Inclusion, Community Based Instruction (CBI) & Post-High ... BOE... · Department . The Berkeley Heights ... Summit YMCA ... Housekeeping

Mrs. Michele Gardner, Director of Special Services Mr. Kevin Morra, Supervisor of Special Education

Mr. Phi l Acosta, Structured Learning Experience Coordinator Mr. Steve Siebelts, Transit ion Coordinator

Inclusion, Community Based Instruction (CBI)

& Post-High School Planning

Berkeley Heights Public Schools

Special Services Department

The Berkeley Heights Public School District will provide a world class, whole child education that offers equitable opportunities for all students. This will occur in a collaborative environment that infuses a comprehensive curriculum with 21st century skills including critical thinking, communication, collaboration, creativity and innovation. All students will become responsible at the global, community and personal levels. Student, parents, staff, community and the Board of Education are accountable for achieving this vision.

2

VISION STATEMENT

▶  Improve the average time spent in general education programs for students with Individualized Education Plans (IEP’s). ◦  80% or higher is the top tier of Least Restrictive

Environment as reported to the state and federal government. ◦  USDOE & NJDOE both have goals to increase inclusive

opportunities for students with disabilities. ◦  Berkeley Heights students spending 80% of more of their

day in general education was 74.52% for 2015-2016.

Our goal: 80% of our students spending 80% or more of their day in general education classes.

Special Services Strategic Plan

¡  Achievement test performance among students who were classmates of students with significant disabilit ies were equivalent or better than a comparison group

¡  Students developed more positive attitudes towards peers with disabilit ies; Self-concept, social skil ls, and problem solving skil ls improved for all students in inclusive settings

¡  Students with intellectual and other developmental disabilit ies in inclusive settings: higher l ikelihood to be identified as a member of a social network by peers without disabil it ies.

¡  For students with disabilit ies: §  Higher scores on standardized tests of reading and math §  Fewer absences from school §  Fewer referrals for disruptive behavior §  Better outcomes after high school in the areas of employment and

independent living §  High levels of social interactions

Inclusion Research

▶ Established GLHS student committee – LRE discussion

▶ Surveyed administrators, paraprofessionals & teachers

▶ Collaborated with other administrators & districts

▶ Attended training ▶ Established partnership with the New Jersey

Center for Inclusive Education (NJCIE)

Berkeley Heights Inclusive Planning

▶ Offered multiple inclusion workshops to all staff

▶ Identified excellent practices in-district ▶ Identified staffing/supplies necessary ▶ Identified professional development needs for

all staff ▶ Budgeted for full day co-teaching sections at

MPS for 17-18

Berkeley Heights Inclusive Planning

Community Based Instruction

▶ Transition Assessments ▶ IEP planning ▶ Collaboration with adult agencies ▶ In-house “job opportunities” ▶ Community internship opportunities ▶ Classroom based activities ◦  Interviewing ◦  Job applications ◦  Job search ◦  Daily living skills

Activities that Support Transition Planning at GLHS

▶ Curriculum Redesign (2015) ◦  Six Levels to build future independence ◦  Intensive instruction in life and vocational skills

- Work skills - Social skills/Self Advocacy - Life/Independent living skills - Problem solving - Functional behaviors - Travel training (NJTIP)

▶ Class vs CBI ◦  Foundational skills: development for application ◦  Class activities mirror CBI experiences

Life & Vocational Strategies

▶  Focus on internship experiences ◦  Resume building/Interview skills ◦  Process for securing work locations ◦  Vocational soft skill development

▶  Internship Locations ◦  8-10 week rotations ◦  Student driven

➢ Interest inventories ➢ Feedback ➢ Skill analysis

▶  Weekly Roundtable Activity ▶  Supervision/Supports ◦  Student observation/monitoring ◦  Student evaluation ◦  On-site support ◦  Goal development

Community Based Instruction

▶ Structured Learning Experience (SLE) Coordinator

▶ Job Coach ◦  On-site support

▶ Interpreters ◦  Communication for D/HH students

▶ Speech and Language Therapist ◦  Work place communication/social skills

▶ Case Manager/Transition Coordinator ◦  Program development, post secondary planning

Roles

▶ Students ◦  Application of learned skills to job experience ◦  Self evaluation ◦  Communication of needs and interests ◦  Understanding responsibility

▶ Parents ◦  Home support/reinforcement ◦  Communication with school

▶ Employer ◦  Collaboration with district staff ◦  Provide access and accommodations

