivery: Co-Teaching’, the speaker will now read from the bulleted list. ] Co-teaching is an example of one of those in-class service delivery models that we mentioned earlier. In this service delivery model, two teachers are providing instruction through co-teaching. Both teachers are certified in the general education subject area and one teacher also holds an exceptional student education e certification. Both teachers share responsibility for planning, delivering, and evaluating instruction for all students in a classroom or subject area for the entire class. [ Next slide is shown, ‘Models for In-Class Service Delivery: Support Facilitation’, a bulleted list is shown and the speaker will now read from it. ] Support facilitation or inclusion teaching is another example of an in-class service delivery model. In this, in-class service delivery model, two teachers are providing instruction. One general education teacher is providing instruction and one ESE teacher is providing direct services with individual students or small groups of students. [ The next slide is shown, ‘What Does Instruction Look Like in an Inclusive Classroom?’, a picture of two teacher helping students is shown. ] So what does instruction look like in an inclusive classroom? The picture illustrates a general education teacher and a special education teacher working with two groups of students in an inclusive setting. We will share some examples of collaborative teaching approaches on the next few slides.
[ Next slide, ‘Parallel Teaching-Collaborative Teaching Approach’, a bullet point list is presented, the speaker will now read from it. ] Parallel teaching is a collaborative teaching approach where two teachers divide the classroom into two groups. In this example, Mrs. Wallace and Dr. Zurowski are a general education teacher and an ESE teacher. Both teachers are teaching a lesson on tech structure. Mrs. Wallace uses a longer passage and asks students complex questions regarding the content. Within the passage, Dr. Zurowski uses a different and shorter passage with small group of students who are struggling, although they’re both learning how text structure can contribute to the meaning of a passage or text at the end of the lesson, the whole class discusses both passages and how text structures contributed to the overall meaning of the passage
[ Slides move forward, ‘Station Teaching-Collaborative Teaching Approach’, a bulleted list is shown, the speaker will now read from it. ] Station Teaching is another collaborative teaching approach where two teachers work with small groups of students in different stations. In this example, Mrs. Tomlinson and Mrs. Wallace are focusing on reading comprehension and their respective stations. Mrs. Tomlinson leads one group through higher order thinking questions while Mrs. Wallace has students reread a passage to answer questions regarding details within the passage, there is also an additional station that is made up of students who independently complete assignments on the passages through tiered activities that challenge them based on their area of need. Students in the independent station also have answer keys to verify their responses. [ Next slide, ‘Alternative Teaching-Collaborative Teaching Approach’, the speaker will now read from the slide. ] Alternative teaching is another collaborative teaching approach where one teacher will teach the large group while the other teacher teaches a small group using specific instruction. In this example, Mrs. McAllister and Dr. Zurowski are working with two groups of students during English language arts. Mrs. McAllister leads one group through a review of a story with most of the class. While Dr. Zurowski is working with a small group of students who need to understand specific vocabulary terms before reading the story that Mrs. McAllister is reviewing with the larger group. [ Slide transitions, ‘Teaming-Collaborative Teaching Approach’, the speaker will now read from the bulleted list. ] Team Teaching or teaming is another collaborative teaching approach where both teachers are instructing all students at the same time and are both responsible for planning and providing instruction.
In this example, Dr. Zurowski and Mrs. McAllister are co-presenting a lesson to introduce a new story. Both teachers are taking turns with the information. Dr. Zurowski provides a story overview and Mrs. McAllister leaves students in the use of guided notes. Both teachers observe students carefully to assist with formative assessment measures. [ Slides transition, ‘One Teach / One Assist or One Teach / One Observe’, the speaker will now read from the bulleted list. ] The last two collaborative teaching approaches that we will discuss today should not be used frequently as only one teacher is teaching the entire class at a time. This does not reduce the teacher to student ratio or increase instructional intensity. There are very specific purposes while these last two approaches should be used, one, teach one assist might look like one teacher teaching the class while the second teacher is providing individual assistant to students. One teach. One observe could look like one teacher teaching the entire class while the second teacher is observing a student or group of students and collecting data for specific purposes. [ Next slide is presented, the speaker will now explain. ] This video illustrates collaborative teaching approaches being implemented in a Florida public school. There is a video link on the slide to assist with accessing the video now or at the end of this presentation. If for some reason the video still does not play, please open a new browser tab and type in www.vimeo.com/525583027. [ Transition slide, ‘Additional In-Class Service Delivery Models’, the speaker will now explain. ] There are also additional in-class service delivery models used to support students with disabilities
[ Slide transitions, ‘Dual-Certified Model’, the speaker will read from the slide. ] In the dual certified in-class service delivery model, one teacher serves as both the grades K through 12 general education teacher and the special education teacher to provide the specially designed instruction as identified on students’ IEPs. [ Slide moves forward, ‘Consultation Method’, the speaker will now read from the slide. ] The consultation model is where a general education teacher and a special education teacher meet to plan, implement, and monitor instructional alternatives. This is designed to ensure that the student with a disability is successful in the general education classroom. [ Next slide transitions, ‘Resource Room Model’, the speaker will now read from the slide. ] There are also additional service delivery models that are not considered in class where students are with only peers with IEPs. The resource model is where the special education teacher provides ESC services that are not able to be provided in the general education setting. It occurs in another classroom in the regular school with only students with disabilities for a portion of the day. [ Transition to next slide, ‘Separate Classroom Model’, the speaker will now read from the slide. ] In the separate classroom service delivery model, the special education teacher provides services in another location in the regular school with only students with disabilities for the majority of the school day. [ Next slide transtitions, ‘Other Separate Environments’, the speaker will now read from the slide. ] Other separate environments refers to the special education teacher and other specialized staff providing services that are not able to be provided in general education settings in another school with only students with disabilities for the entire day.
