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teacher0729 teacher0729 is offline
 
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teacher0729
 
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30 min pull out time , rest inclusive?
Old 07-11-2019, 11:45 AM
 
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I teach K-2 kids with learning disabilities, ebd, mild/ moderate autism, and adhd. Have you seen kids who struggle with reading/ math make progress with being in the classroom full day with minimal support (some aide time throughout day) doing the core curriculum and then having 30 minutes of pull out for reading and/or math with you for interventions? Do you recommend 30 min each of math and reading or an A/ B schedule for math one day and reading the next for kids who need both? If 30 min each, then they would have to be pulled from science and SS for the second area if they need both math and reading.


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Old 07-11-2019, 05:46 PM
 
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I'm a reading specialist, not a SPED certified teacher. What do the IEP minutes for the students look like?

At my school, our students who are on IEPs for reading or math get 1 hour of specially designed small group instruction in either/both. Occasionally I will see students with reading IEPs depending on the caseload and needs in the grade level. But, again, I see those students for an hour, or for 30 minutes in a small group and then 1:1 at a different time of the day.

If the kids have IEPs in both reading and math in k-2, I personally would not worry about the kids missing science or social studies. K-2 is your best chance for effective interventions that will impact the students and give them a chance of reading at grade level.

Our students who are in special programs (behavior IEPs or our Autism special program classroom) join gen ed for core curriculum in subject areas where the multi-disciplinary team and SPED teachers feel the student would be successful. Otherwise, they are in their special program classroom for their IEP minutes and whenever it is needed. Sometimes those students attend core, gen ed whole group with a para. Sometimes they don't ever go to whole group (other than specials), but participate in leveled reading or math small groups as part of our RTI system.
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Old 07-11-2019, 08:06 PM
 
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Last year as my first to teach sped, and I'm pretty sure our program is a little out of whack in some areas, so take this reply for what it's worth.

I teach PreK-3rd. Most of my kids are pull outs for 30 minutes, 5 times a week, and most in reading. Yes, my kids made progress last year with 30 minutes. Since most of my younger kiddos were struggling with foundational reading skills, that's what I focused on. Upper second and third grade kiddos, I focused more on comprehension and the skills that were being taught in their gen ed class. Occasionally, some kids would bring assignments to me that they were struggling with in their classroom.

The above went for math as well. My kids who qualify in math and reading, have an hour total. One group, I did the whole hour straight. Another group, I split it up 30 and 30. I prefer splitting it up. One of my students in that group was...let's just say...not the most pleasant to work with. Splitting his time was good for his sanity and mine.

I found there's unfortunately really not a "good" time to pull a kid, especially in the PreK - kinder grades. I pulled kids during independent reading time, right after and/or before a bells rang when they're usually working independently on something already assigned, library time, etc

Like I mentioned above, take this for what it's worth.
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Haley23 Haley23 is online now
 
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Old 07-11-2019, 08:25 PM
 
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What you describe is pretty much what my school does. If you have control over the schedule/IEP minutes, then I would definitely recommend the 30 minutes for reading AND 30 minutes for math if they need both. Yes, they will miss something in gen ed, but IMO learning to read is of the upmost importance, especially since as the pp mentioned you can have the most influence in those grade levels.

Whether or not they can make progress really depends a lot on what their needs are and what the rest of the day looks like. Back when I first started at my school, I was actually the only sped teacher and saw kids for only 40 minutes per day for reading and math combined. However, I was the only one in the building doing any sort of explicit phonics instruction- even in title 1 the kids were doing whole language stuff. So kids made a lot of progress from where they were when I started seeing them.

New P came in and changed all of that. Now, title 1 is uber focused on phonemic awareness and phonics, and so is gen ed. Kids get a lot of that type of instruction throughout their day. I now get 30 minutes just for reading. Some students make excellent progress. Some kids just need more and we just can't (or won't, in some cases- due to "inclusion" requirements) provide it. Now there is really no difference between what I do and what title 1 does (and they often see the kids for more time b/c they're not bound by IEP red tape regarding minutes and inclusion time), so there's no longer a bump just by a kid coming to see me.
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readandweep readandweep is offline
 
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30-minute resource
Old 07-12-2019, 03:44 AM
 
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When I taught resource, I did K-5 in 30 minute blocks. Each block was either reading or math. I was not the only resource teacher.

In theory, the schedule was arranged so that students were exposed to reading/math in gen ed and were given resource support in reading/math as well.

This worked more in the younger grades as the 3-5 teachers at that school at that time were not used to a wide variety of levels in one classroom.

If you are working on things like phonics, phonemic awareness and explicit comprehension instruction, 30 minutes should be enough for a group of about 2-4 kids with those issues at that age.

If you had longer blocks you would probably need to take more brain or movement breaks.

As far as structuring the blocks themselves, programs like Wilson and Orton Gillingham have recommendations on what to do in different blocks of time.

Even if you don't have those programs, you can look at what those programs recommend and what your students' IEP goals are and work from there.


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