INCLUSIVE SERVICES FOR INCLUSIVE SERVICES FOR STUDENTS RECEIVING MIS STUDENTS RECEIVING MIS SERVICES SERVICES

Department of Exceptional EducationDepartment of Exceptional Education

ContactsContacts: : Debbie McAdams, Executive Director Debbie McAdams, Executive Director Victoria Greer, DirectorVictoria Greer, Director

259-8698259-8698259-3282x8126259-3282x8126

Debra.mcadams@mnps.org Debra.mcadams@mnps.org Victoria.greer@mnps.org Victoria.greer@mnps.org

Discuss the Continuum of Services

Discuss the differences between mainstreaming and inclusive services

Discuss the various inclusive models

Discuss scheduling students and staff

Discuss the supports in general education and related arts

Discuss the importance of collaboration

Talk about successes in MNPS

Academic and socialInstruction occurs

Strictly in theSpecial education setting

Inclusive services in general educationActivities with special education support, academicInstruction occurs primarily in the special education

setting

Inclusive services in one to three GeneralEducation subjects and activities with

Support from the exceptional education teacherIncluding pull-out services

Inclusive services in most General Education subjects and activities

with some support from the exceptional education teacher

Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher

Least restrictive environment

Most restrictive environment

West Tennessee RISE Project, 2007

MAINSTREAMING VS. INCLUSIVE MAINSTREAMING VS. INCLUSIVE SERVICESSERVICES

DEFINING DEFINING MAINSTREAMINGMAINSTREAMING

• Refers to the selective placement of students with disabilities in one or more “general” education classes.

• The student must prove that he or she is able to “keep up” with the work assigned by the regular classroom teacher.

• This concept is closely linked to traditional forms of special education service delivery.

• Remember that all students are general ed. students first.

WHAT MAINSTREAMING WHAT MAINSTREAMING

IS NOTIS NOT!! It is “not” inclusion

It is “not” a privilege

It is “not” only for “certain students”

It is “not” a reward

Definition of Inclusive Definition of Inclusive ServicesServices

Inclusive Services meshes general and special education reform initiatives and strategies in order to achieve a unified system of public education that incorporates every child and youth as active, fully participating members of the school community; that views diversity as the norm; and that ensures a high quality of education for each student by providing meaningful curriculum, effective teaching, and necessary supports for each student.

(Ferguson, 1995; Villa, Thousand, & Nevin, 2004)

WHAT INCLUSIVE SERVICES WHAT INCLUSIVE SERVICES IS NOT!IS NOT!

•It is “not” a special education It is “not” a special education “issue.”“issue.”

•It is “not” something that you It is “not” something that you necessarily do.necessarily do.

•It is “not” a set of strategies.It is “not” a set of strategies.

•It is “not” a place or placement.It is “not” a place or placement.

•It is “not” a “privilege.”It is “not” a “privilege.”

WHY?WHY?• It It maximizes learningmaximizes learning for all students for all students

• It It connects studentsconnects students to their peers and to their peers and communitycommunity

• It strengthens the connection to It strengthens the connection to real-world real-world experiencesexperiences

• It embraces a more caring and accepting It embraces a more caring and accepting community of learners.community of learners.

WAYS TO INTEGRATEWAYS TO INTEGRATE

“Community of Care and Belonging”

Physical Integration Social Integration

Academic Integration

MODELS OF INCLUSIVE MODELS OF INCLUSIVE SERVICESSERVICES

INCLUSIVE MODELSINCLUSIVE MODELS Consultant

Model

Teaming Model

Collaborative/Co-teaching Model

Where Do We Begin???

• Data must drive the placement of each student’s location into the least restrictive environment.

• All educators need to bring all data to the table to make decisions.

• Students need to be part of the scheduling process for student buy in.

• All decisions on scheduling are made as a team not by an individual.

Data is a very small word for information.

