ADMINSFPD Best Practices for Inclusive Scheduling

Inclusive Scheduling

"Inclusion is a belief system that values diversity and fosters a shared responsibility to help all students reach their potential."

[Florida Inclusion Network, 2011]

Consultation Model

Consultation

"Collaborative teaching is the umbrella under which the service delivery models of co-teaching and support facilitation fall, where teachers work together to: use data to plan effective instruction, set instructional goals and design instructional activities for all students to be successful in the classroom."

Adapted from Florida Inclusion Network [FIN], 2012

All students benefit from accommodations available based upon the three principles of Universal Design for Learning [UDL]: Engagement/Motivation, Representation, and Action & Expression. Beyond that, the ESE and General Education partner teacher work together to extend accommodations to overcome barriers faced by a student with a disability.

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Instructional Responsibilities

Support Facilitation Teacher

General Education Teacher

Both Teachers

• Collaborate & plan
• Shared equity (physically & virtually)
• Look at data
• Use digital tools (F2F or Virtual)
• Responsible for SWD's goals
• Works with whole group, small groups, individual students

• Student Support Expert
• Creates specially designed instruction (SDI) & strategies
• Analyzes target skills for scaffolding tasks
• Evaluates effective accommodations

• Primary Classroom Responsibility
• Course Content Expert
• Non-Instructional Schedules
• Lead Content Instructor
• Follows Course Scope & Sequence

*Paraprofessionals CANNOT serve as Support Facilitators. They can help support the students in a classroom though use of the instructional resources prescribed by the Support Facilitator and General Education teacher.

TRUE

FALSE

Support Facilitation is random visits to classrooms.

FALSE

TRUE

FALSE

Support Facilitation is regularly scheduled visits to support students.

Support Faciltiation is prescribed by the IEP with scaffolded supports within the general education setting.

FALSE

TRUE

TRUE

IEP data drives this service delievery model, and is not randomly selected.

Support Facilitation is a “pull-out” or Resource classroom setting.

TRUE

FALSE

FALSE

Support Facilitation is an inclusive service that is regularly scheduled at the same place and same time.

Support Facilitation is covering classrooms in lieu of a sub; participating in other “duties”.

FALSE

TRUE

FALSE

Support Facilitation involves collaboration that is regularly scheduled.

Support Facilitation is planned for and scheduled for.

FALSE

TRUE

TRUE

Support Facilitation involves collaborative planning and scheduling based on the students' IEPs.

Who are the Students?

• Students with Disabilities [SWD] - 25,822 and currently 19,520 students
• SWD on General Education Pathway -23,444 students
• Learning Strategies [LS]- 3,873; currently 4,781 students
• Teachers of LS - 135; currently 137
• Student Class Membership - 2-24; average Learning Strategies class size @ 16
• 310 teachers of 4,764 students receiving services via Support Facilitation

Inclusive Scheduling

“Inclusive Scheduling is a process designed by Florida Inclusion Network in order to maximize support for a SWD along a fluid continuum of services and supports, and is necessary to ensure that each SWD has access to, involvement with and progress in the general education curriculum, in the least restrictive environment.”

Inclusive Scheduling

Class Period Schedule

Scheduling Matrix

The Team Members

TEAMS of teachers with the knowledge of student needs, in-class support models, general education curriculum, and the school's organizational structures, work together to draft schedules. With a trained facilitator, the team completes the following steps, using multi-colored sticky notes and chart paper to group students into general education classrooms.

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Considerations

Collaborative Partner Courses

School-based Teamwork

• NEVER add ESE students to the top of required size caps

• Develop a scheduling team

• Group students by educational need, NOT category or classroom

• Schedule teacher planning time to allow for attendance at PLC

• Consider ALL ESE personnel as serving ESE students requiring in-class supports

• Co-planning time MUST be part of ESE teacher schedule

• Include ESE students served in general education BEFORE projecting units

• Limit the number of collaborative partnerships to no more than four teachers

• Revise schedules as needed based upon enrollment, units, state mandates, etc.

Scheduling Considerations

"Individual commitment to a group effort – that is what makes a team work, a company work, a society work, a civilization work.”

-Vince Lombardi

Collaborative Planning

5-15-45 Collaborative Planning Tool Overview

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Administrative Tips

Before

After

During

• Facilitate equity & access
• Meet with partner-teams & share roles & expectations
• Promote simultaneous PD to include both partner-teachers
• Act as a match-maker and marriage counselor
• Prioritize collaborative opportunities into schedules
• Leverage schedules to promote flexibility and alignment
• Incentivize enhancement of pedagogy for all partner teachers

• Monitor equity & access
• Monitor participation in simultaneous PD to include both partner-teachers
• Involve teachers in analyzing & interpreting data
• Support collaborative opportunities in schedules
• Recognize the SDI activities aligned to content standards during observations
• Promote coaching that fosters structured collaboration and planning
• Celebrate small steps

• Involve teachers in analyzing & interpreting data
• Incentivize enhancement of pedagogy for all partner teachers
• Provide opportunities for reflection & growth for both partner teachers
• Celebrate small steps as well as big ones

"Inclusive education has benefits for all involved. Researchers have established a significant body of evidence that points to the mutual rewards of inclusive schooling. When children with disabilities have opportunities for repeated interactions with their typical peers, they have demonstrated improvements in the skill areas of communication, socialization, reading, mathematical problem-solving, writing, and spelling, as well as the functional skills of everyday living. When typical peers are given opportunities to tutor or assist others, they have been found to have more positive attitudes toward human differences, to show greater tolerance for other people in general, to have improved self-esteem, and to be much more likely to engage in relationships with people with disabilities in their adult lives."

[FLDOE Inclusion Brief 2005]