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Inclusive Schools Practices

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Inclusive Schools Practices

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    1. Inclusive Schools Practices Clark County School District Las Vegas, Nevada

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    3. Clark County School District: Fast Facts! Fastest growing district in nation 5th largest district in nation 3000 to 4000 new families per month 15 to 20 new schools per year 2000 new teachers a year 30,000 students w/ disabilities 300,000 students

    4. Inclusive Schools Practices A systems change process Comprehensive professional development component

    5. Systems Change Deliberate collaboration w/: District Schools Community Members Families

    6. Systemic Reform: Systemic reform is the process of identifying the components of a complex system and making strategic choices about levels of change that have a high probability of improving the critical products or outcomes. Systemic reform is based on an ecological model of change that mirrors the work of scientists working to understand and impact change in complex systems. It acknowledges that changes in one level of the system (say the molecular structures) can have both intended and unintended consequences. The systemic approach to reform also implies that interventions that are seemingly innocuous may produce seismic results. The systemic reform approach also suggests that change must be made at multiple levels in order to create the intended results. Students, teachers, schools, and school systems thrive when each take responsibility for their essential roles and their own learning. Some of the roles and responsibilities of districts, schools, and professionals follow. These roles and responsibilities should be topics of on-going discussions across the system.Systemic Reform: Systemic reform is the process of identifying the components of a complex system and making strategic choices about levels of change that have a high probability of improving the critical products or outcomes. Systemic reform is based on an ecological model of change that mirrors the work of scientists working to understand and impact change in complex systems. It acknowledges that changes in one level of the system (say the molecular structures) can have both intended and unintended consequences. The systemic approach to reform also implies that interventions that are seemingly innocuous may produce seismic results. The systemic reform approach also suggests that change must be made at multiple levels in order to create the intended results. Students, teachers, schools, and school systems thrive when each take responsibility for their essential roles and their own learning. Some of the roles and responsibilities of districts, schools, and professionals follow. These roles and responsibilities should be topics of on-going discussions across the system.

    7. ISP Program Systems Professional Development University Offerings Research Community Collaboration Marketing

    8. Today’s Goal Overview: Professional Development Systems Professional Development Content

    9. Professional Development Systems District Level ISP Team Training District Level Administrator Meetings District Level Coaches’ Training Region Team Training/ Region-based Supports Site Level Technical Assistance

    10. Professional Development Systems Inclusion Step-by-Step training by Stetson & Associates Coaches Training/ Resources/ Data Support by National Institute for Urban Schools Improvement (NIUSI)

    11. Professional Development Systems NIUSI Professional Development Modules: Building Leadership Teams Mining Data Inclusive Schools Co-Teaching Assessment

    12. District Level Professional Development Systems ISP Team Trainings “Wave” Trainings ISP Coaches’ Trainings Administrator Meetings Book Studies

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    15. District Level: ISP Team and “Wave” Professional Development Inclusion “Step-By-Step” 4 full days of team training Foundation: Step One Processes/Methods: Step Two Application: Step Three

    16. District Level: Laying the Foundation Compelling Argument for Change New Trends/Old Myths A Multi-Leveled Classroom Continuum of Support: Staffing Successful lnclusive Classrooms Effective Collaborative Practices Practice to Action

    17. District Level Laying the Foundation: Compelling Argument for Change National level research and trends: www.urbanschools.com CCSD collaboration w/ Research, Accountability and Innovation: Own Data

    18. District Level Laying the Foundation: New Trends and Old Myths Debunking Myths (Handout 1) Accommodations/ Modifications An important hierarchy (Handout 2)

    19. District Level Laying the Foundation: Multi-Level Instruction A Nevada teacher (Hand-out 3) Rich activity-based instruction lndividualized student support decisions Multi-level instruction techniques

    20. District Level Laying the Foundation: Individualized Student Support As designed Accommodations Modified learning expectation Personal support

    21. District Level Laying the Foundation: Individualized Student Support Applied per individualized student support decisions Leveled content, activities and assessment

    22. District Level Laying the Foundation: Continuum of Support External Support In-class Support Specialized Support

    23. District Level Laying the Foundation: Continuum of Support External Supports: Progress monitoring Adapted materials Accommodations/ Modifications

    24. District Level Laying the Foundation: Continuum of Support In-class Supports/ New View of Staffing (Hand-out 4): Peer Tutor Support Instructor Co-Teacher

    25. District Level Laying the Foundation: Continuum of Support Support Instructor Staff (Hand-out 4): Special Education teacher Specialists Paraprofessionals Specialized Programs teacher

    26. District Level Laying the Foundation: Continuum of Support Specialized Supports: Resource Room Specialized classroom Learning Center

