I am interested in finding ideas about the role of the SPED teacher in the block scheduling model in a HS. Inclusion, support classes- what makes sense?
SUBJECT: Re:Special Education
Date: 96-11-09 16:20:18 EST
From: Reads247
Im at a middle school considering block scheduling for next year. Scary thought.
SUBJECT: Re:Special Education
Date: 96-11-09 17:48:34 EST
From: KChiche
My HS switched to Block Scheduling this year. We are on the 4x4 plan (4 9 week terms with 4 85 minute classes each term. So far we have found that the Spec. Ed. kids are doing well. There are fewer transitions and fewer personalities to deal with daily. The trick is keeping each class period varied. I find that I am actually able to bring closure to concepts. Our Special Ed. Department is departmentalized. I teach 9th and 10th grade Reading and 9th grade Social Studies to the kids that would not be successfully mainstreamed for these academic subjects. I have had few, if not fewer than in the past, discipline problems. All of our classes are cross categorical.
SUBJECT: Re:Special Education
Date: 96-11-09 23:48:28 EST
From: HINK1234
KChiche,
You sound like you have the same kind of special education department that we do. Where are you? I am in Oklahoma and I haven't seen a lot of programs that are cross categorical and departmentalized. We have been on block scheduling for three years. I have found some of the same advantages that you listed. The disadvantage is found when the regular ed teachers don't change their style of teaching. 85 minutes is a long time to lecture for an adult, much less a special education student. We also instituted a 25 minute tutorial with the block schedule to be used for minor discipline problems, extra help, and make up work. It has been a great addition and has made block scheduling must easier to implement.
HINK1234
SUBJECT: Re:Special Education
Date: 96-11-12 22:13:03 EST
From: JHarri2023
This is our second year of block scheduling and I really like it. My students seem to like it as well. We have four (4) ninety (90) minute classes a day.
We are on a A day and B day schedule. On A day the students go to periods 1-4 and on B day the students go to periods 5-8. They take a total of 8 classes.
On A days I teach language arts (period 1) and reading (period 2) . My paraprofessionals and I then monitor the last two classes of A day, which are P.E. and World History. We team teach with those teachers. On B day I teach math (period 5), monitor electives (art, home ec) and Biology ( period 6), team teach in aquaculture (period 7) and then finally team teach in US History (period 8). I really enjoy the extended time for language arts, math and reading. We really have time to do in depth lessons. I also break the 90 minutes into sections of activities, which helps alot. For example, in language arts the students do journal writing to a topic written on the board, then they respond orally to the question, then we do a current events lesson, then the lang. arts lesson and finally some independent/cooperative learning closure activity. Geez, I didn't realize how much I wrote, hope it helped!
SUBJECT: Re:Special
Education
Date: 96-11-13 06:40:34 EST
From: MMcgl52370
They are going to start this block program at our High School next year. I am really worried, for my son has a language disability. He has One class every day in the LD program that is suppose to help him. I'm worried that he'll fall way behind. I'll help him like I always do. I don't know if this is a good program or not, not enough info on it yet.
