INCLUSIVE PRACTICES AT DEWEY SCHOOL Parent Information Session—October 14, 2014 CLASSROOMS FOR ALL Photo courtesy of CPS

Dewey School Intervention Team Michelle Brand, Special Education Supervisor Andalib Khelghati, Principal Amy Wharton, Assistant Principal Katie Brouman, School Psychologist Julia Barley, Special Education Teacher Meredith Rosenfeld, Special Education Teacher Christa Garcia*, Special Education Teacher Fleur Kroswek, Special Education Teacher-Self-contained Sue Takaki, Speech Pathologist Sophia Boudouris*, Speech Pathologist Shauna Gilmore, Occupational Therapist Maggie Mosley*, Social Worker LaTasha Mitchell, Reading Specialist Emma Rodriguez*, Reading Specialist *bilingual –English/Spanish

District 65 Self-Contained Special Education Classrooms EARLY CHILDHOOD/Ages 3-5: 3 English AM classrooms, 1 English PM classroom, 1 extended day session for students with severe communication needs. ELEMENTARY/Grades K-5: Dawes: Cross-categorical K, 1-2, 3-5 classrooms Dewey: Cross-categorical K-2 classroom with Spanish support Kingsley: Primary K-3 classroom for students with emotional disabilities Lincoln: 3 classrooms for students with communication disorders with focus on strategies for students on the autism spectrum Lincolnwood: Intermediate 3-5 classroom for children with emotional disabilities Oakton: Cross-categorical 3-5 classroom with Spanish support Orrington: Cross-categorical K-2 classroom MIDDLE SCHOOLS/Grades 6-8: Chute: Cross-categorical 6-8 classroom Haven: Cross-categorical 6-8 classroom Nichols: Classroom for students 6-8 with communication disorders, cross-categorical 6-8 classroom MAGNET SCHOOLS/Grades K-8: Kings Arts: Blended grade 2, primary options, and intermediate options for students with significant cognitive delays PARK/: Ages 3-22: K-1 classroom with focus on structured teaching for students with severe autism or other significant disabilities

CLASSROOMS FOR ALL AGENDA What is Inclusion? District 65 Inclusion Initiative Benefits of Inclusion Inclusive practices at Dewey School Examples

The full acceptance of ALL students that leads to a sense of belonging within the classroom and school community. Special education is a service, not a place. INCLUSION? What is

What is Least Restrictive Environment (LRE)? The Individuals with Disabilities Education Act (IDEA) requires that children eligible for special education and related services be provided a free appropriate public education (FAPE) in the least restrictive environment (LRE). This requires public agencies to ensure that: 1. to the maximum extent possible, children with disabilities, including children in public or private institutions, or other care facilities, are educated with children who are nondisabled and 2. special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

SUPPORT ACROSS ALL TIERS Tier 3 Tier 2 Tier 1 Intensive interventions within an inclusive model Targeted interventions High-quality instruction and regular problem solving

Excellence in education and high expectations for all students. Neighborhood schools that support families and communities. A welcoming, orderly and inclusive environment that respects individual differences. The role of parents and guardians as partners in education. Cognitive, emotional, physical, social and creative development. The treatment of every individual in an open, equitable, fair and professional manner. DISTRICT STRATEGIC PLAN CORE VALUES

INCLUSION INCLUSION embodies the values, policies, and practices that support the right of every student and his/her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities and society. The desired results of inclusive experiences for students with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.

Meaningful friendships Increased appreciation and acceptance of individual differences Greater academic outcomes All students’ needs are better met Increased understanding and acceptance of diversity Prepares all students for adult life in an inclusive society Opportunities to master activities by practicing and teaching others BENEFITS

Adaptations Accommodations and Modifications Periodic Classroom Support KEY CONCEPTS THAT MAKE INCLUSION WORK Supports for all students inside of the general education classroom/Least Restrictive Environment PLANNING SUPPORTS PERSONNEL SUPPORTS Co-Planning Consultation Services Differentiated Instruction Integrated Related Services Paraprofessional Co-Teaching

EXAMPLES

QUESTIONS?