1. Integrated, Inclusive Services Part I Department of Exceptional Education Contacts: Debbie McAdams, Executive Director Victoria Greer, Director 259-8698259-3282x8126 Debra.mcadams@mnps.org Victoria.greer@mnps.org

2. Define Integrated Comprehensive Service Delivery Discuss ways to shape the culture of schools for inclusive services Discuss the differences between mainstreaming and inclusive services Discuss the Continuum of Services Discuss the myths and truths about inclusive practices Discuss the benefits of inclusive practices Discuss the various inclusive models Discuss best practices for implementing meaningful inclusive practices

3. WORKSHOP: 8:00-3:30 LUNCH: 11:45-1:00 A.M. BREAK ~ 9:45-10:00 P.M. BREAK ~ 2:00-2:15

4. Ground Rules Keep an opened mind Feel free to ask questions and share experiences. Be respectful of the change. Silence all cell phones. Use the parking lot for questions. Use PEOPLE FIRST Language Use opportunities to reflect in order to improve your practices

5. What is People First Language? “People First Language puts the person before the disability, and describes what a person has, not who a person is.” Kathie Snow

6. People First Language IN MNPS WE USEINSTEAD OFOLD LANGUAGE Inclusive practices or Integrated Services Inclusion, Full Inclusion, Mainstreaming General Education Regular Education General Education with Supplemental Supports and Services Resource Exceptional or Special Educator or Teacher Resource Teacher Life Skills Teacher CBIP Teacher MIS Teacher Speech/Language Pathologist or SLP Speech Teacher Teacher of the Visually Impaired or TVI Vision specialist Disability Handicap Student/child with _______ MR student Autistic child LD student Behavior kid

7. SEASONAL PARTNERS

8. 1. Find your winter partner. 2.Within your partners, determine who will be an A and who will be a B. 3. For one minute, silently think about your definition of integrated comprehensive services. 4. For 1 minute, A’s share with B’s while B’s listen. 5.A’s: “Thank you for listening.” B’s: “Thank you for sharing.” 6. Reverse. B’s share for one minute. A’s listen. 7. Group share.

9. What is Integrated Comprehensive Service Delivery? Organizes professional staff by the needs of each learner instead of clustering learners by label. Does not assign staff members to a program or place them in separate classrooms. School and community environment is collaborative (general education and exceptional education work collaboratively)

10. Integrated and Comprehensive Integrated- Refers to the environments that ALL students, regardless of need or eligibility access throughout their day in school and non-school settings. Comprehensive- Refers to the array of services and supports in addition to a differentiated curriculum and instruction.

11. Inclusive Model-Continuum of Services Academic and social Instruction occurs Strictly in the Special education setting Inclusive services in general education Activities with special education support, academic Instruction occurs primarily in the special education setting Inclusive services in one to three General Education subjects and activities with Support from the exceptional education teacher Including pull-out services Inclusive services in most General Education subjects and activities with some support from the exceptional education teacher Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher Least restrictive environment Most restrictive environment West Tennessee RISE Project, 2007

12. 1. Find your summer partner. 2.Within your partners, determine who will be an A and who will be a B. 3. For one minute, silently think about your definition of inclusive services. 4. For 1 minute, A’s share with B’s while B’s listen. 5.A’s: “Thank you for listening.” B’s: “Thank you for sharing.” 6. Reverse. B’s share for one minute. A’s listen. 7. Group share

13. Let’s Clarify VS Inclusive Services LRE-Least Restrictive Environment

14. Defining LRE Sec.612(a)(5)In general.— To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

15. Mainstreaming vs. Inclusive Services

16. Defining Mainstreaming Refers to the selective placement of students with disabilities in one or more “general” education classes. The student must “earn” general education classes out and prove that he is able to “keep up” with the work assigned by the regular classroom teacher. This concept is closely linked to traditional forms of special education service delivery.

17. What mainstreaming is NOT ! What mainstreaming is NOT ! It is “not” inclusion It is “not” a privilege It is “not” only for “certain students” It is “not” a reward

19. Definition of Inclusive Services Inclusive Services meshes general and special education reform initiatives and strategies in order to achieve a unified system of public education that incorporates every child and youth as active, fully participating members of the school community; that views diversity as the norm; and that ensures a high quality of education for each student by providing meaningful curriculum, effective teaching, and necessary supports for each student. (Ferguson, 1995; Villa, Thousand, & Nevin, 2004)

20. What Inclusive Services is NOT! It is “not” a special education “issue.”It is “not” a special education “issue.” It is “not” something that you necessarily do.It is “not” something that you necessarily do. It is “not” a set of strategies.It is “not” a set of strategies. It is “not” a place or placement.It is “not” a place or placement. It is “not” a “privilege.”It is “not” a “privilege.”

