EFFECTIVE SCHEDULING FOR STUDENTS WITH DISABILITIES

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EFFECTIVE SCHEDULING FOR STUDENTS WITH
DISABILITIES

• Planning for Special Education Service Delivery
  in the Least Restrictive Environment

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Essential Questions

• Why change? What is wrong with current schedules
  and the way services are provided?
• How does scheduling affect delivery of service to
  SWD?
• What are the benefits of school wide scheduling?
• How can we provide access to the general
  curriculum for SWDs while still providing
  specialized instruction in deficit areas?
• What is meant by double dipping? How can this be
  done?
• How can IEP teams better determine necessary
  services?
• How do we begin this process?
• What are the challenges?

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Why Change Now?
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College and Career Ready Performance Index

• Elementary Draft Proposals
• of SWD served in the general education
  environments greater than 80 of the day
• of students scoring at meets or exceeds in ELA,
  reading, math, social studies, science and on the
  Grade Five Writing Assessment
• of students in grades three achieving a Lexile
  Measure of greater than 650
• of students in grade five achieving a Lexile
  measure greater than 850

• We are striving to prepare all students to meet
  grade level expectations , we must focus on
  environments and schedules that maximize
  instruction and utilize all available staff for
  student success.

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Service Delivery Models
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• How does scheduling affect delivery of services
  to SWD?

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Special Education is a Service Not a Place

• Students should receive their education with
  their non-disabled peers, in a regular classroom
  to the maximum extent appropriate. (from IDEA
  and the Policy of the State Board of Georgia)
• Think in addition to instead of in place of
  for services.
• Without alternate times in the schedule, there is
  not an opportunity to provide in addition to
  services.

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Benefits of School-wide Scheduling to Accommodate
SWD

• Students
• Provides more opportunities for practice and
  feedback
• Ensures standards based instruction at all grade
  levels
• Provides targeted, small group instruction for
  all learners (SWD, EIP, ELL, REACH, RTI, etc)

• Staff
• Maximizes the personnel available to support
  students
• Maximizes instructional time
• Allows staff to target individual needs and
  deliver specially designed instruction

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How can we provide access to the general
curriculum for SWDs while still providing
specialized instruction in deficit areas?

• Strategic Scheduling
• Provide an alternate skills/flex time in the
  schedule that is scattered throughout the day to
  allow for delivery of resource services by grade
  level
• Grade levels should follow the same academic
  schedule
• Group students based on needs be careful not to
  add special ed and too many other needy
  students or SST students in one class
• Split large groups of SWDs between two classes
  and para/teacher serve between both classes

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Determining Services

• IEP Teams
• Services should not be determined based on what
  has always been done
• IEP teams may reconvene at any time to reconsider
  the best way to provide services for a student.
• IEP teams should strongly consider double-dip
  services in the students deficit area rather
  than in place of services.

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Managing the Double-Dip

• Finding time throughout the day to accelerate and
  remediate students with disabilities without
  removing them from valuable grade level
  instruction in the regular education classroom
• This requires effective scheduling and may
  require IEP teams to reconsider service delivery
  options.
• IEP teams should focus on needs and how services
  needed to meet those needs are provided, NOT
  places.

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• How do we begin this process?

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Step 1

• Special Education Staff completes planning and
  projection sheets for all special education
  students in the building.
• Needs are evaluated and compiled by grade level
• Group by grade level, type of service and area of
  need
• Consider the continuum of services for ALL
  students
• If a student doesnt fit the IEP team may
  reconsider the level of service projected
  could the student be successful with services
  delivered in a different way?

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Special Ed Projections Special Ed Projections Special Ed Projections Special Ed Projections Special Ed Projections Special Ed Projections Special Ed Projections
             
Pre K K 1 2 3 4 5
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
Speech/language Speech/language Speech/language Speech/language Speech/language Speech/language Speech/language
             
             
             
             
             
             
             
             
Secondary Speech Secondary Speech Secondary Speech Secondary Speech Secondary Speech Secondary Speech Secondary Speech
             
             
             
             
             
             
             
             
             
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Step 2

• Master Schedule
• Schedule lunch first.
• Schedule specials classes to ensure common
  planning among grade levels.
• Indicated subject area teaching blocks for each
  grade level with skill development time
  designated. Certain teaching blocks will have to
  be designated to maximize the use of special
  education support available.

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Create a school wide schedule

• Change each block to academic times (reading,
  ELA, math, etc).
• Adding specific academic times will help ensure
  each grade level is working on reading, math, etc
  at the same time.
• Stagger reading times across grade levels.
• Use an integrated curriculum approach for science
  and social studies.

