Effective Use of Resources

Description:

Many educators believe that inclusive practices are more costly than traditional services offered in ‘pull-out’ settings. Actually, when staffing and other costs are determined on the basis of student needs, staffing requirements typically decrease.
Practices:
  1. During interviews for new faculty, the expectation of inclusive practices by all teachers and staff is clearly stated.
  2. Practices are in place to recruit and retain highly qualified educators who are skilled in implementing effective services for students with disabilities.
  3. All teachers, including teachers of students with disabilities, have access to grade level Teacher’s Editions, all relevant materials and to professional development relative to the district curriculum and effective practices.
  4. The master scheduling process begins with the needs of students with disabilities.
  5. The times when required or popular subjects are scheduled (such as reading/language arts, Algebra 1, etc.) are varied throughout the day to maximize the availability of special education teachers and other specialized personnel.
  6. Training for paraprofessionals is provided to enable them to assume their instructional support roles with competence.
  7. Create clear and objective criteria for providing one-to-one paraprofessional-student services. This practice should be used only when the health, safety, or participation of the student requires it.
  8. Protected planning time is provided to coordinate planning, information sharing and service delivery for students with disabilities.
Phases of Implementation:
Excellence Phase
  • Hiring methods are aligned with the vision of the school.
  • Practices are in place to recruit and retain highly qualified educators who are skilled in implementing services for students with disabilities.
  • All teachers have access to Teacher’s Editions of texts and professional development opportunities related to the division curriculum.
  • When one-to-one paraprofessional support is needed, it is reviewed at least annually, and a plan is developed to fade that level of support as the student becomes more independent.
Implementation Phase
  • Each paraprofessional’s schedule reflects that a minimum of 90 percent of their day is devoted to instructional support (as opposed to cafeteria monitor, playground monitor, or clerical tasks).
  • Regularly scheduled transition meetings are held between sending and receiving schools to provide for the smooth transition of services for students.
  • Teachers and paraprofessionals recognize that natural peer supports are preferable to adult support when this is sufficient to meet the needs of individual students
Initiation Phase
  • A clear and objective criterion is used for providing one-to-one paraprofessional services. This practice is only considered when the health, safety, or participation of the student requires it.
  • Training is provided for paraprofessionals to enable them to assume their instructional roles with competence.
  • Protected planning time is provided to coordinate planning, information sharing, and service delivery for students with disabilities.
Resources: (more to come)