INCLUSION: who, what, where, when, why & how the heck do we do it???

1. INCLUSION: who, what, where, when, why & how the heck do we do it??? Shelley Moore

2. What is inclusion??? INCLUSIONSEGREGATIONEXCLUSIONINTEGRATION

3. What is inclusion??? A C B D Moore, S. & Watson, L. Pr-ALL-Gramming- Session 1, 2012

4. Moore, S. & Watson, L. Pr-ALL-Gramming- Session 1, 2012

5. Who is Inclusion? • EVERYONE.

6. Why Inclusion???

7. Where is inclusion?? Goals which them be a part of the social community Goals which help them be a part of the academic community Physical barriers considered PE, art, music, How does your school measure up? Math, science, socials Pull out or push in Lunch, recess, break Off the timetable

8. Where is inclusion in your school?? How does your school measure up?

9. Explicit vs. Strategic Instruction • Explicit: goals and skills which are developmentally appropriate, determined by diagnostic assessment and are brought back and used in the classroom • Strategic: goals and skills which are content appropriate, determined by formative assessment and used in the classroom.

10. Yea…..but……. • If the opportunity to be included is there, label it ”inclusive” • If the student is not currently included but has goals which lead to eventual inclusion, label it “inclusive” • Pull out classes that work on explicit skills, label it “inclusive”

11. What is not inclusive??? • Resource/ pull out time which is not working on explicit goals which will support the student back in the classroom • Lack of funding/staff as a reason for non inclusion • Segregated content or elective classes • Full day Life Skill Programs • Integration, segregation, exclusion

12. We are not perfect!!! • The goal is not to do everything, the goal is to do something • Look for 1 box that stands out as a tension…CIRCLE IT!!! • This is your something…

13. When is Inclusion? All times, we are striving towards it… Inclusion is not a destination… It’s a state of mind.

14. How the heck do we do it?

15. No Child Left Behind PASS THE TEST white black ESL Spanish Special Ed

16. Not enough… PASS THE TEST Levels of support white black ESL Spanish Special Ed

17. Response to intervention (RTI) S, Moore Adaptations & Modifications- SDL 2012

18. United States (RTI) Service hours Specific Strategies Support Service hours Specific Strategies Support Service hours Specific Strategies Support S, Moore The Class Profile, 2013

19. CANADA (inclusion Triangle) Even More Supports/ Strategies More Supports/ Strategies Supports/ Strategies (UDL) S, Moore The Class Profile, 2013

20. CANADA (inclusion Triangle) S, Moore The Class Profile, 2013

21. CANADA (inclusion Triangle) Even More Supports/ Strategies More Supports/ Strategies Supports/ Strategies (UDL) S, Moore The Class Profile, 2013

22. CANADA (inclusion Triangle) Even More Supports/ Strategies More Supports/ Strategies Supports/ Strategies (UDL) S, Moore The Class Profile, 2013

23. Key Idea • Supports are designed for specific groups… but are available to EVERYONE • First step… What is the profile of your school? • Then… What interventions have you designed for each tier of student need? • Lastly… Get rid of categories and labels!!!!!!!!

24. S, Moore Adaptations & Modifications- SDL 2012

25. BIG IDEA… • Non categorical support model • Design your framework based on the context of students in your schools… • THEN… • Let any student access the framework where they need to be, not where they are designed to be

26. Non-Categorical support model??? Interventions Student Population - Explicit instruction - Inclusive modifications to instruction - Work experience/ Life skills - Transition support Low Incidence Modified High Incidence Modified High Incidence Adapted - Strategic instruction - Co-teaching/ Co-planning - Long term learning center support - Inclusive adaptations to instruction Non IEP • UDL- Strategic planning • Differentiation • Short term learning center support

27. How the heck do we do it?

28. S, Moore Adaptations & Modifications- SDL 2012

29. Planning, implementation and assessment framework • Combining the class profile, the inclusion triangle and Universal Design for Learning

30. What if we pair this with the inclusion triangle??? What do you notice?

31. The Planning pyramid: Considering UDL Goals for everyone Goals for most Goals for some S, Moore Adaptations & Modifications- SDL 2012

32. Multiple Goals Goals for Humanities 9 Unit: The Modern Age • The domino effect • Analyse effects of science & technology to the new modern era • Analyse effects of shift in power form the church to the kings in the new modern era • Analyse the effect of the shift in humanities and arts in the new modern era • Analyzing the effects of prosperity in agriculture and trade in the new modern era S, Moore Adaptations & Modifications- SDL 2012

33. Inquiry (Strand) Goals for Humanities 9 Unit: Napolean • What is a hero? • Is Lance Armstrong a hero? • Is Napoleon a hero? • Who else is a hero? S, Moore Adaptations & Modifications- SDL 2012

34. Lesson assignment- input

36. Sort the word you do know into categories…

37. Adaptation- Processing

38. Snapshot Assessment Extended Goals for Individual Students Extended/ modified goal- specific for the IEP Goals for everyone!!! And extend it S, Moore Adaptations & Modifications- SDL 2012

42. Yea…but…. What about EAs??? • EAs are not an intervention...they are support for interventions

43. Interventions Low Incidence Modified High Incidence Modified EA Allocation High Incidence Adapted Non-category supported Non-IEP

44. Interventions EA Allocation Low Incidence Modified High Incidence Modified High Incidence Adapted Non-category supported Non-IEP

45. Intervention Target Areas Universal Design/ Differentiated Learning Low Incidence Modified Building Independence Safety of self & Others High Incidence Modified High Incidence Adapted Non-category supported Non-IEP

46. Intervention Areas Interventions Safety of self & Others • 75/25 day • Explicit instructional blocks (literacy/numeracy/life skills/ work experience) • Students grouped for explicit instructional times to work on goals and skills together (not mixed with adapted students) Low Incidence Modified Building Independence • Pair modified students with low incidence students who have EAs • Receive support in class (co teaching) • RT caseload grade based- so CT does not have to deal with multiple case managers, resource classes can be used to teach concepts to a group of students vs. one on one support • Temporary resource support if needed for short term targeted goals • Testing accommodations and locations considered • Courses redesigned and taught for specific student needs • Do not put student who are modified in adapted classes (communication, Sci and Tech etc.) High Incidence Modified High Incidence Adapted Universal Design/ Differentiated Learning • Universal Design Strategies • Ongoing supported classroom teacher support around differentiated teaching • Collaboration time between CT and RT • Utilizing technology • Student helpers/ peer tutors • Homework help offered off the timetable to free up resource teachers to support in classes • Utilizing outside agencies and district support (adolescent support team) • Innovation grant collaboration projects Non-category supported Non-IEP

47. Next steps… • Applying this model to a classroom • UDL is the answer to every question • Strategic and Explicit planning • Pr-ALL-Gramming Series • Session 1: What is Inclusion • Nov. 25, Dec. 2 1-3 pm • Richnet