25 industrial park road, middletown, ct 06457-1520 · (860) 632-1485 connecticut state department of...
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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.
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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
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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)
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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
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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?
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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
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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?
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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