SUBJECT: Re:Special Education
Date: 96-11-13 06:45:20 EST
From: MMcgl52370
After reading what you wrote, I don't feel as worried about this block
program, as I was. You are right. My son has a Language Disability. I was
worried that when they did this at our school, My son would fall behind. I
don't think so now,I think it might help. Thank-You
SUBJECT: Re:Special
Education
Date: 96-11-16 14:36:08 EST
From: JANMARC
Currently the High School that i'm teaching Sped Resource World History and
US History 1 and ICS World History is undergoing its second year of research
and committe evaluation as to whether 4x4 block schedule is going to happen
in our school. Because i taught self-contained for a number of years the
4block plan for special ed is actually not a new teaching strategy. I think
that for some teachers the biggest worry is how much inservice will be
provided so that that can develop ways to instruct students for 90m. also, i
think that for the student who has shown difficulty in the mainstream class
an additional 45 minutes could be devasting for both student and teache with
out adequate inservice. I really like the idea about the additional 25m for
tutorial instruction implemented in the 4block plan. For sped need students
particularly in urban school setting extra study skill lessons are necessary
if students are to become more competive in their lest restrictive
environments such as resource centers and in-class support settings. My
school is located on the shorelines of central New Jersey, if there's a
fellow Jerseyan or collegiate anywhere currently in studying or on a
committee for block scheduling ........write a response back to your school's
major concern about BLOCK. Thanks
SUBJECT: Prepare your child 2000
Date: 96-11-17 17:31:58 EST
From: Majic01
Children Learn the Seasons, is an excellent book for age eight through young
adult. Visit site: tool-box.com
then enter; Spirit Talk Publishing
SUBJECT: High school of 1800
Date: 96-11-18 17:00:18 EST
From: CYNKERO
Hi, we are planning to implement a city-wide 4x4 block schedule in 1998. Our school is one of 3 high schools. The problem: at my school of 1800 we have 4 full time resource people (and several tutors and assistants) and I am currently case manager for 63 students. No plan that we have seen has worked with such a small staff. The only recommendations we have even discussed are inclusion for 3 out of 4 blocks, with sped teachers team teaching in regular ed classrooms and one resource period. We are tracked and my students currently see 90 of the 100 teachers in the building . Any advice, ideas etc. would be appreciated.
SUBJECT: Re:Special Education
Date: 96-11-20 21:11:13 EST
From: Npleilani
We are currently studying the 4x4 block. A former SC teacher myself the block is nothing new but a godsend. I hate the rush of the 45 minute period. This is my first year resource and can't wait till they institute the Block. My kids were much calmer. Felt safer and more secure. Also didn't feel the rush and panic they do now. I agree the key is varying the activities for 90 minutes. You can't lecture for 90 minutes, but who in SpEd would have in 45. :) Anyway a fellow seaside Jersey teacher here to thee other.
SUBJECT:
Special Education / Block
Date: 96-12-14 17:30:20 EST
From: LORDATWAR
The only drawback I have found to block scheduling and special education is the problem of retention with special education students. On block Scheduling (at least in our school) if a student has math say in the fall of 96 there is a possibility that student will not have math again until the spring of 98. That creates large period of time for any student much less special education students. Other than that...block allows more hands on, one on one time with each student which is very important to special education students.
SUBJECT: Re:Special Education / Block
Date: 96-12-23 21:02:01 EST
From: KShel72532
I need some suggestions. I am the only EMH teacher in the building and we
have just implemented the 4 by 4 block schedule.. What do you do with
students that can only be mainstreamed for p.e. . The art teacher says his
class is mainly theory and art history.
and the music classes are mainly music theory. also there is not enough
elective classes offered that my students cawn be sucessful in. in class I
combine math, science, history and english skills each semester so that
skills will be retained. kshel72532
SUBJECT: BLOCK SCHEDULE
Date: 97-01-02 20:16:41 EST
From: DEFARB
TEACHER FROM WILMINGTON, VT, PLEASE RESOND AGAIN. DID NOT RECEIVE YOUR
MESSAGE ON LINE. SAW BECCA RECENTLY. THANKS, SORRY FOR THE TROUBLE
SUBJECT:
Re: BLOCK SCHEDULE
Date: 97-01-04 15:48:18 EST
From: Smeho1
My high school starting the block scheduling this year. We are on the 90 minute odd/even schedule (one day is all even number classes - 2,4,5-lunch, and 6. The other is odd classes - 1,3,5-lunch, and 7). Surprisingly enough, the students adjusted to the new schedule alot easier than the teachers. The one complaint that I have is the retention from one day to the next. On this type block schedule I see some students every other day. But as I talk to the mainstream teachers they say the same about their regular students. I teach Language Arts and Reading Skills. I find that I have more time to go over, review, try new ideas, play educational games, etc. on the block schedule. (as compared to 50 minute classes).
