Welcome to the Inquiry to Action Teams

1) Build system-wide instructional and organizational capacity at the central, network, and school levels. 2) Close the significant achievement gap by providing students with disabilities increased access to and participation in the general education curriculum. 3) Promote more flexible instructional programs by using innovative approaches and maximizing the flexibility within the Continuum of Services, and learn about these designs from schools. Goals of the NYC DOE Special Education Initiative

Students with disabilities who have access to the general education curriculum: Are more likely to be White than African American or Hispanic Spend significantly more instructional time with a teacher Have significantly more and higher post-secondary education attainment Have significantly higher rates of competitive employment Have significantly higher rates of independent living Have significantly higher rates of friendship Have significantly higher rates of literacy Have significantly lower rates of incarceration

Percent of students, ages 6 through 21, receiving special education services outside the regular class setting more than 60 percent of the school day. Comparison of State Level LRE Data (DAC- IDEA Data, 2008) State% Students in MRE Settings Vermont 0 Puerto Rico 5.84 North Dakota 8.33 Alabama 9.41 South Dakota 10.5 West Virginia 10.5 Oklahoma Nebraska Wyoming Idaho Kansas Iowa Kentucky Texas Oregon 13.7 Montana Colorado Connecticut 14.1 Wisconsin Minnesota Nevada 15 Pennsylvania Mississippi Tennessee 15.6 Alaska Missouri Washington Maine Arkansas 16.8 North Carolina Arizona Indiana Georgia Louisiana Utah Ohio Virginia Michigan 21.3 New Mexico Rhode Island Florida Massachusetts South Carolina Delaware 23.3 Maryland Illinois 25.5 California Hawaii New Jersey New Hampshire New York District of Columbia Hawaii New Jersey New Hampshire New York District of Columbia State Performance Plan Indicator 5: Least Restrictive Environment – School Age This definition includes students with disabilities in public schools, separate alternative schools, residential facilities. parentally placed in private schools, correctional facilities, and home or hospital environments. 4

School prison pipeline and racial disproportionality

Banking Model

Collaborative Inquiry as stance Survey what has been done by others Collect Artifacts Student work Lesson plans Intervie ws Surveys Video clips Dialogue with Peers Differences in opinion seen as productive Posing hard questions is powerful Share Knowledge Who TCICP inquiry team School colleagues Outside Audiences Format Website Workshops The Journey Cyclical Wide vistas and deep valleys Ambiguous What is Collaborative Inquiry?

What came out of this work for people last year? School-wide professional development School wide systems change around assessments, behavior, and educational service delivery School based inquiry teams growing inclusive practices Grants and funding to support inclusive practices