inclusivepractice. inclusive practice model celeste henkel elementary april 20, 2011
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InclusiInclusiveve
PractiPracticece
www.iss.k12.nc.us
Inclusive Practice Model
Celeste Henkel ElementaryApril 20, 2011
www.iss.k12.nc.us
Jonathan Ribbeck – PrincipalDr. Lucille Asbury – Assistant
PrincipalDawn Alsop – Teacher
Crystal Harris – TeacherAnne Gardner – TeacherJamie Goodwin –Teacher
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• Getting buy-in and creating ownership
• Scheduling and use of support staff• Planning strategies • Inclusive approaches• Reflections from the team
Overview
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Our Demographics• 530 students• 70% free/reduce lunch• Sub-groups: EC, low socio-economic• 78% Caucasian; 12.5% African-
American; 6.11% Hispanic; 2.97% Asian; .33% other
• Blue collar workers• Both parents work/single parent homes
www.iss.k12.nc.us
Our Data
• In 2009/2010 met AYP with Safe Harbor and
Confidence Interval with EC sub-group
• Currently in Corrective Action
• Must meet AYP in 2010/2011 to be out of Corrective Action
2009-2010 EOG % Proficient Reading Total Compared to EC Students Grades 3-5
70
36.6
0
10
20
30
40
50
60
70
80
90
100
Total EC
Total EC
70
36.6
Total
EC
2009-2010 EOG % Proficient Math Total Students Compares to EC Students Grades 3-5
84.4
56.1
0
10
20
30
40
50
60
70
80
90
100
Total EC
Total EC
84.4
56.1
Total
EC
Reading Predicitve Assessment % Correct Total Compared to EC Students Grades 3-5
66.6
54.9
0
10
20
30
40
50
60
70
80
90
100
Total EC
Total EC
Math Predictive Assessment % Correct Total Compared to EC Grades 3-5
58.7
47.2
0
10
20
30
40
50
60
70
80
90
100
Total EC
Total EC
58.7 47.
2
Total
EC
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Buy-In Process Provide pertinent data to staff
– AYP, EOG, PA, DRA, TWC, Climate Survey, & comparative data
Whole staff – Review data– Identified strengths/weaknesses– Identified greatest gap areas– Light vote on two focus (gap) areas
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EC Identified as Gap Area• Whole staff process
– Strengths/ weaknesses of EC– Opportunities for improvement– Identified needs– Discussed misunderstandings of
inclusion– Seek interest/commitment for inclusion
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Inclusive Team EC staff was included in every aspect for
input
• Select inclusive teachers– 3 out of 4 inclusive classes looped
• Students who would benefit • Communicate with parents of all students
in inclusive classes• Proactively create class lists for success• Staff development for reg-ed, EC, TA in
co-teaching/inclusion
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How does your school serve EC students?
Paradigm Shift #1
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EC Provided Services• Provide the full continuum of EC services
• Two EC teachers to service 40 students, 26 of which are in inclusive classrooms
• Each EC teacher serves (through inclusion) two grades 2/3 and 4/5
* EC teachers serve k/1 and students in resource pull-out
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• No more than 8 EC students in each inclusive homeroom
• Based on individual IEP’s
• Inclusive classrooms drove master schedule
• No before or after school duties for inclusive teachers
• EC Goal Team meets every other week
Non-Negotiables
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What drives the master schedule at your school?
Paradigm Shift #2
March May October
April August December
SCHEDULE PROCESS TIMELINE
Feedback from staff
Master schedule w/ inclusive teamsClassroom schedule
Parent communication
District feedbackIdentify inclusive teamsIdentify students
Co-Teaching/ Inclusive Practice Training
DataIdentify gaps w/ staff
Create buy-in
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Master Schedule Components• 60-90 minute (based on IEP) for EC teacher to be
in each inclusive class
• 30 minute lunch increments 10:30-12:30
• 45 minute Enhancement 8:00-2:05
• 45 minute leveled intervention time
• 20 minute recess
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Continuous Improvement Process
• Continuous feedback from inclusive teams & staff, always adjusting to improve model
• One EC student could change the schedule
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How are teacher assistants utilized in your building?
Paradigm Shift #3
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Utilizing Assistants
• TA in each inclusive classroom during reading and math block
• TA ownership – issues in past
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Support Staff Video
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Classroom Video Example2nd Grade
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• Who leads discussion
• Incorporating grade level subject instruction with IEP Goals
• Matching strategies to the students
Inclusion Planning Strategies
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• Team Teaching – both teachers deliver the instruction at the same time during a whole group lesson. The teachers tag team during the delivery, pose questions, and play off each others strategies and explanations.
• Stations – students rotate through content specific areas to receive direct instruction (based on need) from teachers working with each focus group. A station may have students working collaboratively or independently.
Inclusion Approaches
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Classroom Video Example5th Grade
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Inclusion Approaches at the Beginning of the School
Year• 1 Teach / 1 Observe – teachers should decide on what information will be gathered during the observation and how to use the data to guide instruction.
• 1 Teach / 1 Assist – the assisting teacher provides continuous coaching, assistance, and modeling during the main instruction.
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Inclusion Approaches• Parallel – students are divided
between teachers who deliver the same objective.
• Alternate – during instruction one teacher pulls out a small group of students within the room to prep, re-teach, challenge, provide different instruction.
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Parent Video
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• Students do not miss regular instruction• Parents know their child is receiving
services• Builds confidence in students• Hone in on student learning styles• Implementation of various strategies• Better understanding of EC and Reg.ed
students• EC teacher works with all students• Shared instruction
Benefits of Inclusion
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• Less then 45 minutes of inclusion is not beneficial
• Planning time with teacher assistant is needed
• Inclusive times protected• Master schedule is pivotal• EC teacher should be in for the whole
reading/math block • Students from other classes need to
have the same schedule
Teachers’ Reflective Thoughts
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Administrators’ Reflective Thoughts
• Prerequisites for inclusion– Buy in– Teacher relationships– Student/teacher relationships
• Prerequisites for scheduling– Free yourself from prior schedules– Think outside the box– Team approach– Make adjustments as needed
www.iss.k12.nc.us
Questions?
Feel free to ask any member of our team.
www.iss.k12.nc.us
• Jonathan Ribbeck: ribbeck@iss.k12.nc.us• Dr. Lucille Asbury: asbury@iss.k12.nc.us• Dawn Alsop: dalsop@iss.k12.ns.us• Crystal Harris: harrisc@iss.k12.nc.us• Anne Gardner: agardner@iss.k12.nc.us• Jamie Goodwin: jgoodwin@iss.k12.nc.us
Contact Information
www.iss.k12.nc.us
Exit Card
Please fill out the exit card before you leave.
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