SUBJECT: Re:Special Education
Date: 97-01-09 19:13:38 EST
From: EMKEMK
I am also interested in this. I am a senior in high school and i am to do a
ten minute speech on inclusion for school. i need any info on this subject -
thanks - any info please send to EMKEMK
SUBJECT: Special Education/Education
Date: 97-01-09 19:18:49 EST
From: EMKEMK
I am a senior in high school and am looking for any information on this
topic. I am very interested in special education and plan to major in it in
college. I have already been accepted into four special education schools and
am waiting to hear from six more. I need to do a speech next week on
inclusion - it is a persuasive speech and I need to learn more about these
subjects before I choose sides, meaning do I agree with inclusion or do I
not. I would appreciate any info on this subject and I would also like some
personal stories, which I may learn from. Thanks so very much - all info can
be sent to EMEMK@aol.com
SUBJECT: Re:Special Education
Date: 97-01-10 23:54:22 EST
From: GPREGOR
FOR READS 247: DON'T BE AFRAID OF THE BLOCK. It is not a bad program. Learn to split your class hour into varied methods of presenting the materials and you will have no problem.
I'm not necessarily a fan of the BLOCK but it's here for now and if your a fairly new teacher it may just be another phase (new math was).
Believe it or not, in our SE classes, the kids seem to enjoy the additional one on one time.
SUBJECT: Re:Special Education
Date: 97-01-23 12:58:43 EST
From: Rossifish
My child is in middle school where they are on a block schedule. There are no A or B days, however, as I've seen mentioned. She is ADD w/o hyperactivity and the schedule is just about driving her mad. The blocks change from week to week. Every Monday she receives (finally, after fighting the school for 3 months) her schedule for that week. She cannot remember where she is supposed to be when.....and transitions are very difficult. Is this your experience with block scheduling or is this some strange variation? It is also very difficult for her to maintain attention for 90 minutes of class. In addition, because of this scheduling, lunch period is only 15 minutes long and begins at 9:40am. It is very difficult for her to maintain attention in the late afternoon after going so long without food. Suggestions? Thanks.
SUBJECT: Re:Special Education
Date: 97-01-24 22:48:09 EST
From: SUDSX5
Help!!! I am a resource room teacher in Spokane, WA and we are going to the 4X3 model next year. (4 periods of 82 minute classes with a 25 minute tutorial daily/3 semesters per year for a total of 12 classes). I feel that the change will be a positive one, however, we are having difficulty with state guidelines that say once a special education student is not being served, then they are to be exited from special ed. If we put them back in, we have to write a new IEP. As you all know, IEP's are so much fun to write (about 3 hours with the conference is about average when you factor in transition)! If the state makes us write a new IEP everytime we cahnge a students schedule from them being served by special education to not being served, I am going to find another subject to teach. Does anyone have similar problems? Any advice out there? How do you handle this problem in your particular state? I hope I can get some responses.
SUBJECT: Re:Special Education
Date: 97-01-27 01:38:15 EST
From: LinDUNSTAN
This is for the parent of the ADD student on a m.s. block schedule. If you child cannot do well with this schedule you are entitled to have an IEP meeting where her schedule is adjusted to meet her specific educational needs. Block scheduling is not a given for all special education students. Her teacher may need to present different materials and give her different lptions in "bite-sized" pieces. Also, the idea of any student having luch at 9:40 a.m. is ridiculous. Teenagers need to eat more meals as proven by researh to meet thei changing physiological situations. I am a special education administrator in a large school system. We would cetainly address your child' needs through the IEP process.
SUBJECT: Re:Special Education
Date: 97-01-27 01:40:35 EST
From: LinDUNSTAN
To Spokane, Washington: Ususally and IEP can be written that indicates the amount of time a student will have in special education. Would it be possible for you to write the schedule into the IEP and indicate the time the stuent will be in the resourcew room throughout the year for those areas identified as special ed. needs. You could continue the student on the times they are not actually in your call on a monitoring basis. I believe this would be a legal alternative to your problem.
