increasing inclusive practices: presentation€¦ · presentation inclusion task force increasing...

PresentationInclusion Task Force

Increasing Inclusive Practices:

Presented to School Committee January 14, 2015

BOSTON PUBLIC SCHOOLS Inclusion Task Force

Inclusion Task Force MembersDr. William Henderson* – Co-Chair; Retired Principal, Patrick O’Hearn Elementary School#Mary Tamer* – Co-Chair; Former Member, Boston School Committee; Parent, Boston Public SchoolstMichael Loconto* – Task Force Liaison and Member, Boston School Committee; Parent, Boston Public SchoolsNatalie Ake – Principal, Dr. Catherine Ellison/Rosa Parks Early Education SchoolJean-Dominique Herve Anoh – Headmaster, Mary Lyon Pilot High SchooltAixa Borrero-Sanchez – Supervisor for Support Services, BPS Office of Special Education and Student Services#Raul Garcia – Inclusion Teacher, Boston Arts AcademytMarjorie Crosby – Occupational Therapist, BPS Office of Special Education and Student ServicesCarolyn Kain – Chair, BPS Special Education Parent Advisory Council; Parent, Boston Public Schools#Patricia Lampron – Principal, Dr. William Henderson Inclusion Elementary SchoolDianne Lescinskas – Director, Project B.I.N.D., Boston Boys and Girls Club Dorchester; Board Member, BPS Special Education Parent

Advisory Parent Advisory Council; Parent, Boston Public SchoolsLindsa McIntyre – Headmaster, Jeremiah E. Burke High SchoolMarvin Mitchell – Special Education Administrator, Joseph P. Manning SchoolJerry Mogul – Executive Director, Massachusetts Advocates for ChildrenEileen Nash – Deputy Superintendent of Individualized Learning, BPS Office of Special Education and Student ServicesElaine Ng – Parent, Boston Public Schools; Strategic Planning Director, BPS Office of Special Education and Student Services#Maria Paiewonsky – Transition Specialist, Institute for Community Inclusion, UMass BostonJanet Palmer-Owens – Retired Academic Superintendent and Principal, Samuel W. Mason Elementary School#Ed Powell – Executive Director, Streetsafe BostonRichard Robison – Executive Director – Federation for Children with Special NeedsRegina Robinson – Board Member, BPS Special Education Parent Advisory Council; Parent, Boston Public Schools; Member, Boston

School CommitteeDr. Zachary Rossetti – Assistant Professor of Special Education, School of Education, Boston UniversitytJacquelyne Sedgwick – Certified Teacher, Special and Regular Educations, Ohrenberger SchoolDr. Maria de Lourdes Serpa – Professor of Literacy, Graduate School of Education, Lesley University

t members from September 2014 – January 2015 # members from September 2013 – June 2014


The Inclusion Task Force Charge:In the Fall of 2013, the Boston School Committee formed an Inclusion Task Force with a mandate to draft recommendations for increasing

quality inclusion opportunities in the Boston Public schools.

“Elimination of the achievement and opportunity gaps for Black and Latino students in BPS is our collective

responsibility and shared goal” BPS Equity Office School Committee Presentation, November 5, 2014


Five Core Beliefs


• Inclusion is a civil right.• BPS must meet or exceed state targets for inclusion. • All students with IEPs must have equal access to quality inclusion

opportunities without regard to race, ethnicity, socioeconomic background, gender, gender identity or linguistic ability.

• Quality inclusion is developed and supported in collaboration with the development and support of quality general education.

• Quality inclusion is good educational practice which benefits all.


Key Areas ExaminedSubstantially Separate Classrooms

– A higher percentage than the state average of students in substantially separate classrooms

High Quality Inclusive Options

– Availability of quality inclusive opportunities at all grade levels

Scaling Inclusion

– In a strategic, systemic manner district-wide while ensuring high quality


Increasing Inclusive Options


1. Placement in inclusive classrooms with appropriate services and supports will be the first consideration for all special education students.