22. WHY? It maximizes learning for all studentsIt maximizes learning for all students It connects students to their peers and community It connects students to their peers and community It strengthens the connection to real-world experiencesIt strengthens the connection to real-world experiences It embraces a more caring and accepting community of learners.It embraces a more caring and accepting community of learners.

23. *Schools are a microcosm of society. Alter attitudes. ALL children respect and value diversity. ALL children learn they are valued. *ALL children learn best when educated together. -- Mutual benefits.

24. Basic Human Needs HUMAN DIGNITY SURVIVAL EMPOWERMENT BELONGING GENEROSITY HUMOR AND FUN FEELINGS OF COMPETENCE TO COMMUNICATE

25. Attitudes & Perceptions About Classroom Climate: I feel accepted by teachers and peers I experience a sense of comfort and order

26. Have a Satisfying Career LRE for LIFE Project 8/97 Outcomes of Education: FOR SALE Houses 'R' us Realty SOLD Live as a Valued and Respected Member Have Meaningful Relationships Be a Life-Long Learner The Same for ALL Children!

27. 7 Myths about Inclusive Services “ My class is going to be so big that I can’t manage it,”“ My class is going to be so big that I can’t manage it,” says the general educator. says the general educator. “I’m going to end up being a high paid teacher’s“I’m going to end up being a high paid teacher’s assistant,” says the exceptional educator. assistant,” says the exceptional educator. “Those are not my kids, those are their kids,” says the general educator.“Those are not my kids, those are their kids,” says the general educator. “I can’t teach like that,” says the exceptional educator.“I can’t teach like that,” says the exceptional educator. “Why do they have to come to my room,” says the general educator.“Why do they have to come to my room,” says the general educator. “I won’t have a classroom anymore,” says the exceptional educator.“I won’t have a classroom anymore,” says the exceptional educator. “I don’t have time for all of this,” says both teachers.“I don’t have time for all of this,” says both teachers.

28. Barrier Activity You will work in groups at your tables. In your group you will have a “brief”. discussion about the foreseeable barriers to inclusive services for the district. Make a list of the barriers and possible ways to overcome those barriers. Choose a spokesperson from your group to share. You will have 3 minutes to work and 3 minutes to share.

29. Things to Remember We all have basic needs, including the students we teach. There are dimensions of learning that shape our attitudes and perceptions. Our attitudes and perceptions shape the climate in our classrooms as well as our schools and school district.

30. Characteristics of Inclusive Schools Committed leadership Democratic Classroom Supportive School Culture Engaging and Relevant Curriculum Responsive Instruction Kluth, 2005

31. Committed leadership Administrators and other leaders help students, staff, and the local community understand inclusion as a philosophy or ideology that will permeate the school They help staff members as new ways of “doing business” are adopted They provide encouragement and support as teachers take risks and try new approaches They educate families and community members about the school's beliefs and their inclusive mission They help to celebrate day-to-day successes and problem- solve day-to-day struggles.

32. Democratic Classroom Students in democratic classrooms often share ideas, make rules, challenge classroom practices, help to create curriculum, and make decisions about their learning and their environment. In addition. They often direct their own learning experiences on their own- they must be able to talk, to move, and to share. The curriculum and instruction is directly related to real-life experiences and student- centered interests.

33. Supportive School Culture Involves openness, acceptance and caring Competitive, individualistic, and, authoritative cultures make it impossible to grow inclusive schools. Cultivating a safe, positive, and robust school culture may be the most difficult piece of creating an inclusive school, but it is also, perhaps, the most critical piece

34. Engaging and Relevant Curricula Teachers in inclusive classrooms must design curriculum and instruction and engineer classroom activities that are: – personally and culturally appropriate – engaging for a range of learning styles – suitable for learners with various talents and interests. This is critical not only for students with unique learning or social needs, but for every student in the classroom as they grow and learn not just from the daily curriculum, but from the ways in which schools respond to differences.

35. Responsive Instruction Teachers in inclusive classrooms are –concerned about reaching and motivating all learners. –versed in adapting materials, lesson structures, instructional arrangements, curricular goals and outcomes, and teaching techniques –Meet both the academic and social needs of students.

