Summer Leadership Institute

Summer Leadership InstituteMaximizing Your Human Capital

Cindy PattersonCheryl Bishop

August 9-10, 2012

Common Board ConfigurationDate: August 10, 2012

Benchmark: Leaders will evaluate and describe the current practices that promote inclusion within the individual school setting

Bell Ringer: TEAM Acrostic poem

Essential Question: How can school leaders effectively maximize their use of human resources to impact achievement of all students?

Vocabulary: inclusion; support facilitation, co-teaching

Objective: Understand best practice for inclusive classrooms; Identify the different approaches to co-teaching and support facilitation.

Agenda: Gradual ReleaseI do: Survey participants; Review

vocabulary We do: Discuss co-teaching models;

Make connections to High Effect Indicators and 21st Century Skills

You do: Weigh pros and cons of inclusion.

Summarizing Activity: Reflect on the information presented and write a reflection of your school and where your school stands with regards to inclusion.Homework: Meet with the teachers at your school and design a plan that will meet the needs of all the students in your school.

Learning Goal: To gain knowledge of inclusive practices that can be implemented in the general education classroom.

Lake County SchoolsVision Statement A dynamic, progressive and collaborative learning community embracing

change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement The mission of the Lake County Schools is to provide every student with

individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

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21st Century Skills Tony Wagner, The Global Achievement Gap

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1. Critical Thinking and Problem Solving2.Collaboration and Leadership 3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

High Effect Size Indicators

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“The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.”

-Florida Department of Education, 2012

Learning Goal with Scales

Tracking Student Progress

Established Content Standards

Multi-tiered System of Supports

Clear Goals Text Complexity ESOL Students

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School LeadershipHigh Effect Indicators

Classroom TeacherHigh Effect Indicators

Feedback PracticesFacilitating Professional

LearningClear Goals and

ExpectationsInstructional ResourcesHigh Effect Size Strategies Instructional InitiativesMonitoring Text

Complexity Interventions Instructional AdaptationsESOL Strategies

What makes

inclusion work?

Effective Instructional Strategies

Teaming and Relationship

Building

Vision and Attitudes

Professional Development

Common Planning

Time

Administrative Support

Family Involvement

Accommodations and Support

Systems

What does inclusion look like?Inclusion

The action or state of including or of being included within a group or structure: "the inclusion of students with disabilities”

A person or thing that is included within a larger group or structure.

Support FacilitationA service provided by an ESE teacher to

provide specially designed instruction/services to support ESE students' achievement in the general education classroom.

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TWO TEACHERS TEAMING!TEACH to EVERYONE!TRUST!TALENT!TIMELINESS!

EXPECTATIONS should be clear and shared!ENCOURAGE and support one another!ENVIRONMENT should be supportive and non-threatening!EXPERTISE = subject area vs. strategiesEMPOWERMENT!

ACCESSIBLE curriculum!AGREEMENT of shared procedures in the classroom!ALERT one another to problems or issues!APPLICATION of co-teaching models!ACADEMIC ACHIEVEMENT is the goal!ADMINISTRATIVE support is imperative!

MAKING time for collaborative planning!MONITOR student success!MANAGE classroom activities and structure!MANTRA: Exemplify “ALL CHILDREN CAN LEARN!”

How do the general education teacher and the ESE teacher collaborate?

Support FacilitationClass ratioRelationships

Volunteer Assigned by personality or expertise Assigned for convenience Assigned for experience Assigned by master schedule Assigned by availability

PlanningRoles

Your Turn to Talk

What methods are utilized in your school to build relationshipsand collaboration in your school?

Co-Teaching ModelsOne Teach, One SupportParallel TeachingStation TeachingAlternative TeachingTeaming

One Teach, One SupportTeacher A instructs whole

class.

Teacher B supports.

Parallel Teaching

Students face their group’s teacher.

