1. Trish Tanger Julie Babb Lizz Forbis Charlotte-Mecklenburg Schools Moving Mountains: How Charlotte Mecklenburg Achieved Full Inclusion © Niemeyer & Tanger, 2007

2. Demographics 161 Schools 94 Elementary 32 Middle 25 High School STUDENT POPULATION Pre-K= 3,268 students K-5= 63,384 © Niemeyer & Tanger, 2007

3. “Inclusion is the understanding that ALL students will have access to the knowledge, skills, and values necessary to live productive lives” (CMS Mission Statement) © Niemeyer & Tanger, 2007

4. How Did We Start?  Itinerant students in Bright Beginnings (BB), More at Four and community based sites  BB/EC Collaborative plan for 2005- 2006 school year © Niemeyer & Tanger, 2007

5. Inclusive Practices Initiative Class size Staff OWL Types of classrooms Growth Process © Niemeyer & Tanger, 2007

6. CLASS SIZE 36 Focus Classrooms –15 children –3 of the 15 with disabilities –Teacher –Teaching Assistant 175 Bright Beginnings Classrooms –19 schools –19 children –46 EC slots –Itinerant in all BB classes –Teacher –Teaching Assistant © Niemeyer & Tanger, 2007

7. STAFF Reallocated Itinerant resource teacher (IRT) Teachers applied for: –Focus classrooms –BB classrooms –Itinerant resource teacher –EC classrooms Teaching Assistants (5) replaced T position © Niemeyer & Tanger, 2007

8. Types of Classrooms Center BasedElementary 3-4 Focus classrooms 14-30 BB classrooms Self-contained Children needing more support Onsite Resource Teacher Additional Teaching Assistant Psychologist (SSS) OT, PT, SLP 2 focus classrooms Other BB classrooms Grades Pre K- 5 Itinerant Resource teacher Instructional Coordinating Teacher (zone focus) Student Services Specialist (PreK – 5) Social Worker (itinerant) OT, PT, SLP © Niemeyer & Tanger, 2007

9. OWL OWL FOUR MAJOR AREAS Goals –Early Literacy –Science –Social Studies –Mathematics –Social-Emotional Development Environment Schedule Transition © Niemeyer & Tanger, 2007

10. Model: Year 1 Inclusion Support Teachers (assigned to schools) Eliminated 1 Teacher position for 5 TAs Elementary Schools: some had 1 inclusion classroom Some elementary schools also had 3 year old EC self-contained classrooms © Niemeyer & Tanger, 2007

11. Changes: Year 2 One IST became Assistant to Coordinator IST became IRT Reduced # of Elem schools w/ inclusion classes (focus classes) Elem schools – 2 inclusion classrooms Center based – 3-4 Focus classrooms 3 year old EC classrooms – center based schools Center based received Teaching Assistant IRT serve itinerant children in BB classrooms Site based resource teacher supports Focus classroom and itinerant students. © Niemeyer & Tanger, 2007

12. Changes: Year 3 Increased functional assessment Monthly meetings Targeted trainings Increased Rapid Support IRT assists additional schools on a needs basis. © Niemeyer & Tanger, 2007

