25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

Leading Responsible Inclusive Practice

East HavenOctober 5, 2005

10/5/05 2

Welcome!

Read the description of your student

What would you recommend as a placement for that student?

Place the student on the chart that best fits Put the description back in the envelope Put the envelope in the box in the front of the

room

10/5/05 3

What Does the Law Say?

Special education & supports in the general education classroom as FIRST option, regardless of disability type or severity [601 (c)(5)(D)]

Special education is a service rather than a place [601

(c)(5)(C)] LRE [612 (a)(5)(A)]

to the maximum extent appropriate educated with children who are not disabled

Removal can only occur when education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

FAPE based on needs, not disability

10/5/05 4

PJ Asked Us…

Are we placing children strictly by label?

i.e. If you have an intellectual disability, then you must go to this self-contained program

Jack’s

Kids Functional Life Skills ProgramSCOPE Class

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What is Change?

Incremental Change Limited in scope Aim to improve the

efficiency and effectiveness of an existing structure

Basic structure is sound, but in need of improvement

Deep Change Requires new ways of

thinking and behaving Aim to transform and

permanently alter the structure

Basic structure is “flawed” in need of a complete “overhaul”

Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.

Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial & Special Education (17) (2) 75-82, 128.

10/5/05 6

How Can Deep Change Occur? An organization does not change until the

individuals within it change. Every person is responsible to be a change

agent. A change in culture starts with personal

change. Administrator leadership is essential to long-

term change success.

Hall, G. E. & Hord, S. M. (2001). Implementing Change Patterns, Principles, and Potholes. Boston: Allyn and Bacon.

Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. New York: Falmer Press.

Quinn, R. E. (1996). Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass.

10/5/05 7

Creating Change

in order to get

or Incremental Change

to change

in order to get

or Deep Change

Bui

lds

over

tim

eto changeWhat How

10/5/05 8

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Personal Reflection

Consider the statement, “All kids can learn.” Select the option that explains your interpretation of this statement:

Based on their ability. If they take advantage of the opportunity to learn. And we will accept responsibility for their growth. And we will establish high standards of learning that

we expect all students to achieve.

DuFour (cited in Schmoker, 2001, The Results Handbook)

10/5/05 10

Start with PERSON-FIRST language

Example:

“The sixth grader with a learning disability, who can read beginning level chapter books…”

Non Example:

“The LD sixth grader, who can’t read on grade level…”

Focus on Ability vs. Disability

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Start with PERSON-FIRST language

Example:

“The eighth grader with an intellectual disability, who can use a multiplication chart…”

Non Example:

“The mentally retarded eighth grader, who can’t do any multiplication…”

Focus on Ability vs. Disability

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Watch your language!

Example:

The special education teacher…

The learning center…

The paraprofessional…

The co-taught math class…

Non Example:

The ED teacher … (!)

The ID class…

The inclusion paraprofessional…

The inclusion class …

Focus on school community vs. label

10/5/05 13

Take Time to Reflect….

Think back to your childhood or adolescence. Think of a student you currently have in your school who has a significant disability (Autism, ID, etc.) Would you trade places with that student? Why or why not?

10/5/05 14

Who has been to Step by Step?East Haven School District D.C. Moore School Deer Run School Grove J. Tuttle School Overbrook School Joseph Melillo Middle School East Haven High School

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Form 2 Classroom Activity Analysis Worksheet

Student Name: Date: LEVEL OF SUPPORT TYPE OF SUPPORT

Classroom Information Accommodations or Modifications? Personal Assistance?

(√ most appropriate support) Time Class/

Subject As Is? With

Accommo- dations?

If yes, Describe

Accommodations

With Curricular

Modification?

If yes, Describe

Modification.

External Support (modify

materials)

In-Class Support

(support provided inside the regular education classroom)

Specialized Support

(outside the reg. ed. class)

Ye

s No

Ye

s No

Ye

s No

Peer Para. Special Educ. Teacher SF CT

Special Pop. Teacher SF CT

Speech/ Lang. Path.