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Sample Elementary School Sample Elementary School Sample Elementary School Sample Elementary School Sample Elementary School Sample Elementary School Sample Elementary School
Time K 1st 2nd 3rd 4th 5th
800-810 Math 800-900 Science/SS 800-845 Reading/ELA 800-950 Math 800-940 Specials 805-845 Skills 800-840
810-820 Math 800-900 Science/SS 800-845 Reading/ELA 800-950 Specials 805-845 Skills 800-840
820-830 Math 800-900 Science/SS 800-845 Reading/ELA 800-950 Specials 805-845 Skills 800-840
830-840 Math 800-900 Science/SS 800-845 Reading/ELA 800-950 Specials 805-845 Skills 800-840
840-850 Math 800-900 Skills 845-925 Reading/ELA 800-950 Specials 805-845 Science/SS 840-940
850-900 Math 800-900 Skills 845-925 Reading/ELA 800-950 Reading/ELA 850-1030
900-910 Specials 900-940 Skills 845-925 Reading/ELA 800-950 Reading/ELA 850-1030
910-920 Specials 900-940 Skills 845-925 Reading/ELA 800-950 Reading/ELA 850-1030
920-930 Specials 900-940 Skills 845-925 Reading/ELA 800-950 Reading/ELA 850-1030
930-940 Specials 900-940 Reading/ELA 925-1030 Reading/ELA 800-950 Reading/ELA 850-1030
940-950 Skills 940-1020 Reading/ELA 925-1030 Reading/ELA 800-950 Science/SS 940-1040 Reading/ELA 850-1030 Math 940 1050
950-1000 Skills 940-1020 Reading/ELA 925-1030 Math 950-1110 Reading/ELA 850-1030
1000-1010 Skills 940-1020 Reading/ELA 925-1030 Math 950-1110 Reading/ELA 850-1030
1010-1020 Reading 1020-1120 Reading/ELA 925-1030 Math 950-1110 Reading/ELA 850-1030
1020-1030 Reading 1020-1120 Reading/ELA 925-1030 Math 950-1110 Reading/ELA 850-1030
1030-1040 Reading 1020-1120 Recess 1030-1050 Math 950-1110 Math 1030-1145
1040-1050 Recess 1030-1050 Math 950-1110 Skills 1040-1120 Math 1030-1145
1050-1100 Lunch 1050 1125 Math 950-1110 Skills 1040-1120 Math 1030-1145 Specials 1050-1130
1100-1110 Lunch 1050 1125 Math 950-1110 Skills 1040-1120 Math 1030-1145 Specials 1050-1130
1110-1120 Lunch 1050 1125 Lunch 1110-1140 Skills 1040-1120 Math 1030-1145 Specials 1050-1130
1120-1130 Lunch 1120-1155 Lunch 1050 1125 Lunch 1110-1140 Recess 1120-1140 Math 1030-1145 Specials 1050-1130
1130-1140 Lunch 1120-1155 Math 1130-1250 Lunch 1110-1140 Recess 1120-1140 Math 1030-1145 Lunch 1130-1200
1140-1150 Lunch 1120-1155 Math 1130-1250 Recess 1140-1200 Lunch 1140-1210 Math 1030-1145 Lunch 1130-1200
1150-1200 Science/ Social Studies 1155-1255 Math 1130-1250 Recess 1140-1200 Lunch 1140-1210 Lunch 1150-1220 Lunch 1130-1200
1200-1210 Science/ Social Studies 1155-1255 Math 1130-1250 Skills 1200-1240 Lunch 1140-1210 Lunch 1150-1220 Recess 1200-1220
1210-1220 Science/ Social Studies 1155-1255 Math 1130-1250 Skills 1200-1240 Specials 1210-1250 Lunch 1150-1220 Recess 1200-1220
1220-1230 Science/ Social Studies 1155-1255 Math 1130-1250 Skills 1200-1240 Specials 1210-1250 Recess 1220-1240 Reading/ELA 1220-200
1230-1240 Science/ Social Studies 1155-1255 Math 1130-1250 Skills 1200-1240 Specials 1210-1250 Recess 1220-1240
1240-1250 Science/ Social Studies 1155-1255 Math 1130-1250 Specials 1255-135 Specials 1210-1250 Skills 1240-120
1250-100 Recess 1255-115 Reading/ELA 1250-140 Specials 1255-135 Reading/ELA 1240 230 Skills 1240-120
100-110 Recess 1255-115 Reading/ELA 1250-140 Specials 1255-135 Reading/ELA 1240 230 Skills 1240-120
110-120 ELA/Literacy Centers 120-230 Reading/ELA 1250-140 Specials 1255-135 Reading/ELA 1240 230 Skills 1240-120
120-130 ELA/Literacy Centers 120-230 Reading/ELA 1250-140 Science/ Social Studies 125-230 Reading/ELA 1240 230 Science/SS 120-230
130-140 ELA/Literacy Centers 120-230 Reading/ELA 1250-140 Science/ Social Studies 125-230 Reading/ELA 1240 230 Science/SS 120-230
140-150 ELA/Literacy Centers 120-230 Specials 140-220 Science/ Social Studies 125-230 Science/SS 120-230
150-200 Specials 140-220 Science/ Social Studies 125-230 Science/SS 120-230
200-210 Specials 140-220 Science/ Social Studies 125-230 Science/SS 120-230 Math
210-220 Specials 140-220 Science/ Social Studies 125-230 Science/SS 120-230 200 220
220-230 Science/ Social Studies 125-230 Science/SS 120-230
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Step 3

• Special Education Schedule
• Schedule Separate Class time during skill
  development time this would necessitate one
  special education teacher designated for separate
  class instruction at all times during the day.
• Assign remaining special education staff to cover
  other separate classes, support, collaborative
  and co-teaching segments as needed.
• Grade level academic schedules (reading, math,
  etc) should be set collaboratively among levels
  so special education staff is available for
  support during critical times.
• Grade level schedules should NOT change randomly
  throughout the year.

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Considerations

• For staff
• Consider Collaborative Instruction to maximize
  staff time
• One teacher covers two classes within the same
  time period, this could be divided hourly, daily
  or weekly

• For students
• Consider priorities -Services should be provided
  for deficit areas
• Do not forget that accommodations can (and
  should) be provided by regular education
  teachers.

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Challenges

• There is not one way or schedule that will work
  for every school due to differences among
  schools staff, students, populations, needs,
  etc.
• Limited number of teachers and/or parapros.
• Not all students will fit the mold.
• Requires a change of mindset regarding what
  students really need and how and when to provide
  for these needs.
• Resistance to change

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How can we help?

• If you would like help in reviewing your current
  schedule, sped staff, sped students, needs, etc.,
  please email Denise Milam or Chrissy Dement
• Questions/Comments?
• Thank you for attending!