1. 2015 Staff Development Day Inclusion Strategies that Work! Melissa Lyford August 19 th, 2015

2. Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. We Believe: Education is the foundation for everyone’s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. Parents/guardians, community, and schools are partners in a student’s education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education.

5. August 19, 2015 Learning Goal: Participants will implement best practices for collaborative teaching in order to meet the instructional needs of students with disabilities through co-planning, co-assessing and co-instruction. Community Builder Compassion Communication Collaboration Co-Planning Co-Delivery Co-Assessment Commitment Exit Ticket Staff Development Day Standards: Domain 1: Helping students process new information Domain 2: Needs of students receiving special education services Domain 3: Evaluating the effectiveness of individual lessons and units Objectives: Describe the components of effective Inclusive practices Discuss, identify and evaluation best practices for collaborative teaching Define and select accommodations based on students needs. Essential Question: How can classroom teachers effectively maximize their use of instructional and human resources to impact achievement of ALL students? Vocabulary: collaborative teaching, inclusion, people first language Agenda I knew… I learned… I’m wondering…

6. Learning Goal & Scale Score 4.0 Describe, define and five multiple examples of the 7 components of effective Inclusive practices. Discuss, identify and evaluate best practices for collaborative teaching. Define and select accommodations based on students needs. 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success Score 3.0 The participant, without major errors or omissions, will understand and/or be able to: Describe the 7 components of effective Inclusive practices. Discuss, identify and evaluate best practices for collaborative teaching. Define and select accommodations based on students needs. 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Score 2.0 There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: Discuss, identify and evaluate best practices for collaborative teaching Define and select accommodations based on students needs. 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: Describe the 7 components of effective Inclusive practices. 0.5With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content Score 0 Even with help, no understanding or skill demonstrated. Learning Goal: Participants will be able to identify and complete the essential parts of a standard based lesson plan given a standard.

7. Community Builder

8. The Seven C’s of Collaborative Teaching  Compassion  Communication  Collaboration  Co-Planning  Co-Delivery  Co-Assessment  Commitment

9. Compassion “All I ever wanted was to reach out and touch another human being not just with my hands but with my heart.” Tahereh Mafi

10. Disability Categories Intellectual Disability-InD Autism Spectrum Disorder- ASD Emotional/Behavioral Disability-EBD Specific Learning Disability Language Impairment Speech Impairment Deaf/Hard of Hearing Visual Impairment Orthopedic Impairment Other Health Impairment Traumatic Brain Injured Dual Sensory Impaired

11. Rethinking All Students Begin with strengths Everyone learns differently Presume competence Use age-appropriate language Person-first language

12. People First Language Person # 1 read page 1, #2 page 2, #3 page 3, and #4 page 4 When you are finished, prepare a summary of your section When time is called, each team member will have 2 minutes to share their summary

13. People First Language Quiz, Quiz, Trade

14. “People-First” Language Say: People with disabilities Paul has a cognitive disability. Uses a wheel chair Communicates with a voice output device Beth has Autism. Gail has a learning disability. Ben receives special education services. The student who is blind. Instead of: The handicapped or disabled He’s mentally handicapped. Is confined to a wheelchair Is nonverbal Beth is autistic. Gail is learning disabled. Ben is in special education. The blind student

15. Inclusion Circle Map

16. Florida Statute 1003.57 A school district shall use the term “inclusion” to mean that a student is receiving education in a general education regular class setting, reflecting natural proportions and age appropriate heterogeneous groups in core academic and elective or special areas within the school community;

17. What is Inclusion? Inclusion is the practice of educating all students together—students with and students without disabilities—regardless of their abilities or readiness. It is more than placing students with disabilities in a room with their peers without disabilities. With true inclusion, students with disabilities can access the general education curriculum, classrooms and typical school activities. Students are not segregated from their peers, rather they can receive services in the general education setting. Florida Inclusion Network

18. Inclusion is… All students learning together regardless of labels An atmosphere that promotes a sense of belonging and acceptance Collaborative, integrated services by education teams Supports and adaptations in the general education setting Highly effective, research-based instruction and assessment

19. Inclusion is NOT… Expecting all students to do the same thing, at the same time, in the same way Dumping students into general education without supports for students and teachers Educators working in isolation Students always grouped by ability Watering down curricula

20. Benefits of Inclusion Students with disabilities Improve social and communication skills Increase academic achievement Participate in more school activities Foster the development of relationships Students without disabilities Learn more from the strategies used to support students with disabilities Learn to understand, value, and advocate for people who have disabilities

21. Benefits of Inclusion Educators will… Become more skilled in teaching ALL students Learn to share responsibilities for educating ALL students

22. Universal Design for Learning (UDL) https://www.youtube.com/watch?v=bDvKnY0g6e4

23. Universal Design for Learning Is a framework for designing Flexible Responsive Learning Environments Through multiple means of Representation Engagement Expression

24. UDL Handouts

25. Communication “Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships.” Stephen R. Covey

26. Effective Communication Skills Rapport-Building Responsive Listening Nonverbal listening Verbal Listening Paraphrasing Assertiveness Conflict Management Skills Collaborative Problem-Solving Skills

27. Effective Communication Strategies Review the list of strategies for effective communication. Highlight the strategies that you believe are most important. Share highlighted strategies with your table partner.

