Docstoc

Inclusive Schools Practices

Document Sample
Inclusive Schools Practices Powered By Docstoc
					Inclusive Schools Practices
    Clark County School
          District
     Las Vegas, Nevada
Dailey ES students have “heart” during National
            Inclusive Schools Week.
    Clark County School District:
            Fast Facts!
•   Fastest growing district in nation
•   5th largest district in nation
•   3000 to 4000 new families per month
•   15 to 20 new schools per year
•   2000 new teachers a year
•   30,000 students w/ disabilities
•   300,000 students
Inclusive Schools Practices

• A systems change process
• Comprehensive
  professional development
  component
      Systems Change
Deliberate collaboration w/:
• District
• Schools
• Community Members
• Families
   ISP Program Systems
• Professional Development
• University Offerings
• Research
• Community Collaboration
• Marketing
       Today’s Goal
Overview:
• Professional Development
  Systems
• Professional Development
  Content
   Professional Development
            Systems
• District Level ISP Team Training
• District Level Administrator
  Meetings
• District Level Coaches’ Training
• Region Team Training/ Region-
  based Supports
• Site Level Technical Assistance
   Professional Development
            Systems
• Inclusion Step-by-Step training by
  Stetson & Associates
• Coaches Training/ Resources/ Data
  Support by National Institute for
  Urban Schools Improvement (NIUSI)
   Professional Development
            Systems
NIUSI Professional Development Modules:
• Building Leadership Teams
• Mining Data
• Inclusive Schools
• Co-Teaching
• Assessment
     District Level Professional
       Development Systems
•   ISP Team Trainings
•   “Wave” Trainings
•   ISP Coaches’ Trainings
•   Administrator Meetings
•   Book Studies
District-Level
Professional Development:
• ISP Building Leadership Teams
• “Wave” Training
              Dailey Elementary
All Children Are Included Under the Rainbow
            District Level:
ISP Team and “Wave” Professional
             Development
Inclusion “Step-By-Step”
• 4 full days of team training
• Foundation: Step One
• Processes/Methods: Step Two
• Application: Step Three
              District Level:
         Laying the Foundation
•   Compelling Argument for Change
•   New Trends/Old Myths
•   A Multi-Leveled Classroom
•   Continuum of Support: Staffing
•   Successful lnclusive Classrooms
•   Effective Collaborative Practices
•   Practice to Action
             District Level
  Laying the Foundation: Compelling
        Argument for Change

• National level research and trends:
  www.urbanschools.com
• CCSD collaboration w/ Research,
  Accountability and Innovation:
  Own Data
           District Level
      Laying the Foundation:
     New Trends and Old Myths

• Debunking Myths (Handout 1)
• Accommodations/ Modifications
• An important hierarchy (Handout 2)
                District Level
           Laying the Foundation:
           Multi-Level Instruction
•   A Nevada teacher (Hand-out 3)
•   Rich activity-based instruction
•   lndividualized student support
    decisions
•   Multi-level instruction techniques
            District Level
        Laying the Foundation:
    Individualized Student Support
•   As designed
•   Accommodations
•   Modified learning expectation
•   Personal support
          District Level
      Laying the Foundation:
  Individualized Student Support

• Applied per individualized
  student support decisions
• Leveled content, activities and
  assessment
         District Level
     Laying the Foundation:
     Continuum of Support
• External Support
• In-class Support
• Specialized Support
         District Level
     Laying the Foundation:
     Continuum of Support
External Supports:
• Progress monitoring
• Adapted materials
• Accommodations/ Modifications
             District Level
        Laying the Foundation:
        Continuum of Support
In-class Supports/ New View of
  Staffing (Hand-out 4):
• Peer Tutor
• Support Instructor
• Co-Teacher
         District Level
     Laying the Foundation:
     Continuum of Support
Support Instructor Staff (Hand-out 4):
• Special Education teacher
• Specialists
• Paraprofessionals
• Specialized Programs teacher
        District Level
    Laying the Foundation:
    Continuum of Support
Specialized Supports:
• Resource Room
• Specialized classroom
• Learning Center
          District Level
     Laying the Foundation:
  Successful Classroom Practices
• Co-Teaching Models (Power of Two)
• Support Instructor Approaches
• Planning/ Role Responsibility
              District Level
         Laying the Foundation:
    Successful Collaboration Practices

