Inclusive Practices- Making it Work! www.laspdg.org Inclusive Practices- Making it Work! Presented by Kathy Kilgore

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Roll Call At this time, EVERYONE please use your chat pod and type your first and last name as well as your district/LEA that you are representing

People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Simply put, People First Language puts the person before the disability AND describes what a person has, not who a person is. For too long, the use of old labels and identifiers have perpetuated negative stereotypes…..which is the greatest obstacle facing individuals with disabilities! Using PFL is not about being “politically correct”. But about choosing words and identifiers that respect the individual ! In fact, the movement was started by individuals who said “We are not our disabilities” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

Series of 6 Webinars Overview of Inclusive Practices Co-teaching Support Model Consultant Support Model Paraeducator Support Model Scheduling for Inclusive Practice Logistical Issues Grading IEPs Planning

Definition of Inclusive Practices “Inclusive Practices are academic and behavioral supports and strategies provided to students with disabilities in general education settings.”

IDEA Access to general curriculum LRE

2010 LA Data 61.1% SWD included in general education for more than 80% of their day 13.9% SWD in special education settings for more than 60% of their day 30.3% SWD graduated with a high school diploma 35.4% SWD proficient on LEAP in ELA 37% SWD proficient on LEAP in Math

THE 3 As ACCESS ACCOMMODATIONS ACCOUNTABILITY

Research Increased academic and behavior gains Improved performance on standardized tests Mastery of IEP goals Improved class work Improved report card grades Increased on-task behavior Better motivation to learn

Research Inclusive practices more effective when combined with broader educational reform and restructuring. Inclusive practices more effective in schools where general education teachers are routinely implementing differentiated instructional strategies.

Goal of Inclusive Practices Improve outcomes for students with disabilities through implementation of appropriate academic and behavioral supports.

Philosophy of ‘Inclusion’ Shifting paradigms… Not focusing on the labels of students Special education teachers identifying themselves as teachers of all students General education teachers identifying themselves as teachers of all students SWD identified as students with IEPs

IDEA Supports ‘inclusion’ as one option SWD must be involved in and progress in the general curriculum IEP teams must consider general education first General education teachers must be involved in IEP development Provision of supplementary aids and services

IDEA…. A continuum of settings must be available IEP teams make final decision May the goals/objectives and support services outlined on IEP be implemented only in a special education class or may they be implemented in a general education class?

“Inclusion”….what is it? A philosophy, a foundation A process Shared decision team-making

“Inclusion”….what it isn’t? Sacrificing needs of general education students Dumping SWD in general education settings Watering down the curriculum

When implemented appropriately and responsibly, ‘inclusion’ will meet the needs of all students.

Teacher Benefits Being able to share responsibility for improved student outcomes with other teachers Teachers have more time for explicit teaching and creative lesson plan design and delivery More opportunities for professional growth

Student Benefits Placement in LRE Exposed to higher expectations Increased opportunities for positive social interactions

Collaborative Support Models for Inclusive Practices Co-teaching Support Model Consultant Support Model Paraeducator Support Model

Co-teaching Support Model As defined by Friend and Cook (2010)… Co-teaching is a service delivery option for providing special education or related services to students with disabilities or other special needs students while they remain in their general education classes. Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.

Co-taught classrooms…. SpEd teacher partners with GenEd teacher Shared responsibility for instruction Jointly planned lessons and lesson delivery styles Use of a combination of 6 co-teaching approaches Shared responsibility for assessments Shared responsibility for parent communication

Consultant Support Model SpEd teacher provides guidance to GenEd teacher Adapts lessons Identifies accommodations and strategies Modifies materials Provides alternative assessments Designs behavior management systems

Paraeducator Support Model Supports SWD in general education settings Works under direction of GenEd teacher and guidance of SpEd teacher Supervises activities introduced by GenEd teacher Helps implement accommodations Helps implement behavior intervention plans Helps collect instructional or behavioral data

Para Supports, cont’d….. Primary focus is on SpEd students May provide some support to GenEd students Primary beneficiary of services and staff paid for with IDEA funds must be SWD Incidental benefits for other students

Collaborative Support Models Co-teaching Support Model Consultant Support Model Paraeducator Support Model All are effective Research emphasizes co-teaching

3 Phases Planning Implementation Results

Phase 1: PLANNING Occurs at several levels Essential to effective inclusive practices All staff involved and sharing responsibilities On-going communication

School Site Leadership Strong administrative support is critical Site leaders are pivotal Truly believe “all students can learn” Actions speak louder than words “Walk the walk, talk the talk” Inspire and empower teachers to achieve great things for students Be creative…“think outside the box”

Phase 3: IMPLEMENTATION Inclusive Practices Leadership Team Staff awareness and willingness School resources and supports On-going support to staff Parents Monitoring system Secure copy of LA’s Co-teaching Resource Guide

Action Planning Long range goal(s) Short range objectives Specific activities Responsible parties Leadership team function Obstacles and challenges Solutions to obstacles and challenges

Louisiana Validated Practices Checklists 8 themes Foundations of Inclusive Practices Diversity Collaboration Instructional Practices Behavior Supports Professional Development Administrative Responsibilities

Implementation Matrix Identify major components E.g., Organizational Structure, Collaborative Support Models, Co-teaching Approaches, Professional Development, and Collaboration Identify maximum level of implementation , satisfactory or emerging level of implementation and unsatisfactory level of implementation

Component: Collaborative Support Models Maximum Level of Implementation Emerging/Satisfactory Level of Implementation Unsatisfactory Level of Implementation All 3 Collaborative Support Models are utilized throughout the curriculum in a variety of classes based on student support needs. The Consultant and Paraeducator Support Models are used throughout the curriculum and the Co-teaching model is used sometimes. None of the Collaborative Support Models are used or only the Consultant Support Model.

Implementation Matrix Allows districts and schools to determine their current level of implementation using a scale based on Maximum, Satisfactory or Unsatisfactory levels of implementation Allows districts and schools to assess how well they are implementing inclusive practices

Phase 3: RESULTS The quality of implementation of inclusive practices determines the outcomes that will be evidenced.

Outcome Data Student achievement data Report card grades LEAP scores High school diploma rates Attendance data Behavior data LRE data

Outcome Data Attitudinal data Teacher/faculty paradigm shifts Professional growth of staff

Challenges “one-size fits all” approach Appropriate and responsible implementation of Inclusive Practices results in improved outcomes for all students. Challenges “one-size fits all” approach

“Achieving real and lasting change requires that everyone in schools stops, thinks, and works together to make the kinds of changes that need to occur.” National Institute on Urban School Improvement

www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

Additional Webinars in this Series November 14 @ 10:00 am: Co-Teaching Model December 5 @ 10:00 am: Consultancy Model January 16 @ 10:00 am: Para-educator Model February 27 @ 10:00 am: Scheduling April 17 @ 10:00 am: Logistics

Questions? Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not please email questions to contacts below) After this webinar, you may email any content-related questions to Kathy Kilgore kkilgore@slc-gno.org You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

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