[ The next slide is shown, ‘Summarizing Key Points’ the speaker will now go over the final key points on the slide. ] As we wrap up our time here together today, let’s summarize some key points that we’ve discussed. LRE is the general education classroom with in-Class Services and supports In-class models of support use collaborative teaching approaches. Location of services is an IEP team. Decision based on the individual needs of the student services and supports can be provided in a variety of settings. [ A new slide is shown, ‘The Final Outcome’, a graphic organizer is shown ‘Drive’, ‘Impact’ and ‘Leads To’, the speaker will now read from the organizer. ] The final outcome for students with disabilities is that they have the same future opportunities as their peers without disabilities. Post-school outcomes for students with disabilities are more positive when students are included to a large extent in the general education setting. [ Slide moves forward, a video is shown but not played. ] This video highlights how students with disabilities can achieve success through post-secondary experiences. This video is from UCFs Inclusive Education Services Program and can be accessed from the University of Central Florida’s website by searching inclusive education services or by using the video link at the end of this presentation. [ Slide transitions, ‘Relfection’, three images are shown (Left to Right – Thought bubble, Light Bulb, and a pencil) the speaker will read the text under these items. ] What are some points that stood out for you today? Please take a moment and jot a few thoughts that you want to remember in your notes. [ Transition to next slide, ‘Additional Supports’, six items are shown containing links (Left to right, (Multi-Tiered System of Support- http://floridarti.usf.edu), (Florida Diagnostic and Learning Resources System – Parent Services – https://www.fdlrs.org/), (Center for Autism and Related Disabilities – http://florida-card.org), (Project 10- https://project10.info), (Access Project- https://accesstofls.org), (Family Cafe – https://familycafe.net/), the speaker will now explain. ] A list of some discretionary projects that support inclusion, the Problem Solving Response Intervention Project or P-S-R-T-I, the Florida Diagnostic and Learning Resources System, or Fiddlers, the Center for Autism and Related Disabilities or Card, Project 10, transition Education Network, the Access Project and the Family Cafe.
[ Slide transitions, ‘Additional Supports, continued’, links provided left to right, (Resource Materials and Technology Center for the Dead/Hard of Hearing – https://www.rmtcdhh.org), (Florida Instructional Materials Center for the Visually Impaired – https://www.fimcvi.org), (Technical Assistance and Training Systems – https://tats.ucf.edu), (Positive Behaviour Interventions and Supports – http://flpbis.cbcs.usf.edu), (Parent to Parent of Miami – https://www.ptopmiami.org), and (Familiy Network on Disabilities – https://www.fndusa.org), the speaker will now explain the resources. ] Here are additional discretionary projects and organizations on the screen that you might want to connect with the Resource Materials and Technology Center for the Deaf and Hard of hearing, the Florida Instructional Materials Center. For the Visually impaired, Technical Assistance and Training Systems, positive Behavior Interventions and supports, or PBIS, parent to Parent of Miami or the Family Network on Disabilities or FND. [ Transition to slide, the slide shows a preview of the home page of FIN, the speaker will now explain. ] please visit FIN’s website at www.floridainclusionnetwork.com for additional resources for families on inclusion. [ Transition to next slide, containing an image of the FIN Family Resources web page, the speaker will now explain. ] On our website, you will find a multitude of resources for families on inclusion. We have fact folios on what it means to be inclusive, what it means to be an advocate, what it means to have an inclusive classroom, and what it means to have an inclusive school. [ Slide transitions, an image of a webpage on the FIN website is displayed. ] Thank you for joining us. For further questions on inclusion, please contact us at Florida Inclusion Network. [ Transition to slide, slide contains links (Collaborative Teaching Video, https://vimeo.com/525583027/) and (University of Central Florida, https://www.ucf.edu/news/first-class-ucfs-inclusive-education-services-program-graduates/). ] Links to the videos from this presentation can be found below.