•   Teacher Working Styles (Hand-out 5)
•   Teacher Core Beliefs (Hand-out 6)
•   Lesson Reflection (Hand-out 7)
•   Non-Negotiables (Hand-out 8)
        District Level
    Laying the Foundation:
      Practice to Action

• Assessing Practice Rubric
• Action Planning
                                                              Least Restrictive Environment
                                                                      District Wide


                                           60%
Percentage of Students with Disabilities




                                           50%



                                           40%



                                           30%



                                           20%



                                           10%



                                           0%
                                                  80 - 100%                 40 - 79%                    Less than 39%
                                           2003     44%                       37%                           19%
                                           2004     48%                       32%                           20%
                                           2005     51%                       31%                           17%
                                                              Percentage of Time in General Education
                                                             Least Restrictive Environment
                                                                       ISP Sites



                                           60
Percentage of Students with Disabilities




                                           50



                                           40



                                           30



                                           20



                                           10



                                            0
                                                80 - 100%                  40 - 79%                    Less than 39%
                               2003                48                         32                            20
                               2004                47                         30                            23
                               2005                51                         31                            18
                                                            Perce ntage of Time in General Education
                                                       Co-taught Classes
                                                            ISP Sites




                                   45%


                                   40%


                                   35%
Perc entage of Co-taught Classes




                                   30%


                                   25%


                                   20%


                                   15%


                                   10%


                                   5%


                                   0%
                                         2003 - 2004      2004 - 2 005     2005 - 2006
                 Series1                    16%              4 5%             40%
                                                          School Year
               District Level
           Laying the Foundation:
             Practice to Action
•   Inclusive Practices
•   Collaborative Practices
•   Instructional Practices
•   In-Class Supports
•   Early Intervention
•   Peer and Family Relationships
•   Student Outcomes
              District Level
          Laying the Foundation:
            Practice to Action
•   Systems Issues
•   Staffing Issues
•   Instructional Issues
•   Collaboration lssues
•   Action Plans/Team Commitment
District-Level
Professional Development:
Site Administrator Meetings
A BLT
worked with
School the
faculty to
develop a
mission
statement.
                District Level
              Leading Change:
        Site Administrator Training
Inclusion in Perspective:
“As schools are challenged to effectively
  serve an increasingly diverse student
  population, the central improvement
  question is not whether to provide an
  inclusive system of education, … but how
  to implement such a system.”
               Wang, M.C. and Kovach
                District Level
               Leading Change:
         Site Administrator Training
Inclusion in Perspective:
• Drop the notion of “mainstreaming”
• Know inclusion does not mean 100% of
  students 100% of day
• Base instructional service on student
  need (not “label” or “place”)
• Know that more staff not needed; use
  staff differently
              District Level
             Leading Change:
       Site Administrator Training
Inclusion in Perspective:
• Include all students in neighborhood
  school
• Understand relationship between IDEA
  and NCLB
• Know that higher standards link to
  inclusive education practices
              Accessing the General
                  Curriculum