ThinkLink, DIBELS, prior/current IEPs, attendance records, office referrals , bus referrals, teachers’ observations,

parents’ input, and student input. Data needs to be measurable and not

just anecdotal.

Educators are all staff – General Ed., Special Ed., Related Arts, and Para Pro.

All Educators’ schedules should be developed to maximize the learning of Students.

***Scheduling should encompass common planning time for educators who share students with special needs.***

Every educator who works with a student must sign the IEP ( sign “in review” if the educator did not attend the meeting).

Every educator who works with a student must have buy in on the student’s FBA/BIP.

FBA/BIPs are working documents. Every educator needs to take measurable data on

each student that has an FBA/BIP. Modifications and accommodations should be

collaborated with all educators and implemented in all classes.

Every educator -Gen. Ed., Sp. Ed., all Related Arts Teachers, Principal, Para pro., etc.

Academic and socialInstruction occurs

Strictly in theSpecial education setting

Inclusive services in general educationActivities with special education support, academicInstruction occurs primarily in the special education

setting

Inclusive services in one to three GeneralEducation subjects and activities with

support from the exceptional education teacherIncluding pull-out services

Inclusive services in most General Education subjects and activities

with some support from the exceptional education teacher

Inclusive services in all General Education subjects and activities with no support from the exceptional education teacher

Least restrictive environment

Most restrictive environment

West Tennessee RISE Project, 2007

Mainstream Class

Co-Teaching Class

Pull-out/Resource Class

Self-Contained Special Education Class

Reading

Language Arts

Math

Science

Social Studies

The master schedule should be designed to encompass inclusive service delivery (i.e. common planning times, identifying teacher

of record etc.)

Scheduling should describe needed adaptations, materials, time and location of services, and personnel responsible for providing services

Data should be used to make decisions based on student needs and not staff convenience

West Tennessee RISE Project, 2007

EFFECTIVE SCHEDULING CONT.EFFECTIVE SCHEDULING CONT.

Students with disabilities should be scheduled first “NOT” last

Allow students to participate in a variety of classes with a variety of students

Allow student choice for electives, related arts, and exploratory where possible

If you are not planning/collaborating you are not co-teaching.

We recommend at least 45 minutes a week for co-teachers to plan/collaborate together.

You do not need to co-teach to plan/ collaborate together.

You need to plan and/or collaborate with all Related arts educators and Para pros.

Remember it takes a Village.

Collaborative Team Roles Ground Rules Consensus Agenda Roles and Responsibilities

Sharing ideas and toolboxes with teachers will support students in all classes and in the whole school environment.

Need to use Differentiated Instructional to help motivate students and bring real world strategies to the students. Teach students the way they learn best.

1. What data will we need to bring to the table to make decisions on students?

2. How do we share our personal toolbox?

3. How do we make the FBA/BIP a working document?

4. How do we show our students who receive MIS services that they are a part of the community of caring and belonging?

When collaborating, When collaborating, two or more peopletwo or more people are are responsible for doingresponsible for doing what what one personone person has historically had to do. has historically had to do.

Collaborative partners Collaborative partners shareshare in the responsibility in the responsibility for student outcomes for student outcomes and make and make planningplanning a a priority.priority.

Decisions are made Decisions are made togethertogether..

Teachers share Teachers share ALLALL roles. roles.

Student needsStudent needs determine classroom practice. determine classroom practice. Both teachersBoth teachers facilitate learning and impact facilitate learning and impact knowledge. knowledge.

1. There is NO set hierarchy for collaboration! The approach used is determined by teacher willingness

and capabilities, student needs, and content being taught.

2. There is no single best way to collaborate. It depends on the goals and teaching styles.

3. Systems must be in place to ensure that collaboration efforts are systematic and

purposeful.

4. Collaboration is most effective when combined with

high quality instruction.

The most common goal of educators is to boost

student achievement. Collaboration supports this

goal and is critical to its success.