1. INCLUSIVE SERVICES FOR STUDENTS RECEIVING MIS SERVICES Department of Exceptional Education Contacts: Debbie McAdams, Executive Director Victoria Greer, Director 259-8698259-3282x8126 Debra.mcadams@mnps.org Victoria.greer@mnps.org

2. Discuss the Continuum of Services Discuss the differences between mainstreaming and inclusive services Discuss the various inclusive models Discuss scheduling students and staff Discuss the supports in general education and related arts Discuss the importance of collaboration Talk about successes in MNPS

3. Academic and social Instruction occurs Strictly in the Special education setting Inclusive services in general education Activities with special education support, academic Instruction occurs primarily in the special education setting Inclusive services in one to three General Education subjects and activities with Support from the exceptional education teacher Including pull-out services Inclusive services in most General Education subjects and activities with some support from the exceptional education teacher Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher Least restrictive environment Most restrictive environment West Tennessee RISE Project, 2007

4. MAINSTREAMING VS. INCLUSIVE SERVICES

5. DEFINING MAINSTREAMING Refers to the selective placement of students with disabilities in one or more “general” education classes. The student must prove that he or she is able to “keep up” with the work assigned by the regular classroom teacher. This concept is closely linked to traditional forms of special education service delivery. Remember that all students are general ed. students first.

6. WHAT MAINSTREAMING IS NOT ! WHAT MAINSTREAMING IS NOT !  It is “not” inclusion  It is “not” a privilege  It is “not” only for “certain students”  It is “not” a reward

8. Definition of Inclusive Services Inclusive Services meshes general and special education reform initiatives and strategies in order to achieve a unified system of public education that incorporates every child and youth as active, fully participating members of the school community; that views diversity as the norm; and that ensures a high quality of education for each student by providing meaningful curriculum, effective teaching, and necessary supports for each student. (Ferguson, 1995; Villa, Thousand, & Nevin, 2004)

9. WHAT INCLUSIVE SERVICES IS NOT! It is “not” a special education “issue.”It is “not” a special education “issue.” It is “not” something that you necessarily do.It is “not” something that you necessarily do. It is “not” a set of strategies.It is “not” a set of strategies. It is “not” a place or placement.It is “not” a place or placement. It is “not” a “privilege.”It is “not” a “privilege.”

11. WHY? It maximizes learning for all students It maximizes learning for all students It connects students to their peers and community It connects students to their peers and community It strengthens the connection to real-world experiences It strengthens the connection to real-world experiences It embraces a more caring and accepting community of learners. It embraces a more caring and accepting community of learners.

12. WAYS TO INTEGRATE “Community of Care and Belonging” Physical IntegrationSocial Integration Academic Integration

13. MODELS OF INCLUSIVE SERVICES

14. INCLUSIVE MODELS  Consultant Model  Teaming Model  Collaborative/Co- teaching Model

15. Where Do We Begin???

16. Data must drive the placement of each student’s location into the least restrictive environment. All educators need to bring all data to the table to make decisions. Students need to be part of the scheduling process for student buy in. All decisions on scheduling are made as a team not by an individual.

17. Data is a very small word for information. ThinkLink, DIBELS, prior/current IEPs, attendance records, office referrals, bus referrals, teachers’ observations, parents’ input, and student input. Data needs to be measurable and not just anecdotal.

18.  Educators are all staff – General Ed., Special Ed., Related Arts, and Para Pro.  All Educators’ schedules should be developed to maximize the learning of Students.  ***Scheduling should encompass common planning time for educators who share students with special needs.***

19.  Every educator who works with a student must sign the IEP ( sign “in review” if the educator did not attend the meeting).  Every educator who works with a student must have buy in on the student’s FBA/BIP.  FBA/BIPs are working documents.  Every educator needs to take measurable data on each student that has an FBA/BIP.  Modifications and accommodations should be collaborated with all educators and implemented in all classes.  Every educator -Gen. Ed., Sp. Ed., all Related Arts Teachers, Principal, Para pro., etc.

20. Academic and social Instruction occurs Strictly in the Special education setting Inclusive services in general education Activities with special education support, academic Instruction occurs primarily in the special education setting Inclusive services in one to three General Education subjects and activities with support from the exceptional education teacher Including pull-out services Inclusive services in most General Education subjects and activities with some support from the exceptional education teacher Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher Least restrictive environment Most restrictive environment West Tennessee RISE Project, 2007

21. Mainstream Class Co-Teaching Class Pull- out/Resource Class Self-Contained Special Education Class Reading Language Arts Math Science Social Studies

22.  The master schedule should be designed to encompass inclusive service delivery  (i.e. common planning times, identifying teacher of record etc.)  Scheduling should describe needed adaptations, materials, time and location of services, and personnel responsible for providing services  Data should be used to make decisions based on student needs and not staff convenience West Tennessee RISE Project, 2007

23. EFFECTIVE SCHEDULING CONT.  Students with disabilities should be scheduled first “NOT” last  Allow students to participate in a variety of classes with a variety of students  Allow student choice for electives, related arts, and exploratory where possible

26.  If you are not planning/collaborating you are not co-teaching.  We recommend at least 45 minutes a week for co-teachers to plan/collaborate together.  You do not need to co-teach to plan/ collaborate together.  You need to plan and/or collaborate with all Related arts educators and Para pros.  Remember it takes a Village.

27.  Collaborative Team Roles  Ground Rules  Consensus  Agenda  Roles and Responsibilities

28. Sharing ideas and toolboxes with teachers will support students in all classes and in the whole school environment. Need to use Differentiated Instructional to help motivate students and bring real world strategies to the students. Teach students the way they learn best.

29. 1. What data will we need to bring to the table to make decisions on students? 2. How do we share our personal toolbox? 3. How do we make the FBA/BIP a working document? 4. How do we show our students who receive MIS services that they are a part of the community of caring and belonging?

30. When collaborating, two or more people are responsible for doing what one person has historically had to do. what one person has historically had to do. Collaborative partners share in the responsibility for student outcomes and make planning a priority. Collaborative partners share in the responsibility for student outcomes and make planning a priority. Decisions are made together. Decisions are made together. Teachers share ALL roles. Teachers share ALL roles. Student needs determine classroom practice. Student needs determine classroom practice. Both teachers facilitate learning and impact knowledge. Both teachers facilitate learning and impact knowledge.

31. 1. There is NO set hierarchy for collaboration! The approach used is determined by teacher willingness and capabilities, student needs, and content being taught.

32. 2. There is no single best way to collaborate. It depends on the goals and teaching styles.

33. 3. Systems must be in place to ensure that collaboration efforts are systematic and purposeful.

34. 4. Collaboration is most effective when combined with high quality instruction.

35. The most common goal of educators is to boost student achievement.  Collaboration supports this goal and is critical to its success.