    27. District Level Laying the Foundation: Successful Classroom Practices Co-Teaching Models (Power of Two) Support Instructor Approaches Planning/ Role Responsibility

    28. District Level Laying the Foundation: Successful Collaboration Practices Teacher Working Styles (Hand-out 5) Teacher Core Beliefs (Hand-out 6) Lesson Reflection (Hand-out 7) Non-Negotiables (Hand-out 8)

    29. District Level Laying the Foundation: Practice to Action Assessing Practice Rubric Action Planning

    33. District Level Laying the Foundation: Practice to Action Inclusive Practices Collaborative Practices Instructional Practices In-Class Supports Early Intervention Peer and Family Relationships Student Outcomes

    34. District Level Laying the Foundation: Practice to Action Systems Issues Staffing Issues Instructional Issues Collaboration lssues Action Plans/Team Commitment

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    37. District Level Leading Change: Site Administrator Training Inclusion in Perspective: “As schools are challenged to effectively serve an increasingly diverse student population, the central improvement question is not whether to provide an inclusive system of education, … but how to implement such a system.” Wang, M.C. and Kovach

    38. District Level Leading Change: Site Administrator Training Inclusion in Perspective: Drop the notion of “mainstreaming” Know inclusion does not mean 100% of students 100% of day Base instructional service on student need (not “label” or “place”) Know that more staff not needed; use staff differently

    39. District Level Leading Change: Site Administrator Training Inclusion in Perspective: Include all students in neighborhood school Understand relationship between IDEA and NCLB Know that higher standards link to inclusive education practices

    40. From Wendy Dover—Inclusion the First Step A framework for planning type and intensity of a&m required From Wendy Dover—Inclusion the First Step A framework for planning type and intensity of a&m required

    41. District Level Leading Change: Site Administrator Training Inclusion in Perspective: Multi-Level Instruction Academic learning time Lost in traditional sp ed settings Gained in general education & intensive settings as needed

    42. District Level Leading Change: Site Administrator Training Staffing and Resources: Using staffing resources wisely: Staffing and scheduling (Hand-out 9) Student-centered decision model: The basis for staffing (Hand-out 10) District response to resources

    43. District Level Leading Change: Site Administrator Training Master Scheduling Processes Examine current staffing resources Set goals for increasing student time in general education class Determine students instructional support needs Determine students personal support needs Tally staffing grid (Hand-out 11) Master schedule

    44. District Level Leading Change: Site Administrator Training Factors Impacting Staffing: Use of Paraprofessionals Use of Peer Tutors Instructional Strategies implementation Instructional Settings

    45. District Level Leading Change: Site Administrator Training Memorandum of Understanding Leadership of ISP Team Assessing Practice and Action Planning Coaches’ Role School Portfolio

    47. National Inclusive Schools Week

    48. National Inclusive Schools Week

    49. District Level Supporting Change: Coaches’ Training Roles and Responsibilities Building Leadership Team Processes Cognitive Coaching Instructional Supports

    50. District Level Supporting Change: Coaches’ Training BLT Leadership: Define Team Roles Identify Team responsibilities Acquire strategies to run productive meetings Develop strategies for easing change process

    51. District Level Supporting Change: Coaches’ Training Strategies for Easing Change: Understanding intended outcome Planning a path Understanding site network Knowing places of resonance and success

    52. District Level Supporting Change: Coaches’ Training BLT Leadership: Define Team Roles Identify Team responsibilities Acquire strategies to run productive meetings Develop strategies for easing change process

    53. District Level Supporting Change: Coaches’ Training Cognitive Coaching: Understanding potential impact Knowing cognitive coaching cycle Learning and applying methodology

    55. District Level Supporting Change: Coaches’ Training Instructional Supports: Co-Teaching Differentiation Core Content

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    58. Region Level: Technical Assistance to Sites Region Team Training: Technical Assistance Systems Assessing Site Needs Prioritizing School Needs Supporting Intensive Needs

    59. Region Level: Technical Assistance to Sites Region Team Training Technical Assistance Practice - Provide ISP Team guidance/ support Observe Co-Teaching partnerships Review Support Instructor work

    60. Region Level: Technical Assistance to Sites Region Team Training Co-Teaching & Support Facilitation Partnerships Hear adults asking questions Hear students interacting w/ adults Hear positive verbalizations Hear cooperative groups working

    62. National Inclusive Schools Week

    63. Site Level: School Improvement Planning Site-Level Opportunities Involvement in School Improvement Planning Involvement in Structured Teaching Planning and Focus on Standards Model

    64. Site Level: School Improvement Planning Site-Level Opportunities Alignment of ISP Plan to School Improvement Plan Site-based professional development

    65. Inclusive Schools Practices Questions And Answers

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