The MCIE Systems Change Initiative Learning Together to Live Together
Essential Features • Leadership Team (district and school) • A “Zero-Reject” approach • Three-tiered student planning process • Collaborative Practices • Data-based decision making • Action Plan Development • Family/Community Involvement • Technical Assistance/Coaching Partnership Feature added this year
DISTRICT Implementation Elements • District-level Steering committee • Project Coaches/Facilitators • Technical Assistance Partnership • Demonstration Site Development • System support for students transitioning • Annual System Goal and Action Plan
What makes the difference inDistrict planning? • Associate Superintendent involvement • Steering Committee • Participation of General Ed. Supervisors & Curriculum Coordinators in district team • Action Plan • Planning system-wide professional development • Focus on communicating a “vision” system-wide about the value of students receiving special education services in general education classes
SCHOOL Implementation Elements • School-based Steering Committees • Annual Action Plan • Address the real and perceptual barriers • Institute Collaborative Practices • Facilitate the Transition of students
School-Based Process • YEAR 1: Planning and Professional Development: target grades for change • YEAR 2: Implement in target grades & plan for the rest of the school • YEAR 3: Implement school-wide; continue professional development & TA • YEAR 4: Plan for incoming students; target ongoing needs • YEAR5: Continue action planning for improvement
What makes the difference in schools? • Administrative support • Needs Assessments (survey and group process) • School based teams to plan inclusive practices • Action Plans and focused planning team • Technical Assistance/Job-embedded staff development • Reinforcing the need for regular collaborative planning for students who are challenging academically or behaviorally • Articulation planning at the end of the school year • 15% guideline to maintain natural proportions of students with IEPs in general education classes
Student-specific Planning • For students who are already included:IEP annual planning meetings • For students who have primarily academic goals but were served in resource/pull out or self-contained settings: Transition planning with sending/receiving staff & family • For students with significant needs: MAPs meetings • MAPs 1: January – March • IEP meetings: March – June • MAPs 2: March – June • Professional development & action planning: SUMMER
Strong-willed Imaginative Great memory Both visual and auditory learner Eats no meat, fruits, veggie Likes corn, peanut butter, pizza, spaghetti Makes choices but brings lunch Does not like to be told what to do Toys- transformers, blocks, puzzles, likes video w/action Often makes negative comments Often in “fantasy” world ADHD, ODD, autism-diagnosed 39 months ago, language delay Early- violent, head banging (min. over time) Academics: Reading- end of PreK; knows left to right; top to bottom Writing-Printing is difficult, writes name, shows interest in writing a word Math-rote counting to 39, basic addition Knows colors & shapes, time to hour Knows penny, quarter Knows one sight word: the Gifts & Talents: Making up stories Art Movement activity Music in music class Friendly Handsome Who is Charlie?
Book w/pictures over summer Adult at all times (supervision) Playground (flight risk) Behavior chart - regularly smiley faces, bears Structured day Visual timer Meltdown when “day is done” Tears, refuse to work Bus- car seat Bus plan Another adult on bus “Cool your pizza”- blowing 2 adults Small group (8 or less) Familiar toys in environment Speech, OT, (1X wk. 30 minutes) (3X wk. in or out of room) Collaborative planning Visual schedule What supports does Charlie need?
Instructional Supports Supervision on the playground Familiar items in his environment Structured day Visual supports Timer Schedule Accommodations (see IEP) Opportunities to access books Clear instructions Frequent feedback Peer interactions – awareness for 1st graders Home-school communication system with parents Look at how OT and speech can be incorporated Collaborative planning time between special/general educators & paraprofessional Behavior support plan Training for staff on autism Transportation plan Action Plan
BARRIERS • Staff Resistance:shared ownership/responsibility issues, different philosophy, lack of knowledge about current & effective practices. Especially re:students with significant needs and behavior issues • Parental understandingof the benefits of receiving special education services in general education classes/accessing curriculum • Knowledge/skill:Lack of understanding how to implement co-teaching and collaboration and differentiated lesson planning • Limitedcollaborative planning time
BARRIERS • Role of paraeducatorsand issues related to supervision and duties • Case managementcaseload • Quality general education instruction: lack of differentiation and quality strategies • Need forgradingpolicies & procedures for students with disabilities particularly when not performing at grade level • Administrator resistanceto change • Scheduling practices:Need to change how staff and students are assigned & time is found
Where are we going from here? It’s a brave new data-based world…
State level planning • Link data collection with State Performance Plan • State level Steering Committee • Large School System & replication plans • Add Center for Technology in Education as a partner • Improve instruction and intervention planning and web-based tools
School Action Planning • Goal 1: Placement and Participation in General Education • Target student population who will be included for the first time or whose participation in general education will be increased • Student planning strategiesthat involve communicating with families, additional planning meetings, development of individual student action plans as needed • Student/Teacher scheduling for placements in natural proportions, and collaborative planning time for primary, secondary, and tertiary level supports.
School Action Planning • Goal 2: Instruction and Academic Interventions • Lesson planning for universal, differentiated, high quality instruction • Interventions in reading and math and applications in social studies and science • Collaboration/Co-teaching practices • Collaborative structures for teachers/teams • Co-teaching strategies that are appropriate and effective for the content and student group • Professional development in instruction and collaboration
School Action Planning • Goal 3: Positive Behavior Supports • School-Wide Supports school-wide “rules” to guide classrooms and school behavior • Targeted student interventions for targeted students with high referral rates • FBA and BIP practices that use a student-centered team based approach to identifying the interventions • Professional Development in positive/preventive approaches to secondary and tertiary supports
School Action Planning • Goal 4: Family/Community involvement & info dissemination • Year 1: Dissemination, discussion, communication • Year 2: Reporting and Focus groups • Year 3: Survey stakeholders & establish Advisory Committee
SCHOOL BASED MODEL Student Achievement Student Behavior Student Placement To modify lessons & design instructional supports For Functional Behavior Assessment & Behavior Plan MAPs 1 and 2 planning meetings INDIVDUAL STUDENT PLANNING TEAMS Targeted interventions in Reading & Math; accommodations in lessons Targeted interventions for students at risk Transition planning for students taking modified & alt. assessments TARGETED INTERVENTIONS Universal lesson planning and differentiated lessons Quality IEP development School – wide PBIS strategies &supports Quality classroom management strategies Planning for ALL students to attend neighborhood school general education classes FOUNDATION