2.  Inclusion and the Common Core State Standards  Inclusion and State Assessment  Inclusion and Teacher Evaluation  Results Driven Accountability  SWIFT  Resources

3.  Define what a student in a particular grade should know and be able to do in math and English Language Arts.

4.  Standards - Kindergarten  RL.K.1 With prompting and support, ask and answer questions about key details in a text.  RL.K.2 With prompting and support, retell familiar stories, including key details.  Essential Elements - Kindergarten  EE.RL.K.1With guidance and support, identify details in familiar stories.  EE.RL.K.2 With guidance and support, identify major events in familiar stories.

5.  CCCS – Grade 4  RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.  RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific detail in the text (e.g., a character’s thoughts, words, or actions).  Essential Elements – Grade 4  EE.RL.4.2 Identify the theme or central idea of a familiar story, drama or poem.  EE.RL.4.3 Use details from the text to describe characters in the story.

6.  All students are general education students first (IDEA partnership)

7.  ‘Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.” (corestandards.org/Application to Students with Disabilities)

8.  Students IEP goals and objectives must, as appropriate, be related to the core curriculum content standards through the general education curriculum unless otherwise required…

9.  Instruction must incorporate: › An Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade- level academic standards. (corestandards.org/Application to Students with Disabilities)

10.  Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to certain standards in both instruction and assessment, based on their communication and academic needs. (corestandards.org/Application to Students with Disabilities)

11.  All students means every student › What practices facilitate engagement of every student in the class?

12.  An Administrative Commitment to Inclusion of All Students in the School’s Vision/Mission  Family and Community Engagement  An Inclusive Curriculum – Inclusive Classrooms  Inclusive Professional Learning Communities  Universal Design for Learning

13.  Tiered Supports › Collaborative Teaching/ Extended Learning Opportunities › System of Positive Behavioral Supports  Appropriate Assessment  Community-Based Instruction/Structured learning Experience  Person-centered Planning

14. Specialized Instruction Tier 3 Tier 1 + Tier 2 + Essential Elements Tier 2 Tier 1 supports + supplemental reading, writing and math programs, student level behavioral supports Tier 1 Universal Design for Learning, Positive Behavioral Supports, accommodations and supports Leadership Parent and Family Engagement

15.  Parallel  Varied speeds/ multiple routes but heading in same direction

16. Standards Curriculum Instructional Units Learning Objective s IEP Goals and Objectives

17. Standards Curriculum: Grade 2 English Language Arts Instructional Unit 1 Unit 2Unit 3Unit 4Unit 5

18. Standards Curriculum Instructional Units Learning Objective s IEP Goals and Objectives Embedded Skills Foundational Skills Other Needs: Social Skills Organizational Skills Motor Skills

19.  What ‘embedded’ ‘essential’ or ‘foundational skills’ within the grade level learning objectives does the student need to learn to make progress toward grade level expectations?  What skills does the student need to learn to meet ‘other’ needs in order to make progress (e.g., social, organizational, behavioral skills)?

20. Standards Curriculum Learning Objectives Grade 2 ELA Instructional Unit 1 Learning Objective: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. IEP Goal : Given a text at the student’s instructional reading level, the student will be able to independently answer “who”, “what” and “where” questions regarding key details Learning Objective

21. Standards Curriculum: Grade 5 Math Instructional Unit 3 Learning Objective: Use equivalent fractions as a strategy to add and subtract fractions.. IEP Goal: Given a set of objects, the student will identify parts vs. wholes. IEP Goal: Given a set of objects, the student will separate whole objects and groups into parts Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike denominators. Learning Objective

22. Standards Curriculum: Grade 5 Math Instructional Unit 3 Learning Objective: Use equivalent fractions as a strategy to add and subtract fractions.. IEP Goal: Student will increase appropriate social responses to peers by responding to greetings in four out of five opportunities Learning Objectives: Add and subtract fractions (including mixed numbers) with unlike denominators. Learning Objective

23. All Students must participate in state assessments on CCSS:  general assessment with or without accommodations; or  alternate – for students with the most significant cognitive disabilities (NCLB, IDEA)

24.  Partnership for Readiness for College and Career › Math and English Language Arts › Accommodations and Accessibility Features Manual  Dynamic Learning Maps › Math and English Language Arts › APA for Science  Question and Answer Document

25.  Office of Special Education Programs, United States Department of Education  Focus shift from compliance to student results – › Preschool/postschool outcomes › Graduation rate  State Systemic Improvement Plan  State Performance Plan

26.  What are the characteristics of Henderson School that create an inclusive school?