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Summer Leadership Institute

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1 Summer Leadership Institute
Maximizing Your Human Capital Cindy Patterson Cheryl Bishop August 9-10, 2012

2 Common Board Configuration
Date: August 10, 2012 Vocabulary: inclusion; support facilitation, co-teaching Bell Ringer: TEAM Acrostic poem Agenda: Gradual Release I do: Survey participants; Review vocabulary We do: Discuss co-teaching models; Make connections to High Effect Indicators and 21st Century Skills You do: Weigh pros and cons of inclusion. Learning Goal: To gain knowledge of inclusive practices that can be implemented in the general education classroom. Benchmark: Leaders will evaluate and describe the current practices that promote inclusion within the individual school setting Objective: Understand best practice for inclusive classrooms; Identify the different approaches to co-teaching and support facilitation. Summarizing Activity: Reflect on the information presented and write a reflection of your school and where your school stands with regards to inclusion. Essential Question: How can school leaders effectively maximize their use of human resources to impact achievement of all students? Homework: Meet with the teachers at your school and design a plan that will meet the needs of all the students in your school.

3 Lake County Schools Vision Statement
A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

4 21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.” Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.” Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.” Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.” Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.” Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.” Summer Leadership Institute

5 High Effect Size Indicators
“The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012 Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth. • Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have? • In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately. • In research terms, those strategies often identified as “high effect size” are those with higher probabilities of improving student learning. Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader has Summer Leadership Institute

6 Classroom Teacher High Effect Indicators
School Leadership High Effect Indicators Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies Summer Leadership Institute

7 Effective Instructional Strategies
What makes inclusion work? Effective Instructional Strategies Teaming and Relationship Building Vision and Attitudes Professional Development Common Planning Time Administrative Support Family Involvement Accommodations and Support Systems

8 What does inclusion look like?
The action or state of including or of being included within a group or structure: "the inclusion of students with disabilities” A person or thing that is included within a larger group or structure. Support Facilitation A service provided by an ESE teacher to provide specially designed instruction/services to support ESE students' achievement in the general education classroom.

9 What does INCLUSION look like?
______________ T ______________________ E _____________________ A _____________________ M

10 What does INCLUSION look like?
TWO TEACHERS TEAMING! TEACH to EVERYONE! TRUST! TALENT! TIMELINESS! T EXPECTATIONS should be clear and shared! ENCOURAGE and support one another! ENVIRONMENT should be supportive and non-threatening! EXPERTISE = subject area vs. strategies EMPOWERMENT! E ACCESSIBLE curriculum! AGREEMENT of shared procedures in the classroom! ALERT one another to problems or issues! APPLICATION of co-teaching models! ACADEMIC ACHIEVEMENT is the goal! ADMINISTRATIVE support is imperative! A MAKING time for collaborative planning! MONITOR student success! MANAGE classroom activities and structure! MANTRA: Exemplify “ALL CHILDREN CAN LEARN!” M

11 How do the general education teacher and the ESE teacher collaborate?
Support Facilitation Class ratio Relationships Volunteer Assigned by personality or expertise Assigned for convenience Assigned for experience Assigned by master schedule Assigned by availability Planning Roles

12 Your Turn to Talk What methods are utilized in your school to build relationships and collaboration in your school?

13 Co-Teaching Models One Teach, One Support Parallel Teaching
Station Teaching Alternative Teaching Teaming

14 Teacher A instructs whole class.
One Teach, One Support Teacher A instructs whole class. Teacher B supports.

15 Parallel Teaching Students face their group’s teacher. Teacher A
Teacher B Students face their group’s teacher.

16 Station Teaching Teacher A Independent Independent Teacher B

17 Alternative Teaching Teacher A Teacher B

18 Teaming Teacher A Teacher B


20 Positive Outcomes: What do teachers say??
Many of our students achieve even more than their families had thought possible. Many of our students achieve even more than their families had thought possible. Many of our students achieve even more than their families had thought possible. all kids are part of the learning process Positive Outcomes: What do teachers say?? Many of our students achieve even more than their families had thought possible. The handicap student is not the only one who benefits; there is also plenty to learn in these settings about difference and tolerance Our 5th grade inclusion model works effectively because both teachers have an active role in the classroom. Regular ed students and ESE students both receive assistance when needed. Students are grouped by need not by a label. With two active, cooperative teachers in the room needs are met for all students allowing them to grow and learn. all kids are part of the learning process No one knows who are special needs and Gen-ed students. Most people who would walk into my classroom would never suspect that I have inclusion students in the classroom.

21 Positive Outcomes Provides positive role models
May lead to greater acceptance Greater academic achievement Increased opportunities for interaction Sense on community and inclusiveness Students no longer are “visitors” in their classrooms

22 Hurdles: What do teachers say??
Not have inclusion. No matter how you look at this someone is going to be cut short. If you take the disabled students out then they will not develop well socially. If you leave them in then another student will suffer due to the time spent with the disabled child. I prefer to error with the mass or larger majority. If it were your child in the regular ed. classroom what would you think?

23 Hurdles: What do teachers say??
Students who have demonstrated that they are not capable of functioning at a standard level be placed in classes where there level of achievement is possible so that they do experience the frustration of a normal classroom. I had two classes this year of inclusion students. Due to scheduling, my 4th period class had 65% inclusion students in it. That class was challenging. I understand that the recommended percentage is around 30%. To be fair to other students and to be in the spirit of inclusion, you really should make sure that gen ed teachers don't get overwhelmed like that. Students with behavior issues make teaching the larger classes very difficult. If the students with behavior issues did not dominate the classroom I would have more time to devote to students with learning disabilities. I feel that I often don't meet the needs of the all the students because my time is taken up dealing with poor behavior, especially during the many times when there is not a co-teacher.

24 Hurdles Attitudes Common planning time Demands of coursework
Staffing and support Behavioral concerns Training

25 Your turn to talk What practices, routines, or structures of your school might currently be barriers to including students with disabilities?

26 How can we breakdown the barriers?
Logistics Shared planning time Class composition Scheduling Number of Teachers needed Professional Development Inclusionary practices Instructional strategies Teacher selection Volunteer vs. assigning Shared vision Student selection Needs of the student One size does not fit all Leadership role

27 The Leadership Role and Responsibilities in Inclusive Practices
Understanding needs of students and staff Commitment to inclusive practices (all children can learn) Develop the framework for effective program design (co-teaching) Support Co-teach Handbook chapter 7 (193 Observing the Implementation pg.193

28 Framework for effective program design
Describe ideal outcome (vision) Identify the context and resources Establish timelines Use of feedback Co-teaching Handbook chapter 6

29 Summarizing activity What would inclusion look like in your school?
What are your skills for facilitating change? What is the context for creating change? What are your resources? Describe the ideal outcome for inclusive practices in your school. Identify your strengths and weaknesses as the leader in a inclusive school. Looking at your school as an outsider describe the school environment (culture, structure, initiatives, etc.)

30 Need assistance? Cindy Patterson ESE Program/Staffing Specialist
Specific Learning Disabilities and Gifted Cheryl Bishop Intellectually Disabled

31 Participant Scale and Reflection (Please complete and turn in)
0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Summer Leadership Institute

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