Roles

▶ MUJC Grant ◦  Assisting in community networking ◦  Staff training opportunities ◦  Direct support of students ◦  Assistance with transition assessments ◦  Potential expansion of social/recreational activities

▶ Additional Training Opportunities ▶ Shared Resources

MUJC Support/Services

▶ BH YMCA ▶ Summit YMCA ▶ Super Kids ▶ Lord Stirling Stables

(Basking Ridge) ▶ Best Western Hotel ▶ NJ Sharing Network ▶ Yo Addiction ▶ Walgreens (BH and

Stirling) ▶ TV 35 (Cranford)

▶ Dean’s Greens ▶ BH Library ▶ Summit Library ▶ BH School District

(Woodruff, Columbia, Mary Kay)

▶ Wharton Music School

▶ Dunkin Donuts ▶ Rich’s Automotive ▶ Splurge Bakery

(Millburn)

BHPS Employer List

▶  Maintenance ▶  Custodial ▶  Housekeeping ▶  Clerical ▶  Customer service ▶  Automotive services ▶  Member services (YMCA) ▶  Daycare ▶  Assistant Teacher ▶  Page (Library) ▶  Stocking ▶  Food services ▶  Tacking (saddle cleaning) ▶  Grooming (horses) ▶  Mucking (cleaning stalls) ▶  Filming and video switching

Jobs Our Students are Performing

CBI Feedback

▶ Expansion of potential employers (skill and interest driven)

▶ Job coach training for all secondary paraprofessionals

▶ Development of resources to teach activities of daily living

▶ Continued support through MUJC

Next Steps

QUESTIONS

APPENDIX

▶ To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the general education environment occurs only when the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Least Restrictive Environment

▶ New Jersey Administrative Code 6A:14 ◦  IEP Requirement ◦  Post Secondary Planning by age 14 ◦  Accommodations and Supports

▶ Occupational Safety and Health Act (OSHA) ◦  Safety Laws ◦  SLE Coordinator

▶ Fair Labor Standards Act (FLSA) - Child Labor Laws

▶ Americans With Disabilities Act (ADA) ◦  Reasonable accommodations

Transition to Adult Life: The Law

¡  achievement test performance among students who were classmates of students with significant disabilities were equivalent or better than a comparison group (Salisbury, 1993); 

¡  students developed more positive attitudes towards peers with disabilities (CRI, 1992); and 

¡  self concept, social skills, and problem solving skills improved for all students in inclusive settings (Peck, Donaldson, & Pezzoli, 1990, Salisbury & Palombaro, 1993)

Inclusion Research

The National Longitudinal Transition Study, showed that more time spent in a general education classroom was positively correlated with the following: ▶  Higher scores on standardized tests of reading and

math ▶  Fewer absences from school ▶  Fewer referrals for disruptive behavior ▶  Better outcomes after high school in the areas of

employment and independent living (Wagner, Newman, Cameto, Levine, & Garza, 2006)

Inclusion Research

A meta-analysis of research in inclusive education conducted by McGregor and Vogelsberg (1998) found: ▶  Students with intellectual and other developmental

disabilities in inclusive settings had a higher likelihood to be identified as a member of a social network by peers without disabilities.

▶  There is a small-to-moderate beneficial effect of inclusive education on the academic and social outcomes of students with disabilities.

▶  Students with disabilities demonstrate high levels of social interaction in settings with typical peers.

▶  Social competence and communication skills improve when students with disabilities are educated in inclusive settings.

Inclusion Research

▶  Students with disabilities have demonstrated gains in other areas of development when they are educated in inclusive settings, such as level of engagement, involvement in integrated activities, affective demeanor, and social interaction.

▶  The performance of students without disabilities is not compromised by the presence of students with disabilities in their classrooms.

▶  Typical students derive benefits from their involvement and relationships with students with disabilities.

▶  The presence of students with disabilities provides a catalyst for learning opportunities and experiences that might not otherwise be part of the curriculum, especially relating to social justice, prejudice, equity, etc.

Inclusion Research

▶  Parent support for inclusion is positively impacted by actual experience with inclusion, although experience alone does not shape attitudes.

▶  Although many teachers are initially reluctant about inclusion, they become confident in their abilities with support and experience.

▶  The IEPs of students with disabilities who are included in general education classes are of higher quality; that is, they include goals and objectives that are more closely related to desired adult outcomes and roles than the IEPs of students with disabilities who are in segregated classes.

▶  There is an overall “added value” to the general education classroom of students with disabilities and their support resources.

Inclusion Research