1. Growing Inclusion: From the Classroom to the Garden
Maureen Nesselrode, Principal
Shannon O’Connor, 4/5 Teacher & Science Lead
Campbell, Arlington Public Schools
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2. 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

3. 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.

4. 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

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

6. 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

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

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

9. 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

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

11. 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

12. 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.

13. 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.

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

15. 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

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

17. 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.

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

19. Debrief
Review Learning Targets
Session evaluations
Feedback/questions