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Beginning-of-Year SpEd Inclusion Norming

Source: "BOY SPED Norming Mtg.pptx" — Bancroft Special Education folder, SY22-23 (likely re-used annually). Localized 2026-05-10.

When to use: First week or two of school each year. This is the pre-instruction norming session that sets up how SpEd staff and gen ed teachers will work together for the year.

Cardinal rule

Share IEPs with gen ed teachers by 3pm on Friday (week 1).

If gen ed teachers don't have IEPs by end of week 1, they're flying blind on accommodations.

Eligibility & IEP Deadline Rule (Easy to Miss)

"Any Eligibilities or IEPs that are due prior to October 31st must be completed by May 31st of the previous school year."

This means if a student's IEP is due Sept 12, the meeting must be held by May 31st of the previous year — not at the start of the current year. This catches case managers off guard each fall when they realize they should have held the meeting in spring.

Examples (verbatim from deck):

Implication: Several students will have more than 1 IEP-related meeting each school year because of this front-loading.

Practical takeaway: When you get your caseload each spring, check every IEP/eligibility due date between Sept 1 and Oct 31 of the upcoming year — those all need to happen before May 31.

BOY Testing

Assessment window: August 31 – September 30 (year-specific; verify each year)

Assessments requiring individual testing:

Assessments requiring group pull-out for students with IEPs and 504s:

Documentation tools:

Servicing Students Week 1 (Critical Routine)

"Students should remain in their classrooms with their peers through Wednesday." "On Wednesday begin to pull out for small group testing, to set norms, and to build culture and community in your pull-out space for students on your caseload." "Academic instruction begins week 2."

The week-1 sequence:

  1. Mon-Tue: No pull-out. Students stay with their gen ed peers all day.
  2. Wed-Fri: Begin pull-out — but for testing, norm-setting, and culture-building only. Not academic instruction.
  3. Week 2 onward: Academic instruction begins.

While in classrooms during week 1:

Why: Yanking SpEd students out of gen ed on day 1 signals "you're different and you don't belong here" before the year even starts. The week-1 stay-in-class protocol is identity- and community-protective.

Working with Your Teachers (Week 1 Routine)

Meet with each individual teacher you work with — Day 1:

Plan with each individual teacher — Day 1:

Set up lines of communication:

This connects directly to the "BOY routines" section of inclusion-collaboration-strategies.md.

Inclusion After Week 1

The deck's framing for sustained inclusion:

"Collaboration is the key to strong inclusion."

Recurring structures:

Open question the deck poses to the team:

"What do you want inclusion supports to look like?"

How this connects to other docs

Annual rhythm

This deck likely gets re-shared (with date updates) each August. If Shannon updates it, look in:

~/Library/CloudStorage/OneDrive-SharedLibraries-DistrictofColumbiaPublicSchools/Bancroft Elementary Staff Sharepoint Site - Documents/Special Education/

To re-extract a refreshed version:

pandoc "BOY SPED Norming Mtg.pptx" -o /tmp/refreshed.md

Source

Local OneDrive path:

Bancroft Elementary Staff Sharepoint Site - Documents/Special Education/BOY SPED Norming Mtg.pptx
Part of the DCPS SpEd Case Manager Yearbook · Back to index