2. Students with any category of disability from early childhood through Grade 8 will have access to quality inclusive classrooms in all geographic areas of the city.

3. Quality inclusion options in high schools will be available for students with disabilities regardless of their disability.

4. Ensure that early childhood inclusion enrollment meets or exceeds state percentage targets.

5. Ensure that the BPS Inclusion Plan is implemented in a realistic and fiscally responsible manner.

6. Create learning communities among schools, within schools and/or among staff to share best practices in Inclusion.

7. Identify and publicize inclusion options in the BPS for families, staff, and the larger community.


Student Population

19.5%

80.5%

SY14-15 Enrollment

Students with Disabilities (SWD)

All Students

0%

5%

10%

15%

20%

25%

30%

SY2011-12 SY2012-13 SY2013-14 SY2014-15

SWD Population as Percentage of All Students

Total # BPS Students – 54,312Total # SWDs – 10,591

Source: MA DESE District Profile Data does not include Horace Mann charter schools or out of district placements


2.5%

55.9%

41.6%

33.9%

27.6%

38.5%

31.0%32.7%

36.3%

0%

10%

20%

30%

40%

50%

60%

Full Inclusion Partial Inclusion Substantially Separate

2012-13 Total=1228

2013-14 Total=1279

2014-15 Total=1213

Source: MA SIMS Enrollment current as of October 1 of each school year as reported to Massachusetts DESE

State Targets

Full Inclusion 24%

Partial Inclusion No target

SubstantiallySeparate

13.9%

Educational Environments for Students Aged 3-5 with IEPs


Source: MA SIMS Enrollment current as of October 1 of each school year as reported to Massachusetts DESE

27.4%26.1%

38.2%

8.0%

40.1%

15.6%

36.0%

8.3%

43.5%

12.7%

35.4%

8.3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Full Inclusion Partial Inclusion Substantially Separate Separate Schools

2012-13 Total=9597

2013-14 Total=9697

2014-15 Total=9697

State Targets

Full Inclusion 59.7%

Partial Inclusion No target

Substantially Separate 14.5%

Separate School 5.5%

Educational Environments for Students Aged 6-21 with IEPs


School Year 2014-15: Enrollment by Race

Source: MA SIMS SWD includes all students aged 3-21 with IEPs


School Year 2014-15Race and Educational Environment

44%

37%

52%

40%

63%

45%

16% 15% 13% 14%11%

15%

35%39%

25%

38%

18%

33%

5%

9% 10%8% 9% 8%

0%

10%

20%

30%

40%

50%

60%

70%

Hispanic Total=4529

Black Total=4506

White Total=1397

Asian Total=382

Mixed/Other Total=56

Native Amer. Total=40

Full Inclusion

Partial Inclusion

Substantially Separate

Separate School

Source: MA SIMS Includes all students aged 3-21 with IEPs


Students with Disabilities and English Language Learners

39.6%

16.8%

39.6%

4.0%

SY14-15 Educational Environment for ELL SWDs

Full Inclusion

Partial Inclusion

Substantially Separate

Separate School

Source: MA SIMS Includes all students aged 3-21 with IEPs

Total # of Students with Disabilities – 10,591Total # of ELL Students with Disabilities – 3,494

BOSTON PUBLIC SCHOOLS Inclusion Task ForceBOSTON PUBLIC SCHOOLS Inclusion Task Force

Next StepsReport Progress to School Committee in December, 2015

School Year 2015-16: Implement Year Two of the Five Year Inclusion Plan• Open 27 inclusive Grade 1 classrooms in addition to existing 27 K2

classrooms• Expand inclusion in Network A: 11-13 inclusive classrooms in

Grades 2-7• Continue to implement the use of Goalbook in inclusive classrooms• Continue professional development and support for schools,

teachers, and paraprofessionals in Universal Design for Learning (UDL) district-wide

Develop a Special Education Supplemental Report• Identification, development and testing of metrics• Creation of a report template for each school

increasing inclusive practices: presentation€¦ · presentation inclusion task force increasing...

Documents