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Planning

Teachers do not plan together. They are not allocated any time during the day to plan instruction together.

Inclusion and special education teachers in the same grade level/subject area have common planning time built into their schedule.

There is common planning time for inclusion and special education teachers building wide.

Inclusion classes are scheduled to allow for common planning time district and building wide.

Staff Development

There is no additional training for inclusion teachers.

Inclusion teachers have 1-2 training sessions on teaching in an inclusion classroom.

Inclusion teachers have continuous training on teaching in an inclusion classroom throughout the school year.

Inclusion teachers have continuous training on teaching in an inclusion classroom throughout the school year and have coaches visit their classrooms during the year for extra support.

Planning for effective collaboration

There is not rhyme or reason as to why inclusion teachers were chosen, classrooms are not balanced and.

Teachers have a balanced classroom.

Teachers have a balanced classroom and the inclusion teacher’s skills compliment each other.

Inclusion classrooms still have a balanced classroom and teachers were chosen because their skills compliment each other and the students they are going to work with.

Instruction

The regular education teacher teaches all students in the classroom without modifications.

The regular education teacher teaches and the special education teacher assists special education students with work without making modifications for students' learning styles.

The regular education and special education teacher share the instruction time and teach all students in the classroom. Instruction is modified to meet the learning styles of the students.

The regular education teacher teaches all students in the classroom and the special education teacher makes modifications to meet students' learning styles.

Evaluation

There is no evaluation to see if the student was successful in the inclusion setting.

Students are evaluated by performance only.

Students are evaluated by performance and a few anecdotal notes. This evaluation is only done at the end of the year.

Student performance (growth) as well as meetings with the parents and teachers are held to discuss the student's performance throughout the year (4-5 times). Teachers use anecdotal notes to help determine the child's performance