Anchor Presentation: Inclusive Education for ALL Students Hour 3 Project #H325A Inclusive Service Delivery

Multi-Tiered System of Supports (MTSS) All academic and behavioral instruction is delivered through a school-wide, data-driven system using Universal Design for Learning (UDL) principles (Sailor, 2009; Sailor & Roger, 2005). Educators collaborate in teams to provide and monitor academic and behavioral interventions across tiers. Universal screening tools are utilized to identify students at risk for poor learning outcomes. Ongoing and frequent progress monitoring measure and assess students’ responses to instruction (SWIFT, 2014).

Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual students Assessment based High intensity Intensive, Individual Interventions Individual students Assessment based Intense, durable procedures Targeted Group Interventions Some students (at risk) High efficiency Rapid response Targeted Group Interventions Some students (at risk) High efficiency Rapid response Universal Interventions All settings, all students Preventive, proactive School-Wide Academic and Behavioral Support Across Tiers

Inclusive Academic Instruction Response to Intervention (RtI) Tier 1: Universal Interventions: o All students. o Preventive, proactive. Tier 2: Targeted Group Interventions: o Some students (at risk). o High efficiency. o Rapid response. Tier 3: Intensive, Individual Interventions: o Individual students. o Assessment based. o High intensity. o Longer duration.

Inclusive Behavioral Instruction Implementation of school-wide, targeted group, and individual positive behavior interventions and supports: Primary prevention (all). Secondary prevention (targeted group or simple individual plans). Tertiary prevention (individual, comprehensive plan).

Multi-Tiered Supports in Action

Collaborative Teaming Working effectively in collaborative teams is vital to successful inclusive education. Each member has a valued and critical role to play.

Collaborative Team Members General educator. Special educator. Related services personnel (e.g., speech- language pathologist, occupational therapist, physical therapist, reading specialist). Paraeducators. Parents. Student. Peers. Principal.

Key Team Member Roles in Inclusive Schools General educator: o Welcome ALL students as members of the general education classrooms. o Uses UDL to design and implement accessible curriculum and instruction. o Shares in the responsibility to develop accessible instructional materials for all students. o Participates in team meetings to plan instruction and supports. o Works with special educators to evaluate work of students with disabilities. Jorgensen, Fischer-Mueller & Prud’homme, 2014

Key Team Member Roles in Inclusive Schools Special educator: o Serves as Inclusion facilitator for students with disabilities and/or co-teacher. o Develops students’ individualized education program (IEP) goals based on general education standards and functional skills in collaboration with team members. o Facilitates regularly scheduled meetings for instructional planning and designing supports for students’ full participation in general education instruction. o Shares in the responsibility to develop accessible instructional materials for all students. Jorgensen, Fischer-Mueller & Prud’homme, 2014

Key Team Member Roles in Inclusive Schools Related services personnel (e.g., speech- language pathologist, physical therapist): o Writes goals and objectives that prioritize skills for students to participate meaningfully in general education instruction and typical social relationships. o Integrates services within the instructional routines and typical social activities of the general education classroom and settings. Jorgensen, Fischer-Mueller & Prud’homme, 2014

Key Team Member Roles in Inclusive Schools Paraeducator: o Contributes to the development of the educational program, instructional plans, and activities for the student. o Supports the implementation of instructional programs; facilitates learning activities; collects student data; and carries out other assigned duties (e.g., supervise students at lunch or recess, provide personal care supports to students, do clerical tasks) based on plans developed by the teachers and special educators.

Key Team Member Roles in Inclusive Schools Parents/family members: o Share knowledge and understanding of the student that is valuable to the team. o Assist other team members in assessing the student’s skills. o Collaborate with other team members to identity priority goals for instruction. The student: o Shares with other team member’s his/her preferences, interests, etc. o Participate in “circle of friends.” Peers: o Provide natural supports to the student in the classroom, cafeteria, play yard, hallways, etc. throughout the school day. o Participate in “circle of friends.”

Key Team Member Roles in Inclusive Schools Principal: o Provide support and allocate resources to ensure the successful education of all students. o Ensure the fidelity of implementation of MTSS. o Demonstrate values of inclusive education through leadership and administrative activities. o Support inclusive practices through professional and staff supervision and development. Jorgensen, McSheehan & Sonnenmeir, 2010

Importance of Leadership “Systematic change toward inclusive education requires passionate, visionary leaders who are able to build consensus around the goal of providing quality education for all learners... [Study after study found] administrative support and vision to be the most power predictor of moving toward full inclusion.” – Villa, Thousand, Meyers, & Nevin, 1996

Administrative Leadership In-service support/professional development (PD). Class size support. Collaboration and planning time. Sharing duties with special education staff. Fuchs, 2010

Administrative Leadership Flexible use of resources (e.g., shift personnel). Distributed decision making. Data-driven instruction. Coaching. Emphasis on all students. McLeskey, Waldron, & Redd, 2014

Administrative Leadership Build a community/coalition based on principles. Create and work to sustain a vision. Hiring practices. Sindelar, Shearer, Yendol-Hoppey, & Liebert, 2006

Administrative Leadership

Teacher Leadership Take on collaborative roles. Lead by example. Develop and articulate a vision. Advocate for inclusive education.

Administrative Support for Teacher Leadership Create a safe environment. Support open communication and exchange of ideas. Provide feedback.

Capacity Building Identify stakeholders. Work from a place of strength. Establish the list of non-negotiables. Ensure that all decisions align with articulated beliefs.

Administrator Roles and Responsibilities Develop collaborative instructional teams. Set and supervise inclusive instructional expectations. Provide time for planning. Provide PD. Inclusive hiring practices. Causton & Theoharis, 2014

Sustaining Inclusive Education Communication. Supportive network. Empower others. Professional learning. Self-care. Causton & Theoharis, 2014