13. SERVICE TYPEFREQUENCYSERVICE PROVIDED BY EC Preschool Class (3-year-olds) Placed by EC 2x/ week or 3x/ week B-K certified teacher EC Preschool Class (4-year-olds) Placed by EC Determined by IEPB-K certified teacher Bright Beginnings Focus Class CENTER BASED (15-2 ratio) Placed by EC 5x/week in BB class EC services determined by IEP B-K certified teacher On-site B-K certified EC resource teacher 1 additional teacher assistant per site Consultation from itinerant B-K certified EC resource teacher* Bright Beginnings Class CENTER BASED (19-2 ratio) Placed by EC 5x/week in BB class EC Service determined by IEP BK certified teacher On-site B-K certified EC resource teacher Consultation from itinerant B-K certified EC resource teacher* Bright Beginnings Focus Class ELEMENTARY SCHOOL BASED (15-2 ratio) placed by EC 5x/week in BB class EC services determined by IEP B-K certified teacher Itinerant B-K certified EC resource teacher* Bright Beginnings Class ELEMENTARY SCHOOL BASED (19-2 ratio) placed by EC 5x/week in BB class EC services determined by IEP B-K certified teacher Itinerant B-K certified resource teacher* Bright Beginnings Class CENTER-BASED (19-2 ratio) Placed by Bright Beginnings 5x/week in BB class EC services determined by IEP On site B-K certified EC resource teacher Bright Beginnings Class ELEMENTARY SITE BASED (19-2 ratio) Placed by Bright Beginnings 5x/week in BB class EC services determined by IEP Itinerant B-K certified EC resource teacher* *Itinerant B-K certified EC resource teacher=former Inclusive Support Teacher © Niemeyer & Tanger, 2007 Not for distribution

14. © Niemeyer & Tanger, 2007 Not for distribution Bright Beginnings Focus Class CENTER BASED (15-2 ratio) Placed by EC 5x/week in BB class EC services determined by IEP B-K certified teacher On-site B-K certified EC resource teacher 1 additional teacher assistant per site Consultation from itinerant B-K certified EC resource teacher* SERVICE TYPEFREQUENCYSERVICE PROVIDED BY

15. INCLUSION AT WORK Video © Niemeyer & Tanger, 2007

16. Guidelines for Discussions with Preschool Placements © Niemeyer & Tanger, 2007

17. Regular/Itinerant Services Focus Classroom (15:2) Focus Classroom with Resource Support CurriculumAbility to access classroom curriculum (OWL, Theme Related) with minimal modifications/adaptations Ability to access OWL curriculum with adaptations/modifications Ability to access modified OWL Curriculum with maximum support. Alternate learning strategies may be required. Social SkillsAbility to interact with large groups Ability to interact with small groups with accommodations Often requires individual support for peer interactions. Needs intense instruction in social skills. LanguageAbility to communicate within a classroom setting Makes wants and needs known; some teacher support needed Often requires direct or alternate strategies to communicate basic wants and needs. Significant expressive and receptive language delays. TransitionsAbility to transition with minimal prompts for class activities and within the school environment May need assistance (visuals & prompting) to transition for class activities and within the school environment Requires intensive intervention to transition for class activities and within the school environment Following Directions Ability to follow simple two step directions with minimal prompts Can often follow one step routine directions May need multiple cuing system to follow one step routine directions BehavioralResponds to positive intervention support May need extra support to respond to positive intervention support May need intensive intervention and high level of structure to promote positive behavior within the school environment Self-HelpAbility to perform self-help skills with minimal assistance. May/may not be toilet trained May require prompting hierarchy to complete routine tasks. May/may not be toilet trained May need interventions with self- help and adaptive skills (eating, dressing etc.). May/may not be toilet trained OtherMay have numerous modifications throughout the school day Modifications throughout the day; may need some differentiations to curriculum Due to multiple areas of need, direct instruction is necessary for teaching imitation skills throughout the school day. 3/24/06 © Niemeyer & Tanger, 2007 Not for distribution

18. ©Niemeyer & Tanger, 2007 Not for distribution Social Skills Ability to interact with large groups Ability to interact with small groups with accommodations Often requires individual support for peer interactions. Needs intense instruction in social skills. LanguageAbility to communicate within a classroom setting Makes wants and needs known; some teacher support needed Often requires direct or alternate strategies to communicate basic wants and needs. Significant expressive and receptive language delays. Regular/Itinerant Services Focus Classroom (15:2) Focus Classroom with Resource Support

19. Transitioning to Kindergarten © Niemeyer & Tanger, 2007

20. The Process  All Elementary Schools have been trained in Inclusive Practices  Schools are informed of rising EC Kindergarten children  Consultation provided to teachers of rising EC Kindergarten children © Niemeyer & Tanger, 2007

