Pinellas County SchoolsSandy Smith, Supervisor

Sandra Erickson, Resource TeacherCallie Locascio, CDA/Technology

Our Models-Past and Present2005-2006 2009-2010

Most were self- containedCenter, SVE, IVE, ASD,

EBD, LI, DHH, ½ day VE,½ day SI

3 Classrooms reverse mainstream (12 ESE/4 Typical)

4 Inclusion teachers for community and Head Start

Most are includedBlended VE 3 year olds

and 4-5 year olds, Blended LI, Inclusion teachers (5), Itinerant services, SLP’s to Community sites and Head Start

Self contained-Center, SVE, ASD, EBD, ½ day SI-all have decreased except ASD

2005-2006103 Classrooms

Serving 1294 students with 10% served in full time inclusion

2006-2007- Year One of Blended Model102 Classrooms

Serving 1134 students with 38% served in full time inclusion

90% received a K code 2009-2010- Currently

116 Classrooms Serving 1198 students with 73.48% served in full time

inclusion 97% receive inclusion opportunities during day

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

0 10 20 30 40 50 60 70 80

Percent of Students in Full time Inclusion

Model DescriptionsBlended 3 year old (Title 1 and Fee Pay)Blended 4-5 year old (VPK)Blended Language Impaired (VPK)Inclusion TeachersCommunity Inclusion SLP’s

Students Transitioned to Gen Ed K2006-2007

593 students transitioned 29 Retained 29 Center/SVE, 13 ASD, 55 EBD 70 % Gen Ed

2007-2008593 students transitioned:

24 Retained 13 Center/SVE, 27 ASD, 43 EBD 68% Gen Ed.

2008-2009602 students transitioned

11 Retained 19 Center/SVE,20 ASD, 30 EBD 81% Gen Ed.

2009-2010 (proposed)581 students transitioned

5 Retained 17 Center/SVE, 47 ASD, 18 EBD 80% Gen Ed. (proposed)

Professional Development Materials/Supplies/Curriculum

2006-07: Trainings to address new inclusion models: Collaboration – day-long training for teams of

teacher/CDA/associate. Developing collaborative lesson plans Differentiating instruction Disability awareness

2006-07: Materials/Supplies: • Additional furniture needs for increased number of students• Harder/easier puzzles, toys, books, manipulative for increased

variety of levels • Piloted literacy curriculum

2006-07 Support staff• Four inclusion teachers supported blended classroom teachers

with monthly visits

Trainings and materials (cont.) 2007-08 Trainings

Developmentally Appropriate practices Scaffolding – Beyond Centers and Circletime Collaboration Teaching in Centers

2007-08 Materials• Houghton Mifflin literacy curriculum• Continued to expand classroom libraries – focus nonfiction • Added math extension kits

2007-08 Staff• Added resource teacher – focus on knowledge of typical

development and appropriate activities• Continued support from inclusion teachers

Trainings and materials (cont.) 2008-09 Trainings

Collaboration Differentiated instruction DEC speaker – Susan Maude – two day conference –

accommodations Inclusive Centers resource book and CARA’s book from CEC

Planning lessons for themes and centers

2008-09 Materials• Focus on dramatic play centers• Expanded libraries – nonfiction and science books and center

materials

Training and materials (cont.) 2009-10 Trainings

Collaboration Data collection Peer models and facilitating peer interactions Supporting students with significant needs

Dr. Phyllis Jones (USF): trained 10 “teacher supporters” 2 separate trainings with 5 small groups of teachersseries of 5 monthly Professional Learning Community meetings (five varying locations to accommodate teacher travel) PLC groups are facilitated by the teacher supporters

2009-10 Materials• Pretend play – puppet theatres and puppets• Big books and continued expansion of class libraries• Need for special seating and other equipment and materials

(feeding, toileting) in more classes to include students with physical needs

2009-10 Staff• Two behavior specialists to support teachers in blended classes

with students who have behavior concerns and to support teachers in general classroom management

• Continued support from inclusion teachers and resource teachers – who also serve as teacher supporters along with classroom teachers

Training and materials (cont.)

Questions