36. Self-Assessment: Characteristics of Inclusive Schools Activity Check off all items that are currently in place in your school and classroom Highlight the unchecked items that you will commit to implementing when you return to your school Be prepared to share with the group

38. “Four Corners”

39. Benefits to Students Without Disabilities Greater acceptance of differences Encourages diversity of friendships Encourages cooperation Helps children become more resourceful and creative Strengthens the perception that differences are important to a democracy More positive perception of diverse learners Develops leadership skills

40. Benefits to Students With Disabilities They become a part of their community Their peers serve as role models Their peers provide a reason to communicate Encourages the acquisition of motor, communication, and other skills within natural setting Provides affirmation of individuality Enhances self respect

41. Benefits to Teachers Develop a positive, realistic attitude toward inclusion. Receive additional training, that enhances the learning experience of all students. Develop new relationships with professional colleagues from various disciplines. Improved planning and collaboration skills Increases ways of creatively addressing challenges Enhances accountability skills

42. Benefits to Administrators Holistically addresses the needs of all students Creates a school community of acceptance School community models the real-world More positive outcomes for students academically

44. WAYS TO INTEGRATE “Community of Care and Belonging” Physical IntegrationSocial Integration Academic Integration

45. “Community of Care and Belonging” Physical Integration

46. Inclusive Service Activity #1 Find your fall partner You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being physically included at your school Be prepared to share your responses

47. Social Integration “Community of Care and Belonging “ Physical Integration

48. Inclusive Service Activity #2 Find your spring partner You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being socially included at your school Be prepared to share your responses

49. Academic Integration “Community of Care and Belonging” Physical Integration Social Integration

50. Inclusive Services Activity #3 Find your fall partner You will have 3 minutes to generate a list of at least 5 strategies that will help facilitate students being academically included at your school Be prepared to share your responses

52. Friends “Community of Care and Belonging” Physical IntegrationSocial Integration Academic Integration Friends

53. Factors Associated with Friendship Development Opportunity Proximity Perceptions of Similarity Competence

54. Year 1 Targets for Schools Collapse separated lunches and related arts-integrate students at grade level. The IEP teams will determine that each student with a disability will spend at least part of each day with students without disabilities. Classrooms serving students with disabilities are located within the buildings on grade-level hallways. Explore ways to utilize both general and special education staff including itinerants, psychologists, custodians, food service etc. to maximize services for every student. Lockers etc. for students with disabilities are located amongst grade levels with typical peers. Weekly lesson plans should be required of all teachers serving students with disabilities All staff including administrators, school counselors, campus supervisors etc. should be trained in Integrated/Inclusive Service Delivery Administrative walk through/critiques of all classes servicing students with disabilities (co-taught and pull out– all services) one time per nine week grading period (the department will provide a guide). Development of the school level teams for sustainability Conduct at least one parent/community meeting per semester to inform parents of the changes in service delivery and include them in the decision making for the changes.

55. How do we determine if a student is ready for inclusion?? IEP changes/documentation Scheduling Identifying

56. How do we know/identify…? Review relevant data (i.e. Think Link, DIBELS, district reading assessments, TCAP, Gateway, End of Course assessments, behavioral data) Communicate with students and parents Review current and previous IEP

57. Scheduling The master schedule should be designed to encompass inclusive service delivery (i.e. common planning times, identifying teacher of record etc.) Students with disabilities should be scheduled first, “NOT” last

58. IEP Changes/Documentation Schedule an IEP meeting within 10 days of change of service delivery. Ensure that the IEP reflects service provider as the exceptional educator if it is a co-taught class. The IEP should reflect the location of service as the general education classroom.

60. Models of Inclusive Services

61. Inclusive Models Consultant Model Teaming Model Collaborative/Co- teaching Model

62. Collaboration Comes from “co-labor”= to work togetherComes from “co-labor”= to work together Collaboration is a style of interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal (Cook & Friend, 1995).Collaboration is a style of interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal (Cook & Friend, 1995). The most common goal of teachers is to boost student achievement.The most common goal of teachers is to boost student achievement. One model of collaboration is co-teachingOne model of collaboration is co-teaching L. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. Focus on Exceptional Children, 28, 3, 1-16.

63. Consultant Model A process in which the special education and general education teachers, parents, and other staff collaborate to plan, implement and evaluate instruction conducted in general education classrooms. The exceptional educator is made available to re-teach a difficult skill or to help the students practice a newly acquired skill.

64. Consultant Model Cont’d This is a non-intrusive approach that provides the student with disabilities more support in order to help with curriculum problems. The intent is to reduce the need for pullout special education programs by enabling the general education teacher to successfully instruct students with disabilities. Regularly scheduled meetings are recommended rather than communication on an as-needed basis. Huefner, D.S. (1988). The consulting teacher model: Risk and opportunities. Exceptional Children, 54, 404-413.

