25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

Leading Responsible Inclusive Practices for

Students with Intellectual Disabilities

April 9, 2003Michelle LeBrun-Griffin

griffin@ctserc.org

Kimberly Mearmanmearman@ctserc.org

What Are We Doing Today? Purpose of today

– To reflect on our vision and hopes for responsible inclusive practice based on new learning

– To determine the first steps to improving responsible inclusive practice for students with ID

Non-purposes for today– To look in the review

view mirror– To evaluate our past

practice

What Is A Mixed Message?

What Are The Messages? What am I really hearing?

What am I really seeing?

What am I really saying?

Imagine…

PJ Goals Increase in the % of students with MR (ID) who

are placed in regular classes (80% or more of day with nondisabled peers)

Reduction in the disparate identification of students by LEA, race, ethnicity, gender

Increase in the mean and median % of the school day spent with nondisabled peers

PJ Goals Increase in the % of students who attend

their “home school” (school they would otherwise attend if not disabled)

Increase in the % of students who participate in school-sponsored extracurricular activities with nondisabled students

Leadership Practices That Support Inclusive Education

The school leader’s active participation is the single most important predictor of success in implementing change, improving services, or setting a new course.

Leadership Practices That Support Inclusive Education Collaboration for Planning Instructional Strategies Early Intervention Services in Integrated Settings Social Opportunities and Relationships Family Involvement and Support

MAPS Marsha Forest and Jack C. Pearpoint

– Educational Leadership vol. 50 pp 26-31 (October, 1992)

Making Action Plans– Person-Centered Planning– A Collaborative Process– Assists in Developing IEPs by Examining the

Child’s Life

MAPS Gallery Walk

DREAMSDREAMS NightmaresNightmares NeedsNeeds

Good DayGood Day Bad DayBad Day

Wh a t Is It ?Wh a t Is It ?

StrengthsStrengths

What Do I Believe?

What is the purpose/goal of education?

Who is entitled to quality education?

Where does education happen?

So what about students who are..– Identified as Gifted

and Talented?– Of different ethnic or

racial backgrounds?– Learning English as a

second language?– Identified as

Intellectually Disabled?

What Is My Desired Reality? Dream the dream! What would I like to see accomplished? What outcomes/actions should I see? Why does this need to happen?

Who Benefits? Who will benefit from this desired

outcome? How will they benefit?

What Messages Do I Want To Send? What do I hope others will see me do? What do I hope others will hear me say?

Personal Mission Statement(What Is My Desired Reality?) Use these guiding questions to help you

write a single sentence about your personal mission in accomplishing responsible inclusive practice for students with ID.

“I {support, empower believe, etc.} {what} for {whom} {where} {when} by {how}”

What Is My Current Reality? Draw a picture that captures what

currently is happening for students with ID. How does this match with your desired

reality for responsible inclusive practice? Where is the mismatch?

What Do We Need To Do? Outcomes Instructional Practices Organizational Systems Skills/Knowledge Professional Development

Managing Complex ChangeAmbrose D. (1987). Managing complex change. Pittsburgh, PA:Enterprise

VISION SKILLS INCENTIVES RESOURCES ACTION PLAN CHANGE

SKILLS INCENTIVES RESOURCES ACTION PLAN CONFUSION

VISION INCENTIVES RESOURCES ACTION PLAN CONFUSION

VISION SKILLS RESOURCES ACTION PLAN GRADUAL CHANGE

VISION SKILLS INCENTIVES ACTION PLAN FRUSTRATION

VISION SKILLS INCENTIVES RESOURCES FALSE STARTS

How Will I Accomplish This? What should/needs to be done? How does it need to look? What are the necessary resources? What is the process to get there? Where is it currently happening? What needs to be done first? When should it happen?

How Will I Know It Is Done? What will be the evidence that this has

been accomplished? What will I see? What will I hear?

How Does This Compare To SBPP Action Plan? Does the action plan reflect your vision/mission? Does the action plan reflect responsible inclusive

practice? Does the action plan define

– Outcomes– Instructional Practices– Organizational Systems– Skills/Knowledge– Professional Development

Does the action plan define– Who will do what when, where, and with what resources?

What Do I Do Next? Define your very next act based on the

information presented today. What will you do before our meeting on

April 23, 2003?