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ESSA Every Student Succeeds Act

Finding ways to help every child succeed is not just your priority, it is a national “call to action” with passage of legislation December 10, 2015

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•  President of Stetson & Associates, Inc. •  Executive Director and sponsor for the

Inclusive Schools Network •  Conducted research and national

training and technical assistance for the US Department of Education

•  Director of Curriculum and Instruction for Houston ESC

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The National Center on Educational Restructuring and Inclusion  

“Providing to all students, including those with significant disabilities, equitable opportunities to receive effective educational services, with the needed supplementary aids and support services, in age appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society.”

What does it mean?

An Inclusive Lens Brown vs. Board of Education 1954

Segregated schools are inherently unequal and therefore, unconstitutional.

HuffingtonPost.com  

Segregation is still a concern

Over 60 years after Brown vs. BOE, students with behavior challenges or disabilities and

children of color are overrepresented in special

classrooms, disconnected pods and other segregated settings.

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An Inclusive Lens IDEA (Individuals with Disabilities Education Act) 1975

Guaranteed a Free and Appropriate Education in the Least Restrictive Environment

An Inclusive

Lens Unsettling Data

Even with a 20 year focus on inclusionary practices, there has been…  

Meanwhile… Over the same time period, % of students served in segregated settings increased slightly.  

Limited Impact for Children with Disabilities After 9 years, only an 11.6% increase in students educated >80% of the day in gen ed classroom.

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Inequitable Opportunities for Children of Color

•  Disproportion in special ed programs

•  More exclusionary discipline

•  Less opportunities to learn

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Changes …In Our Attitudes

…In the Classroom

…In Leadership & Systems

Three topics for this webinar…  

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Changes In Awareness & Attitudes •  Understand our notions of

differences in cultures •  Build cultural proficiency •  Heighten awareness

about the teaching environment

•  Better attitude between teacher and student

Consider our own thinking and the thoughts of educators we work with.

“The first thing is to be honest with yourself. You can never have an impact on society if you have not changed yourself.”

~Nelson Mandela, 1993  

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Cultural Proficiency: Allows individuals to interact effectively with people who

are different from them. But what professional development on this topic is in your school or district?

More diversity in our classrooms: culture, language, socio-economic and learning styles

Not Enough Time for Professional Development

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A Guide to Cultural Proficiency

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Six Stages of Cultural Proficiency

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6. Proficiency 5. Competence 4. Pre-Competence 3. Blindness 2. Incapacity 1. Destructiveness

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Six Stages of Cultural Proficiency

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6. Proficiency 5. Competence 4. Pre-Competence 3. Blindness 2. Incapacity 1. Destructiveness

1. Destructiveness

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Speak disparagingly of the culture

2. Incapacity

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Elevating the superiority of

your own cultural values

and beliefs

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3. Cultural Blindness

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Acting as if differences in cultures don’t

even exist

Proficiency Competence Pre-Competence

Stages of Cultural Proficiency Defined

4. Pre-Competence

Proficiency Honoring differences among cultures, viewing diversity as a benefit; interacting knowledgeably and respectfully among a variety of cultural groups.

Competence Interacting with other cultural groups in ways that recognize and value their differences, motivates you to assess and adapt your behavior.

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What am I doing?

Leadership Question:

White Privilege Introduced during 2015 Special Agents of Change webinar series

White Privilege “White privilege is like an invisible weightless

knapsack of special provisions, maps,

passports, codebooks, visas, clothes, tools, and blank checks.”

- Peggy McIntosh, (1989)

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White Privilege Unpacking the

Invisible Backpack An essay by:

Peggy McIntosh  

What is White Privilege? Unconscious, unplanned advantages for individuals who are white

over those of color in every aspect of our society

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No Shortcuts Allowed We must do the work to move

to the next level of fidelity and make real changes in

our classrooms.

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Changes In the Classroom

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•  Create conditions for learning

•  Differentiated instruction

Create Conditions for Learning

“Teachers (all educators) possess the power to create conditions that can

help students learn a great deal – or keep them from learning

much at all. Teaching is the

intentional act of creating those conditions…”

-Parker Palmer

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Differentiated Instruction Are we really doing it well?

•  Scaffolds and accommodations •  Culturally-rich curriculum •  Project based learning •  Collaborative learning •  Positive behavior

supports

Refer to Your

Handout Components of

Culturally Responsive

Classroom

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Refer to Your

Handout Principles and

Applications for

Becoming a Culturally

Responsive Teacher

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Characteristics of the Culturally

Responsive Classroom

Positive Behavioral Supports

Building Authentic

Relationships Higher

Expectations of Students

Scaffolding and Process

Skills

Student Responsibility for Learning

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Building Authentic Relationships

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Refer to Your

Handout Who Am I?

