Examples of Inclusive Schooling in Action By: Karisa, Juli, Corliss, Erika

Administrative Behaviors that Empower Change Three types of empowering behavior which lead to school reform. 1.Support – creating a positive environment for critiquing. 2.Facilitation – change thinking based on critiques 3.Possibility – actualize product of critique

Teaming and My School Principal moving towards integrating collaboration time into regular school day Past – collaboration was before school or during lunch time Success – Not very – due to time constraints, animosity, frustration, and apathy Future – Integrated scheduled time for team collaboration during school day Success – Already there, time is preset, expectations are set monthly, team roles are set

My Action Plan Restructuring Team –Add one related service professional to each grade level team –Establish clear set of roles for each team member Related Service Professional functions as team facilitator toward positive change and to open communication within the team

Example of Inclusion in Elementary Setting Collection of five independent school districts within rural Northwest Vermont Changed from least restrictive environment model to full inclusion Model of inclusion in book is based on Swanton School District The Franklin Northwest Supervisory Union

Necessary Changes in Organizational Practices Movement toward shared leadership –Structured to be responsive and collaborative Structured into three components: –The Administration –The Design Team –The Task Force

Necessary Changes in Organizational Practices Classroom configurations –Structured to create a sense of community within the school system –Structured to foster collaboration –Variety of classroom structures: Single Grade Multiage Looping Single Grade Two Teacher Teams

Inclusion in My School Uses Least Restrictive Environment Model –Included students whenever possible based on needs Most Restrictive Alternative Placement More Restrictive Programs General Studies Program Behavior Support Center Self-Contained

Viewing Change Based on survey: –Staff readiness for change varies Possible Change: –Change general studies program to co-teaching model Stimulate Readiness for change Awareness of other programs Staff development through training session Create Common Vision Implementation

Steps Toward Inclusion Guideline Principles Shared Mission Statement Administrative Leadership to Maintain Focus on the Vision Collaborative Teaming Process On-going Staff Development Staff Planning Time

Suggested Approaches for Restructuring Co-teaching Model –Support teachers no longer labeled as Special Education teachers. Schools Within a School –Looping at high school level similar to middle school model Block Scheduling Heterogeneous Student & Faculty Grouping Active Versus Passive Learning Strategies Cooperative Group Learning –Utilization of Multiple Intelligences Framework –Authentic Assessment Practices

Food For Thought Foundational starting places must begin with knowing the students. All journeys toward more inclusive schools are marked by ups and downs, trial and error, and learning curves. A flexible plan, shared vision, and monitoring progress keeps people moving, accountable, and progressive.

Intervention Teams Created because of PL Mandated in some states Believed to decrease special education referrals Team consists of referring teacher, special education representative, administrator, and related services staff.

Intervention at My School Majority of staff are unaware of these services and procedure. Process is not long enough to get information needed Follow-up procedure is unstructured and inconsistent

My Action Plan Staff awareness through in-service –A–All faculty –P–Purpose –P–Procedure Create clear and concise paperwork Collaborative Team Training –A–Activities Learn Practice Become TEAM