Related Service Staff

©2000, Stetson and Associates, Inc.

Classroom Activity Analysis Worksheet

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1

2

3

4

5

6

IEPGoals/Objectives

Sequence ofInstructionby

Day or byPeriod

Times

Stetson and Associates, Inc. 2000

Student: ______________________________

Class/Subject: _________________________

Date: ________________________________

Accessing the General Curriculum:The General Education Classroom as Reference Point

Eng

lish

Mat

h

Sci

ence

Soc

ial

Stu

dies

Spa

nish

Art

Mus

ic

P.E

.

Decoding SkillsOral Vocab. Writing SentencesElapsed Time

Faction ConceptsUsing Graphic Org.

X X

X X X X

X X

X X

X X

X X

X

X

X

X

10/5/05 17

Create a Professional Learning Community CultureSix Characteristics

1. Shared mission, vision, and values

2. Collective inquiry

3. Collaborative teams

4. Action orientation and experimentation

5. Continuous improvement

6. Results orientation

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Data Team Graphs/Walls That Work Make simple graphs to display in halls for

sharing grade level assessment results Make simple graphs to display in classrooms

for students to monitor their own effort and achievement

Simple graphs may evolve into data walls and support continuous improvement over time

Refer to S-45, 46, 47, real graphs from real teachers

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Framework for Coherence When innovations are combined strategically,

the results will be greater than any single innovation All innovations share common goals

No single innovation strategy does everything

Innovative strategies complement each other

Innovative strategies need to be adaptable to individual classrooms and buildings

T. Guskey. (1990). Integrating innovations. Education Leadership, pp. 11-15.

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Instructional Program Coherence As evidenced by:

Working conditions Expectations of administrators and staff Criteria for hiring that aligns with framework Professional development is consistent with

framework Allocation of resources

Materials, time, funding, staff assignments

Burrello, L. C., Hoffman, L. P. & Murray, L. E. (2005). School leaders building capacity from within: Resolving competing agendas creatively. Thousand Oaks, California: Corwin Press.

10/5/05 21

Quick Write

What is your understanding of the “PJ” LRE Settlement?

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What Grade Would You Give?

100

85

50

0 10 20 30 40 50 60 70 80 90 100

Student z

Student y

Student x

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What Are We Really Grading?

90

60

20 30

20

10

0 10 20 30 40 50 60 70 80 90 100

Student z

Student y

Student x

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Resources and Additional Information“PJ Goals” http://www.state.ct.us/sde/deps/PJ/index.htm

Expert Advisory Panel Reports and SDE Reports to the Court

http://www.state.ct.us/sde/deps/PJ/index.htm#Reports

Commonly Asked Questions About the P.J. ET AL v. State of Connecticut, Board of Education, ET AL Settlement Agreement

http://www.ctserc.org/initiatives/lre/pjfaq.shtml

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Core Values & Philosophy

Where Does Clarence Belong? Person First Language Understanding Terminology: LRE, Inclusion,

Mainstreaming “Myth" information Building shared core values All Kids Can Learn Would You Trade Places?

10/5/05 26

Practice

Classroom Activity Analysis Worksheet Infused Skills Checklist Accommodations & Modifications Co-teaching Use of Paraprofessionals Peer Tutoring Writing IEPs Aligned with the General Curriculum Differentiated Instruction Educational Benefit Etc, etc, etc!

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Structures Staffing & Scheduling Effective Use of Meeting Times Common Planning Time IEP Development/Process Restructuring Service Delivery Collegial Supports Data Wall & Electronic Whiteboard Making Coherence

10/5/05 28

Policy

Policies on Responsible Inclusive Practices CSDE Policies & Guidelines NCLB & IDEA Creating a Unified System Grading PJ Settlement Agreement