Growing Inclusion: From the Classroom to the Garden Maureen Nesselrode, Principal Shannon O’Connor, 4/5 Teacher & Science Lead Campbell, Arlington Public Schools Follow us on Twitter: @CampbellAPS

Introductions Greet your tablemates Respond to the quote: “Inclusion is not a strategy to help people fit into the systems and structures which exist in our societies; it is about transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone.” - Diane Richler

Unpack Learning Targets 1. I can examine structures in my instructional setting to ensure all students have equal opportunities to participate in all aspects of the curriculum. 2. I can seek solutions to create a culture and structures to support all students and staff in inclusion.

Discussion with Tablemates What does differentiation mean to you? What structures do you currently have in place to ensure all students have equal opportunities to participate? Our definition of differentiation= equal access

Campbell Overview PreK -5 (440 students) 58% free/reduced lunch Public option school Arlington- Urban Village EL for 11 years Outdoor learning program

Campbell’s Story 2011-12- Student behavior was disruptive 2012- Named a “Focus school” by VDOE for poor test scores History of a high percentage special ed. students (15-25%) EL components attractive to families with students w/ disabilities PreK special ed. program- students often stayed for K Countywide EBD program added in 2015 Full continuum of service- full inclusion to most restrictive setting in one building

Questions? Use a post it note to capture questions in the parking lot

Building Background Knowledge Get in groups of 3-4 participants n Notecatchers are on tables Gallery walk Common text Expert text

Building Background Knowledge Gallery Walk to learn more about Campbell Use Gallery Walk section of notecatcher One area geared toward leadership, one area geared toward instructional staff

Common Text: Differentiating Instruction Core Practice # 19 Text code Connections Questions

Continue to Build Background Knowledge Expert texts- Choice based on your interest and learning style (articles in folder) What did you learn about supporting all students? Share with your group using your notecatcher as a guide

Learning Target #1 Addressed 1. I can examine structures in my instructional setting to ensure all students have equal opportunities to participate in all aspects of the curriculum. 2. I can seek solutions to create a culture and structures to support all students and staff in inclusion.

Move into Learning Target #2 1. I can examine structures in my instructional setting to ensure all students have equal opportunities to participate in all aspects of the curriculum. 2. I can seek solutions to create a culture and structures to support all students and staff in inclusion.

Campbell Case Studies Read case studies based on real Campbell students Sort and discuss with tablemates- based on type of flexibility (spaces, schedules, grouping)

Apply to Your Setting: Action Plan Leadership: Identify barriers to inclusion Create an action plan to create structures or a culture to support students and staff in inclusion Instructional: Select a student and think about solutions for how they could have increased access to all parts of the program/curriculum

Share Find a person or group with a similar role to share with (leadership or instructional) Show of hands if you are leadership/instructional

Learning Targets 1. I can examine structures in my instructional setting to ensure all students have equal opportunities to participate in all aspects of the curriculum. 2. I can seek solutions to create a culture and structures to support all students and staff in inclusion.

Key Takeaways Flexibility Staff culture of collaboration and shared ownership Risk taking and letting go of control Other key takeaways?

Debrief Review Learning Targets Session evaluations Feedback/questions