                                   LEVEL 3                    LEVEL 5
  GENERAL    LEVEL 1    LEVEL 2    Modifications   LEVEL 4
CURRICULUM                                         External   Resource
             As         In-Class   &                          Specialized
             Designed   Supports   Parallel        Supports
                                   Participation
               District Level
              Leading Change:
        Site Administrator Training
Inclusion in Perspective:
• Multi-Level Instruction
• Academic learning time
  - Lost in traditional sp ed settings
  - Gained in general education &
    intensive settings as needed
              District Level
             Leading Change:
       Site Administrator Training
Staffing and Resources:
• Using staffing resources wisely: Staffing and
  scheduling (Hand-out 9)
• Student-centered decision model: The basis
  for staffing (Hand-out 10)
• District response to resources
                District Level
               Leading Change:
         Site Administrator Training
Master Scheduling Processes
• Examine current staffing resources
• Set goals for increasing student time in general
  education class
• Determine students instructional support needs
• Determine students personal support needs
• Tally staffing grid (Hand-out 11)
• Master schedule
            District Level
           Leading Change:
     Site Administrator Training
Factors Impacting Staffing:
• Use of Paraprofessionals
• Use of Peer Tutors
• Instructional Strategies
  implementation
• Instructional Settings
                District Level
               Leading Change:
         Site Administrator Training
•   Memorandum of Understanding
•   Leadership of ISP Team
•   Assessing Practice and Action Planning
•   Coaches’ Role
•   School Portfolio
District-Level
Professional Development:
Coaches’ Training
National Inclusive Schools Week



                     Students
                     preparing a
                     project …
National Inclusive Schools Week


                    Hands are
                    linked
                    throughout
                    the halls.
          District Level
       Supporting Change:
        Coaches’ Training
• Roles and Responsibilities
• Building Leadership Team
  Processes
• Cognitive Coaching
• Instructional Supports
             District Level
          Supporting Change:
           Coaches’ Training
BLT Leadership:
• Define Team Roles
• Identify Team responsibilities
• Acquire strategies to run productive
  meetings
• Develop strategies for easing change
  process
             District Level
          Supporting Change:
           Coaches’ Training
Strategies for Easing Change:
• Understanding intended outcome
• Planning a path
• Understanding site network
• Knowing places of resonance and success
             District Level
          Supporting Change:
           Coaches’ Training
BLT Leadership:
• Define Team Roles
• Identify Team responsibilities
• Acquire strategies to run productive
  meetings
• Develop strategies for easing change
  process
           District Level
        Supporting Change:
         Coaches’ Training

Cognitive Coaching:
• Understanding potential impact
• Knowing cognitive coaching cycle
• Learning and applying methodology
          District Level
       Supporting Change:
        Coaches’ Training
Instructional Supports:
• Co-Teaching
• Differentiation
• Core Content
A teacher & her
son smile
following
“Power of 2”
Video Premiere
in which she
appeared w/ a
national-level
speaker, Dr.
Marilyn Friend.
Region-Level
Professional Development:
Technical Assistance
          Region Level:
    Technical Assistance to Sites
Region Team Training:
Technical Assistance Systems
• Assessing Site Needs
• Prioritizing School Needs
• Supporting Intensive Needs
          Region Level:
    Technical Assistance to Sites
Region Team Training
• Technical Assistance Practice
  - Provide ISP Team guidance/ support
  - Observe Co-Teaching partnerships
  - Review Support Instructor work
             Region Level:
       Technical Assistance to Sites
Region Team Training
• Co-Teaching & Support Facilitation
  Partnerships
  -   Hear adults asking questions
  -   Hear students interacting w/ adults
  -   Hear positive verbalizations
  -   Hear cooperative groups working
Site-Level
Professional Development:
Technical Assistance
Plans to Action
National Inclusive Schools Week

                    “We Feel
                    Included”
                    Door
                    Decoration
                    Contest
            Site Level:
   School Improvement Planning
Site-Level Opportunities
• Involvement in School
  Improvement Planning
• Involvement in Structured
  Teaching Planning and Focus on
  Standards Model
            Site Level:
   School Improvement Planning
Site-Level Opportunities
• Alignment of ISP Plan to School
  Improvement Plan
• Site-based professional
  development
Inclusive Schools Practices
         Questions
           And
         Answers

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:9/22/2011
language:English
pages:65