SUBJECT: Re:Special
Education/Educati
Date: 97-01-27 01:44:42 EST
From: LinDUNSTAN
To EMKEMK,
You may want to do an AskEric search on inclusion. They have a lot of listings under this topic. CASE (Council for Administrators' of Special Education) has a position paper that gives and excellent outine on this issue.
I was an administrator of a program for severely handicapped students that were included in regular education programs. The students went to regular ed. kindergarten and first grade for half a day. In time, because of the level of disabilities, students couldn't be in regular ed. as much, but did regularly attend music, p.e., art and other inclusion opporutnities. The one thing to remember is that inclusion is not intended to be an all or nothing thing. Inclusion is determined for each student based on his/her needs.
SUBJECT:
Inside the 4th Dimension
Date: 97-01-27 22:39:30 EST
From: Dr Kanya 3
Towards Aquarius, Inc. dba
The Tree of Life
1701 M. L. King Drive SW * Atlanta, GA 30314-2227
INTERNET:75734.43@compuserve.com
Phone/Fax: (404) 753-5700
Spring 1997
INSIDE THE 4TH DIMENSION
by Brother Kanya, The Angel's Advocate.
This is to introduce to you a new Cable TV Show, Inside the 4th Dimension, bringing you the "New Age" discoveries of Brother Kanya, founder of The Tree of Life Bookstore of Harlem. Brother Kanya is no stranger to television having produced The Tree of Life Manhattan Cable TV Show in New York for 17 years, and has been featured many times previously on radio, TV and print media both locally, nationally and internationally. The Tree of Life Bookstore and Educational Center at the corner of 125th Street and Lenox Avenue in Harlem was also known as UCLA, (the University at the Corner of Lenox Avenue).
Cable Channel 12
Dates & Times of Airing:
February 3rd thru April 13th, 1997
Tuesdays 12:30 Noon - 1:00 pm
Fridays 1:00 - 1:30 pm
Brother Kanya has been conducting "New Age" seminars in community centers, colleges, and prisons all over the United States (including Hawaii), Canada, the West Indies and Europe. His main emphasis is on the practical results of spiritual knowledge.
His present plans are to introduce Inside the 4th Dimension to Atlanta TV viewers. He will be sharing on this program POSITIVE information gathered during the past 50 years of his search for Truth concerning: Universal Laws, Consciousness, God, Karma, the New Sexuality, Life, Death and Reincarnation;
Astrology; Nutrition, Education, Crime and Punishment, Drugs, Books of Enlightenment and New Career Opportunities.
The format will alternate between interviews, on-site happenings and listener call-ins. Assisting Kanya behind the TV camera will be Brother Eugene Wooden, founder of "Order & Motion Video Productions". Phone: (404)
349-0046
SUBJECT: Inside the 4th Dimension
Date: 97-01-27 22:41:02 EST
From: Dr Kanya 3
Towards Aquarius, Inc. dba
The Tree of Life
1701 M. L. King Drive SW * Atlanta, GA 30314-2227
INTERNET:75734.43@compuserve.com
Phone/Fax: (404) 753-5700
Spring 1997
INSIDE THE 4TH DIMENSION by Brother Kanya, The Angel's Advocate.
This is to introduce to you a new Cable TV Show, Inside the 4th Dimension, bringing you the "New Age" discoveries of Brother Kanya, founder of The Tree of Life Bookstore of Harlem. Brother Kanya is no stranger to television having produced The Tree of Life Manhattan Cable TV Show in New York for 17 years, and has been featured many times previously on radio, TV and print media both locally, nationally and internationally. The Tree of Life Bookstore and Educational Center at the corner of 125th Street and Lenox Avenue in Harlem was also known as UCLA, (the University at the Corner of Lenox Avenue).
Cable Channel 12
Dates & Times of Airing:
February 3rd thru April 13th, 1997
Tuesdays 12:30 Noon - 1:00 pm
Fridays 1:00 - 1:30 pm
Brother Kanya has been conducting "New Age" seminars in community centers, colleges, and prisons all over the United States (including Hawaii), Canada, the West Indies and Europe. His main emphasis is on the practical results of spiritual knowledge.