Building Authentic

Relationships

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Refer to Your

Handout Student Interest

Surveys

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Student Interest Surveys Help you understand and appreciate each student’s

interests, challenges and needs

Refer to Your

Handout

Creating Culturally

Responsive Classrooms

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Creating a Culturally Responsive Classroom Invite community members to speak to the class

Ask students to write about family traditions

Attend community events that are important to students

Post photos of students around the room

Provide for levels of movement and conversation

Refer to Your

Handout Building Authentic

Relationships

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Practical tools make teachers feel more competent and confident

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Higher Expectations of Students

Biased Expectations for Students of Color? Teachers believe that children of color are less likely than their white peers to achieve a college degree.

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Have a Conversation with Yourself

Are my expectations of

my students biased?

Am I giving off subtle

messages in the way I teach?

Do my biases interfere with the

quality of my interactions?

Communicate Higher Expectations

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Scaffolds and Instructional

Accommodations

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Scaffolds

Learning Objective

Graphic Organizers

Word Banks

Task Lists

Timer

Make it easier to achieve learning objectives at grade level or beyond

Refer to Your

Handout Types of Scaffolds

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Refer to Your

Handout If a Student Has

Difficulty, Try This

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Rethinking Scaffolds and Accommodations

If it didn’t work before, it probably won’t work now.

"Insanity: doing the same thing over and over again and expecting different results.” - Albert Einstein

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Student Responsibility for Learning

Student Process Skills Questions to Ask

Are we teaching,

monitoring, and reinforcing

process skills?

What process skills

does each student have?

What process skills proficiency is

required?

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Positive Behavioral Supports

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Cradle to Prison Pipeline Black males – 1:3 chance of going to prison

Latino males – 1:6 chance of going to prison

Texas spends 2.3x per prisoner as per student - Study from Stand for Children-TX Network 2005

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“…overrepresentation of Black (or minority) children in special education is a civil rights violation and a major culprit in the school to

prison pipeline, with low teacher expectations yielding low quality instruction, which in turn

leads to low quality education.”

From 2012 Position Paper

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Changes In Leadership & Systems •  Protect Children •  Provide all students with

equitable quality services •  Provide consistent

external supports •  Frequent debriefings

Leadership for the Common Good

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“Mobilizing people to make progress on the hardest of problems”

Leadership Requirements •  Serve all students

Be courageous.

State non-negotiables. •  Create a culture of shared responsibility

•  Make careful decisions for referrals and IEP

•  Recognize need for professional development

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Shared Responsibility Individual teachers cannot be solely responsible for changes needed to ensure student success. There has to be shared ownership and

a district-wide success system.

Provide intensive PD for educators that address cultural bias, privilege and prejudice and opportunities for

discussions and reflection

Professional Development

Address individuals and groups when attitudes are counter to expectations for cultural proficiency

Facilitate Group Discussions

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Provide Consistent External Supports

Strive for consistency so students are being helped by familiar behavior specialists and therapists

Enable educators to review their successes,

challenges and concerns with an expectation of

continuous growth and increased ownership

Create a Debriefing Process that Explores Successes

•  Awareness and attitudes

•  The classroom

•  Leadership and system processes

Takeaways Changes in:

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•  Expectation of continuous growth

Takeaways •  Increased ownership

for all students

•  Share successes and challenges

•  Address behavior concerns focusing on inclusion

“Acknowledge adult responsibility for

establishing practices that promote positive student behavior. The burden is not on the child – it is

on the system.”

-Dr. Frances Stetson

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Q & A

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Under what circumstances is a student with special

needs better supported in an all day

segregated program rather than with an inclusion model?

Why are students of color more likely to be

at-risk?

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What is the most

important thing we can we do to reduce

instances of inappropriate

identification of minority students for special

education services?

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Behavior seems to be

our largest barrier to inclusion. How can our teachers become more

responsive in the ever-growing world of accountability?

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What can be done to

change the mindset of regular educators that kids in SPED should be segregated from

the gen ed classroom?

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How can we ensure

that students are prepared for job interviews,

the workplace, and potentially for upward mobility, without social

stigmas against the way they speak, which may reflect their

culture?

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Is inclusion appropriate at any age level –

even preschool?

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Interested in Becoming an Online Provider?

Refer your colleagues: plearn.co/apply-to-pl

PresenceLearning has opportunities (FT & PT) for: • SLPs • OTs • School Social Workers • School Psychologists

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A Certificate of Attendance will be sent to attendees who have: •  Watched the live webinar in its entirety •  Completed the post-webinar quiz with a passing score of 80% •  Submitted the feedback survey To receive CE credit: •  ASHA members: No action necessary if your registration

included valid ASHA membership ID & contact information •  NASP members: Your Certificate of Attendance has the

required information for self-reporting Questions? Email SPEDforum@presencelearning.com Look for follow-up email soon with the link to webinar recording and associated materials

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THANK YOU

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