InclusivePractice

Inclusive Practice Model Celeste Henkel Elementary April 20, 2011

Jonathan Ribbeck – Principal Dr. Lucille Asbury – Assistant Principal Dawn Alsop – Teacher Crystal Harris – Teacher Anne Gardner – Teacher Jamie Goodwin –Teacher

Getting buy-in and creating ownership Scheduling and use of support staff Planning strategies Inclusive approaches Reflections from the team Overview

Our Demographics 530 students 70% free/reduce lunch Sub-groups: EC, low socio-economic 78% Caucasian; 12.5% African- American; 6.11% Hispanic; 2.97% Asian;.33% other Blue collar workers Both parents work/single parent homes

Our Data In 2009/2010 met AYP with Safe Harbor and Confidence Interval with EC sub-group Currently in Corrective Action Must meet AYP in 2010/2011 to be out of Corrective Action

TotalEC

Total EC

TotalEC

Buy-In Process Provide pertinent data to staff –AYP, EOG, PA, DRA, TWC, Climate Survey, & comparative data Whole staff –Review data –Identified strengths/weaknesses –Identified greatest gap areas –Light vote on two focus (gap) areas

EC Identified as Gap Area Whole staff process –Strengths/ weaknesses of EC –Opportunities for improvement –Identified needs –Discussed misunderstandings of inclusion –Seek interest/commitment for inclusion

Inclusive Team EC staff was included in every aspect for input Select inclusive teachers –3 out of 4 inclusive classes looped Students who would benefit Communicate with parents of all students in inclusive classes Proactively create class lists for success Staff development for reg-ed, EC, TA in co- teaching/inclusion

How does your school serve EC students? Paradigm Shift #1

EC Provided Services Provide the full continuum of EC services Two EC teachers to service 40 students, 26 of which are in inclusive classrooms Each EC teacher serves (through inclusion) two grades 2/3 and 4/5 * EC teachers serve k/1 and students in resource pull-out

No more than 8 EC students in each inclusive homeroom Based on individual IEPs Inclusive classrooms drove master schedule No before or after school duties for inclusive teachers EC Goal Team meets every other week Non-Negotiables

What drives the master schedule at your school? Paradigm Shift #2

Master Schedule Components minute (based on IEP) for EC teacher to be in each inclusive class 30 minute lunch increments 10:30-12:30 45 minute Enhancement 8:00-2:05 45 minute leveled intervention time 20 minute recess

Continuous Improvement Process Continuous feedback from inclusive teams & staff, always adjusting to improve model One EC student could change the schedule

How are teacher assistants utilized in your building? Paradigm Shift #3

Utilizing Assistants TA in each inclusive classroom during reading and math block TA ownership – issues in past

Support Staff Video

Classroom Video Example 2nd Grade

Who leads discussion Incorporating grade level subject instruction with IEP Goals Matching strategies to the students Inclusion Planning Strategies

Team Teaching – both teachers deliver the instruction at the same time during a whole group lesson. The teachers tag team during the delivery, pose questions, and play off each others strategies and explanations. Stations – students rotate through content specific areas to receive direct instruction (based on need) from teachers working with each focus group. A station may have students working collaboratively or independently. Inclusion Approaches

Classroom Video Example 5th Grade

Inclusion Approaches at the Beginning of the School Year 1 Teach / 1 Observe – teachers should decide on what information will be gathered during the observation and how to use the data to guide instruction. 1 Teach / 1 Assist – the assisting teacher provides continuous coaching, assistance, and modeling during the main instruction.

Inclusion Approaches Parallel – students are divided between teachers who deliver the same objective. Alternate – during instruction one teacher pulls out a small group of students within the room to prep, re- teach, challenge, provide different instruction.

Parent Video

Students do not miss regular instruction Parents know their child is receiving services Builds confidence in students Hone in on student learning styles Implementation of various strategies Better understanding of EC and Reg.ed students EC teacher works with all students Shared instruction Benefits of Inclusion

Less then 45 minutes of inclusion is not beneficial Planning time with teacher assistant is needed Inclusive times protected Master schedule is pivotal EC teacher should be in for the whole reading/math block Students from other classes need to have the same schedule Teachers Reflective Thoughts

Administrators Reflective Thoughts Prerequisites for inclusion –Buy in –Teacher relationships –Student/teacher relationships Prerequisites for scheduling –Free yourself from prior schedules –Think outside the box –Team approach –Make adjustments as needed

Questions? Feel free to ask any member of our team.

Jonathan Ribbeck: Dr. Lucille Asbury: Dawn Alsop: Crystal Harris: Anne Gardner: Jamie Goodwin: Contact Information

Exit Card Please fill out the exit card before you leave.