21.  2005-2006 school year approximately 75% of EC Pre-K students transitioned into a regular kindergarten class with some resource support  2006-2007 school year over 80% of EC Pre-K students transitioned © Niemeyer & Tanger, 2007

22. SURVEYS Completed by preschool personnel (administrators, teachers, and support staff) and parents. 55 forms were completed and returned Scale 1-5 © Niemeyer & Tanger, 2007

23. Preparedness Teacher & Support Staff surveys : “I feel prepared to work with teachers in an inclusion classroom.”  Administrator survey: “The teachers in my school are prepared to work with young children with disabilities in an inclusion classroom.” © Niemeyer & Tanger, 2007

24. Preparedness Average Level of Agreement for * Administrators= 4.4 *Support Staff=4.8 *Teachers=3.7 Parents= 5.0 All four groups combined=4.2 © Niemeyer & Tanger, 2007

25. Equity in Education All Preschool Personnel were asked to respond to the following: “I agree that young children with disabilities should receive the same educational opportunities as other young children.” © Niemeyer & Tanger, 2007

26. Equity in Education Average Level of Agreement for * Administrators= 4.9 *Support Staff= 5.0 *Teachers= 4.4 Parents= 5.0 All four groups combined= 4.7 © Niemeyer & Tanger, 2007

27. Challenging Behaviors Teacher survey: “I am able to address challenging behaviors that occur in my classroom.”  Support Staff survey: “Teachers are able to address challenging behaviors that occur in their classroom.”  Administrator survey: “Teachers have support for addressing challenging behaviors in their classroom. “ © Niemeyer & Tanger, 2007

28. Challenging Behaviors Average Level of Agreement for * Administrators= 4.0 *Support Staff= 3.6 *Teachers= 4.0 All three groups combined= 3.9 © Niemeyer & Tanger, 2007

29. Ratios All Preschool Personnel were asked to respond to the following: “The class ratios in the inclusive classrooms help to ensure that all children are active participants” © Niemeyer & Tanger, 2007

30. Ratios Average Level of Agreement for * Administrators= 4.0 *Support Staff= 4.0 *Teachers= 3.9 Parents= 4.8 All four groups combined= 4.1 © Niemeyer & Tanger, 2007

31. Feelings regarding initiative Teacher survey: “The inclusive practices initiative creates more work for me as a teacher. “  Administrator & Support Staff survey: “The inclusive practices initiative creates more work for the teachers. “ © Niemeyer & Tanger, 2007

32. Feelings regarding initiative Average Level of Agreement for * Administrators= 3.9 *Support Staff= 2.6 *Teachers= 4.1 Parents= 3.8 All four groups combined= 3.9 © Niemeyer & Tanger, 2007

33. Student Outcomes in Inclusive Settings Teacher & Support Staff surveys: “The children with disabilities in my classroom have made great progress.”  Administrator survey: “The children in the Pre-K inclusion classrooms are making good progress.” © Niemeyer & Tanger, 2007

34. Student Outcomes in Inclusive Settings Average Level of Agreement for * Administrators= 4.6 *Support Staff= 4.8 *Teachers= 4.3 Parents= 4.8 All four groups combined= 4.5 © Niemeyer & Tanger, 2007

35. Parental Support All Preschool Personnel were asked to respond to the following: “Parents are supportive of the inclusion initiative.” © Niemeyer & Tanger, 2007

36. Parental Support Average Level of Agreement for * Administrators= 4.1 *Support Staff= 4.4 *Teachers= 4.0 All three groups combined= 4.1 © Niemeyer & Tanger, 2007

37. What do you see as strengths of the inclusive practices initiative in the Pre-K classrooms at CMS? Examples of Support Staff responses: “Hard working, motivated teachers willing to try to come up with new strategies” “Socialization and language models of typical peers – friendships!” © Niemeyer & Tanger, 2007