28. Collaboration is a style of direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal. Friend & Cook, 2007 p. 4

29. Collaboration General term used to describe a type of working relationship characterized by: Shared goals Shared voluntariness Parity Shared responsibility for decision making Shared accountability for outcomes Shared resources Emergence of trust, respect and a sense of community

30. Collaboration Consultation Informal Problem-Solving Team Interaction Individualized Student Support Services CollaborativeTeaching

31. Co-Planning “Failing to plan is planning to fail.” Allen Lakein

32. Collaborative Planning Includes Class Schedule Co-Planning Shared Classroom Rules Team Member Responsibilities Student expectations Instructional Formats and Strategies Evaluation

33. Considerations for Co-Planning Content Resources Strategies Teaching responsibilities Teaching approaches

34. Creative Ways to Create Co-Planning Time With your shoulder partner, review the “Creative Ways to Create Co- Planning Time”. Consider and discuss the feasibility of the co-planning options. Commit to trying at least one of these strategies.

35. Tips for Planning Be flexible. Co-plan at least one period a week. Review content prior to meeting. Use a curriculum map. Begin with learning objectives and standards (KUD=Know, Understand, Do).

36. Tips for Planning cont. Discuss strategies to remediate, enrich and extend the curriculum. Utilize ongoing progress monitoring to create strategic grouping. Include the co-teaching approaches in plan. Adjust plans based on student needs and progress. Reflect and Evaluate on previous plan.

37. Co-Delivery “ Achievement is a we thing, not a me thing, always the product of many heads and hands.” J. Atkinson

38. Co-Teaching Two or more teachers, one general educator and the other a special service provider Sharing the same physical space Actively instructing a blended group of students, including students with disabilities.

39. Co-teaching Models

40. The Power of 2 Video After viewing each video segment for Station and Team Teaching, use the template provided to identify strengths, drawbacks and specific application for your classroom. Read the description of One Teach/One Observe and One Teach/One Assist and complete the template sections for these two approaches. Share you responses with your group.

41. Accommodations are changes that can be made in the way the student accesses information and demonstrates performance. (Rule 6A-6.03411(1)(a), Florida Administrative Code [F.A.C.]

42. Guidelines for Decision Making Accommodations should facilitate an accurate demonstration of what the student knows and can do. Accommodations should not provide an unfair advantage or interfere with the validity of the test. Accommodations for the FCAT or FAA must be the same or nearly the same as the student uses in classroom instruction and assessment activities. Accommodations must be necessary for the student to demonstrate knowledge, ability or skill.

43. Accommodations for Students with Disabilities Presentation How the student will access information Response How the student will demonstrate competence Setting Where the student will be instructed and assessed Scheduling When the student will be instructed and assessed

44. SETT FRAMEWORK StudentEnvironmentTasksTools Learner Attributes and Abilities Physical, Technical, and Personal Conditions What the Learner Must Do What Helps the Learner Achieve

45. Case Studies Read IEP Present Level of Academic Achievement and Functional Performance Using the guiding questions from the SETT framework, determine what types of accommodations your team would recommend for the student Discuss the reasons you selected the accommodations Share insights with the entire group

46. Co-Assessing “Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.” (Assessment Reform Group, 2002)

47. Assessment Assessment is a general term used to describe the process of collecting, analyzing, and interpreting information (data) for an intended purpose. Data is information you use as a basis for decision-making. You gather data through assessment to let you know the quality and depth of learning that is taking place. (Airasian, 1996)

48. Three Phases of Assessment Pre-Assessment Ongoing Assessment Final Assessment

49. Formative Assessments Summaries and reflections Lists, charts, and graphic organizers Visual representations of information Collaborative activities Just to name a few!

50. Commitment “Unless commitment is made, there are only promises and hopes, but no plans.” Peter Drucker

51. Commitment Leading Steps to Commitment to Change.

52. I knew… I learned… I’m wondering… Next Steps: Incorporate your new learning in your daily teaching practices. Exit Ticket

53. Please remember to complete the evaluation in True North Logic (TNL).