1. DOMINICK PISTONE DIRECTOR OF SPECIAL EDUCATION HEIDI DRISCOLL DIRECTOR OF ACADEMICS JEROME FITZGERALD ALTERNATIVE SCHOOL SUPERVISOR SOUTHEASTERN REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL A Reformulation Of The Inclusion Model

2. Focus Area—Inclusion Services Improve Inclusion Services across environments in order to improve student achievement in both academic and vocational programs. Increase collaboration between regular and special education professionals to serve student needs.

3. Focus Area—Inclusion Services Identified areas of need included:  Increasing amount of common planning time.  Streamlining the use of special education staff to more fully support academic teachers.  Increasing the use of differentiated instruction within the classroom for both remediation and prevention of future learning problems.  Increase ongoing collaboration between regular and special education professionals to serve student needs.

4. Reformulation of Inclusion: Cycle of Inquiry Getting Ready: Who were the stakeholders that you needed to involve? What resources did you need? What were your preliminary hypotheses for what was really going on? Principal, Academic Director, Vocational Director, Special Education Director, Director of Guidance, Special Education Instructors, Academic Teachers, Vocational Teachers Speech Therapist, School Psychologist, Guidance Department, Provision of 9/10 Services (Alex Benedict), Professional Development, Scheduling (Patrick Cleary) and Technology (Jay Cafferty) Our research indicates that we wish to improve student success in both our academic and vocational programs by decreasing student failure and working to prevent ongoing student difficulties.

5. Reformulation of Inclusion: Cycle of Inquiry Inquiry: What were your questions? What were you hoping to find out about your strategic focus area? How do we improve inclusion for all students in our environment? Why is it that students in an inclusion setting fail to learn? What is being taught in the Resource Room and is it working?

6. Reformulation of Inclusion: Cycle of Inquiry Information: What data or other information did you collect? Data through report cards, progress reports, My Access, Study Island, teacher assessments, and mid term exams. Knowledge: What research or evidence-base did you draw from to plan your strategy? Review of Dr. Hehir, review of current literature, best practices, discussions with other vocational schools. Finally evidence to support major improvements and benchmarks.

7. Action: What was intervention to address inclusion concerns from SERSD? What did you do to address the focus area that you identified? We addressed scheduling and team building to rearrange current staff to bolster our inclusion model. Who was on your team? Dominick Pistone, Special Education Director, Heidi Driscoll, Director of Academics, Patrick Cleary, Data Support Analyst.

8. Action: from SERSD? What was intervention to address inclusion concerns? What strategies did you implement? New schedule realigning staff to common areas, common planning time and teams of two regular education teachers with one special education teacher.

9. ACTUAL MeagherSentesMedeirosCrossenCutnerRussellWallsWheeler Am. LitEnglish 9 (Hinton.5)Am. LitAm. Lit (Couto.5)Brit. LitEnglish 9 (Doucette 1)English 9 (Conroy 1.0)Brit. Lit (Couto.5) Am. LitEnglish 9 (Hinton.5)Am. LitAm. Lit (Couto.5)Brit. Lit (Hinton.5)English 9 (Doucette 1)English 9 (Conroy 1.0)Brit. Lit (Couto.5) Am. Lit Am. Lit (Couto.5)Am. LitEnglish 9 (Doucette 1)English 9Brit. Lit (Couto.5) Brit. Lit (Campbell.5)English 10 (Hinton.5)Am. Lit (Doucette.5)Am. Lit (Couto.5)Brit. LitEnglish 10 (Doucette.5)English 10 (Conroy 1.0)Brit. Lit (Couto.5) Brit. LitEnglish 10 (Hinton.5)Am. Lit (Doucette.5)Am. Lit (Couto.5)Brit. LitEnglish 10 (Doucette.5)English 10 (Conroy 1.0)Brit. Lit (Couto.5) Brit. LitEnglish 10 (Hinton.5)Am. Lit (Doucette.5)Brit. Lit (Couto.5)Brit. LitEnglish 10 (Doucette.5)English 10Brit. Lit (Couto.5) Potential MedeirosCrossenRussellWallsWheeler Am. Lit (Conroy.5) English 9 (Doucette.5) Brit. Lit (Couto 1) Am. Lit (Conroy.5) English 9 (Doucette.5) Brit. Lit (Couto 1) Am. Lit (Conroy.5) English 9 (Doucette.5) Brit. Lit (Couto 1) Am. Lit (Conroy.5) English 10 (Doucette.5) Brit. Lit (Couto 1) Am. Lit (Conroy.5) English 10 (Doucette.5) Brit. Lit (Couto 1) Am. Lit (Conroy.5)Brit. Lit (Conroy.5)English 10 (Doucette.5) Brit. Lit (Couto 1)

10. Results: What happened? (Show us your data.) As seen from the previous slide, we have reduced teachers from 8 to 5. We also have special education teachers closely paired with regular education teachers allowing for common planning time. Our Principal, Mr. Wheeler, has committed to us the use of an educational consultant as needed to implement common planning time for math, science and history as needed.

11. What are our next steps? Write a grant for continued training in differentiated instruction to insure highest level of implementation. Develop on going strategies of data collection to track progress in the inclusion setting. Provide continuing in-service training for the appropriate use of assistive technology within the inclusion setting.

12. Lessons Learned Need for continual collaboration between vocational, regular and special education. Need for continual work throughout the summer to insure the best implementation of this new strategy (Mr. Pistone, Ms. Driscoll, Mr. Cleary and Ms. Weckesser). Communication is paramount to success.