38. Strengths, cont. Examples of Teacher responses: “Use of OT and speech therapy.” “One of the major strengths I experienced this school year was my support staff. Without them, it could’ve been a struggle at times for us in our classroom environment.” © Niemeyer & Tanger, 2007

39. Strengths, cont. Examples of Parent responses: “The teacher-student ratio; Teachers are more able to work with students one on one to address their personal needs.” “My child has learned so much and progressed more quickly than anticipated. I strongly attribute his success to him having the opportunity to observe and model the behaviors and actions of the non-disabled children in his classroom.” © Niemeyer & Tanger, 2007

40. Strengths, cont. Examples of Administrator responses: “Dedicated teachers who want to teach in an inclusive setting.” “The EC floater was a tremendous help this year.” © Niemeyer & Tanger, 2007

41. What are some challenges that you see regarding the inclusive practices initiative in the Pre-K classrooms at CMS? Example of Support Staff responses: “The unwillingness of teachers to do paperwork and set aside time to collaborate with support staff.” “Teachers who feel overwhelmed when they have a difficult student.” “Attitudes of some of the school staff.” © Niemeyer & Tanger, 2007

42. Challenges, cont. An example of Teacher responses: “Improper training of Easy IEP; Extra paperwork and time; Matching IEP goals with the OWL curriculum; Limited materials and necessity to locate materials to adapt to special needs.” © Niemeyer & Tanger, 2007

43. Challenges, cont. An example of a Parent response: “The children some times take attention from the rest of the class. Therefore there needs to be small classroom ratios.” © Niemeyer & Tanger, 2007

44. Challenges, cont. Examples of Administrator responses: “Determining level of disability that should be included in the regular classroom and adequate support for the teaching team.” “Ensuring that assistants are competent and supportive of the program goals and the teachers.” © Niemeyer & Tanger, 2007

45. OTHER COMMENTS “I have seen tremendous improvement in both social skills and speech in my child for the short period he has been in XXXX (school), and am extremely pleased with my interactions with his teachers, therapist, and other support staff!” – Parent respondent © Niemeyer & Tanger, 2007

46. Lessons Learned © Niemeyer & Tanger, 2007

47. Lessons Learned  Additional support necessary for students with more significant disabilities  Confusion in Terminology and Roles:  Community Based Itinerant Teachers, Itinerant Resource Teachers and School Based Resource Teachers  Inclusion is successful when fully embraced © Niemeyer & Tanger, 2007

48. Celebrations Partnership and collaboration Progress made by ALL children including those with disabilities Positive support from families All children use the same curriculum and assessment system Accepted similarities and differences Pre-K assessment proficiency Improved communication and social skills Embraced by Teachers © Niemeyer & Tanger, 2007

49. Challenges Change is difficult for everyone Children with behavior challenges Expectations at beginning of school Teachers’ knowledge about disabilities Materials and who purchases Focus on one child versus all Familiarity with the inclusion process Philosophical belief © Niemeyer & Tanger, 2007

50. Future Plan and Possibilities  Expansion of inclusion program to accommodate growth in special needs population  Reduce number of typical students at several pilot sites to provide schools some flexibility with regard to inclusion class size  Provide more inclusion opportunities for 3 year old students © Niemeyer & Tanger, 2007

51.  Serve as inclusion model for other school districts  Provide more extensive training and support for IEP development and paperwork  Continue to modify the assessment process  Creatively allocate supports  Provide recommendations based on previous experience  Continue to look at challenges and address them  Comprehensive PD process –All Pre-K personnel from Principals to Teaching Assistants © Niemeyer & Tanger, 2007

52. Things to Remember: Focus on Big Picture Listen to teacher input Quick Response to issues Flexibility in Personnel & Training ex. Rapid Support & IRT Open to change, suggestions, ideas Knowledgeable of what is happening: –Classrooms and schools –Recommended practices @ Niemeyer & Tanger, 2007

53. QUESTIONS ??? © Niemeyer & Tanger, 2007