His present plans are to introduce Inside the 4th Dimension to Atlanta TV viewers. He will be sharing on this program POSITIVE information gathered during the past 50 years of his search for Truth concerning: Universal Laws, Consciousness, God, Karma, the New Sexuality, Life, Death and Reincarnation;
Astrology; Nutrition, Education, Crime and Punishment, Drugs, Books of Enlightenment and New Career Opportunities.
The format will alternate between interviews, on-site happenings and listener call-ins. Assisting Kanya behind the TV camera will be Brother Eugene Wooden, founder of "Order & Motion Video Productions". Phone: (404)
349-0046
SUBJECT: Re:IEP time on Block Schd.
Date: 97-01-28 03:37:11 EST
From: Upsidjsign
I write my IEP service time for # min. & # ssns./wk. Eg. 45min @ 2X/wk. This way I don't need to rewrite an IEP just because a student's schedule changed. What I like about the block is that as an itinerant, I can schedule my services during part of a student's class time (avg. ssns. are 30-45 min. each). Generally I try to schedule myself for the 2nd half of the class so I don't interrupt instructional time. Also it gives me a chance to supplement actual class work, if nec., in addition to working on the established IEP goals. And what do I do during the 1st half of class? Oh, I'm generally a) on the road about to arrive, or b) in another school with younger students. It's all in the planning!
SUBJECT: Re:Special Education
Date: 97-01-31 23:39:56 EST
From: GPREGOR
Either you have mis-information about what's going on or you are part of a strange feathered "Block bird".
Suggest you go talk to the school counselors or administration to find out for sure.
SUBJECT: Re:Special Education
Date: 97-01-31 23:46:50 EST
From: GPREGOR
Your schedule for the school should be arranged where you'll have your Math and SS first and second block and English and Science the third and fourth blocks. That way you will always have them in a special class. Those SS and Science classes can usually be identified as monitored classes if the student has a deficit in reading and writing.
This works in our program. You will always have those who might fall into a gray area and the state should not require you to take them out of their program.
SUBJECT: Block scheduling
Date: 97-02-01 03:38:38 EST
From: SUDSX5
We are not allowed to "monitor" as a consult model anymore in the state of Washington. This has been a real detriment to those of us who watch out for special education students who are out of program for just a single term. The reasons for the departure from an actual special ed. setting are many. However, as of this year, we are not allowed to simply meet with the students once a week after school and check with their teachers on a regular basis for a grade check anymore. In order for us to keep them on our roster and continue with services including vital transition issues, we must assist the teacher in writing specific goals and objectives for a "modified" curriculum. The catch is that it must be a class that is teaching the student the reading/written language goals and objectives stated in the IEP. It has been a real mess from what we used to do. Which was simple "monitoring" progress. Anyone have any suggestions?
Hurtin in Spokane
SUBJECT: Re:Block scheduling
Date: 97-02-04 21:06:21 EST
From: EHWMAW10
I teach students with Learning Disabilities at Oswego High School, Oswego, Il. Our school (approximately 1500 kids) is planning on going to a block program in 98-99. We are concerned about ways to make sure kids get support and have access to a resource program for additional processing time, if necessary. Requesting possible schedules in a 4 block or modified 4 block, ideas for implementation, pro's and con's, things to watch out for... etc.
Thanks,
EHWMAW10
SUBJECT: Re:Block scheduling
Date: 97-02-22 10:04:08 EST
From: CZEP999
I'm really surprised and disappointed in WA. I would suggest that anyone (parent, student or staff) call their local ARC. The ARC (formerly the Association for Retarded Citizens) will advocate, at no cost, for anyone with ANY developmental disability. They can help in many, many ways. If you can't find them, please e-mail me. I'll bring home a list of the phone numbers of all the state ARCs - there's one in every state. I'm the education advocate for an ARC in SE PA.