66. Jigsaw Directions In your table groups, number off 1-6 to form your expert groups Members 1-3 will read the article “Beginning Teachers Views of their Collaborative Role” #1-Read pages 1-3, Introduction and Method #2- Read pages 3-6, Results #3- Read pages7-11, Discussion and Conclusion

67. Jigsaw Directions Cont’d Members 4-6 will read the article “Educators Perceptions of Collaborative…” #4- Read pages 60-63, the introduction and Methods #5- Read pages 63-67, Results #6- Read pages 67-69, Discussion

68. Expert Groups (12 min.) Find your expert group (same #) Discussion: What would it take to get our schools from where they are to a more collaborative approach to teaching? What, specifically, can we do as teachers to facilitate more collaborative relationships in our buildings? Come up with a short description that you can share back in your home groups.

69. Home Group Activity (15 min.) Return to your home group Share around short descriptions from each expert As a whole group, talk about what it would take to help your schools develop better collaborative relationships

70. Teaming Model The exceptional educator is assigned to one grade level/content area team with one planning period per week for the team. The exceptional educator provides student information, possible instructional strategies, modification ideas for assignments/tests, and behavior strategies. The team meets on a regular basis, establishing consistent communication among the team members. Dick and Rick Hoyt www.teamhoyt.com

71. Teaming Model Cont’d The team model is presented so teachers are not working independently to achieve success with their students. All team members work together and broaden their knowledge in various areas, whether they are from general education or special education.

72. Team Model Table Activity (15 min.) Using the agenda provided for you, assign roles (Facilitator, Timekeeper, Taskmaster, and Scribe) As a team, review the data that is provided Determine which students need extra support, which interventions or strategies will be beneficial and who will be responsible for providing those supports as well as when the support will occur

73. Co-Teaching A teaching relationship in which generalA teaching relationship in which general and special education teachers share responsibility for planning, delivery and evaluation of instruction for a heterogeneous group of students. and special education teachers share responsibility for planning, delivery and evaluation of instruction for a heterogeneous group of students. These teachers work in coactive and coordinated fashion in which they use techniques which allow students of varying abilities to achieve their potential.These teachers work in coactive and coordinated fashion in which they use techniques which allow students of varying abilities to achieve their potential. US Department of Education 2008-Teacher to Teacher Initiative

74. Why Learn to Co-Teach Every general education teacher at some point will have a child with a disability, 504 Plan, or Behavior Intervention Plan integrated into his or her classroom.Every general education teacher at some point will have a child with a disability, 504 Plan, or Behavior Intervention Plan integrated into his or her classroom. This child may be serviced by a special education teacher or some other specialist, such as a speech therapist.This child may be serviced by a special education teacher or some other specialist, such as a speech therapist. Co-teaching allows two adults with different areas of expertise to work together in one classroom for the benefit of ALL children.Co-teaching allows two adults with different areas of expertise to work together in one classroom for the benefit of ALL children. Allows for a wider range of instructional techniques and strategies.Allows for a wider range of instructional techniques and strategies.

75. Benefits of Co-Teaching Increases learning options for all students. Improves program intensity and continuity. Reduces the stigma of students disabilities and learning difficulties. Increases support for teachers and related service personnel. Most importantly, co-teaching utilizes the unique perspectives of general and exceptional educators who share their strengths to create teaching approaches that could not occur if only one teacher were present.

76. Co-Teaching Approaches  Supportive Teaching  Complementary Teaching  Parallel Teaching  Team Teaching ***Additional Models  Alternative Teaching  Station/Center Teaching

77. Co-Teaching Video

78. When co-teaching, two or more people are responsible for doing what one person has historically had to do. Co-teachers share in the responsibility for student outcomes and make planning a priority. Co-teachers share in the responsibility for student outcomes and make planning a priority. Decisions are made together. Decisions are made together. Teachers share ALL roles. Teachers share ALL roles. Student needs determine classroom practice. Student needs determine classroom practice. Both teachers facilitate learning and impact knowledge. Both teachers facilitate learning and impact knowledge.

79. Gallery Walk

80. It is not because things are difficult that we do not dare. It is because we do not dare that things are difficult By: Senecca

81. Questions

82. Inclusive Service Delivery Pt. I DEPARTMENT OF EXCEPTIONAL EDUCATION Special Education Instructional Facilitators