Teac

her A

Teacher B

Station Teaching

Teacher A

Teacher B

Independent

Independent

Alternative Teaching

Teacher A

Teacher B

Teaming

Teacher A Teacher B

32%

60%

8%

How does the commu-nication system be-

tween you and the sup-port facilitator work at

your school?ExcellentGoodPoor

65%

35%

Do you think that plac-ing students with dis-

abilities in general edu-cation clasrooms with

their non-disabled peers is a good idea? Yes

No

63%

37%

Do you believe inclusive classrooms are an ap-

propriate learning envi-ronment for those stu-dents with Learning

Disabilities? YesNo

4%

31%

52%

13%

What do you consider the most important benefit to students with disabilities being included in the in-

clusive classoom?

Increased academic achievementIncreased social skillsIncreased academic achievement AND social skillsThere are no benefits to inclusion.

83%

17%

Do general educators and special educators work together effec-tively at your school?

YesNo

INCLUSION SUVEY RESULTS

Positive Outcomes: What do teachers say??

The handicap student is not the only one who benefits; there is also plenty to learn in these settings about difference and tolerance

No one knows who are special needs and Gen-ed students. Most people who would walk into my classroom would never suspect that I have inclusion students in the classroom.

•all kids are part of the learning process

all kids are part of the

learning process

Our 5th grade inclusion model works effectively because both teachers have an active role in the classroom. Regular ed students and ESE students both receive assistance when needed. Students are grouped by need not by a label. With two active, cooperative teachers in the room needs are met for all students allowing them to grow and learn.

•Many of our students achieve even more than their families had thought possible.•Many of our students achieve even more than their families had thought possible.•Many of our students achieve even more than their families had thought possible.

Many of our students achieve even more than their families had thought possible.

Positive Outcomes• Provides positive role models• May lead to greater acceptance • Greater academic achievement• Increased opportunities for interaction• Sense on community and inclusiveness• Students no longer are “visitors” in their

classrooms

Not have inclusion. No matter how you look at this someone is going to be cut short. If you take the disabled students out then they will not develop well socially. If you leave them in then another student will suffer due to the time spent with the disabled child. I prefer to error with the mass or larger majority. If it were your child in the regular ed. classroom what would you think?

Hurdles: What do teachers say??

Hurdles: What do teachers say??Students who have demonstrated that they are not capable of functioning at a standard level be placed in classes where there level of achievement is possible so that they do experience the frustration of a normal classroom. 

Students with behavior issues make teaching the larger classes very difficult. If the students with behavior issues did not dominate the classroom I would have more time to devote to students with learning disabilities. I feel that I often don't meet the needs of the all the students because my time is taken up dealing with poor behavior, especially during the many times when there is not a co-teacher.

I had two classes this year of inclusion students. Due to scheduling, my 4th period class had 65% inclusion students in it. That class was challenging. I understand that the recommended percentage is around 30%. To be fair to other students and to be in the spirit of inclusion, you really should make sure that gen ed teachers don't get overwhelmed like that.

Hurdles• Attitudes• Common planning time• Demands of coursework• Staffing and support• Behavioral concerns• Training

Your turn to talkWhat practices, routines, orstructures of your schoolmight currently be barriers to

including students withdisabilities?

How can we breakdown the barriers?Logistics

Shared planning time

Class compositionSchedulingNumber of Teachers

neededProfessional

DevelopmentInclusionary

practicesInstructional

strategies

Teacher selectionVolunteer vs.

assigningShared vision

Student selectionNeeds of the

studentOne size does not fit

allLeadership role

The Leadership Role and Responsibilities in Inclusive Practices

Understanding needs of students and staff

Commitment to inclusive practices (all children can learn)

Develop the framework for effective program design (co-teaching)

Support

Framework for effective program designDescribe ideal outcome (vision)

Identify the context and resources

Establish timelinesUse of feedback

Summarizing activityWhat would inclusion look like in

your school? What are your skills for facilitating

change?What is the context for creating

change?What are your resources?

Need assistance?

Cindy PattersonESE Program/Staffing SpecialistSpecific Learning Disabilities and [email protected]

Cheryl BishopESE Program/Staffing SpecialistIntellectually [email protected]

Participant Scale and Reflection(Please complete and turn in)

0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

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