Inclusive
Practice
Inclusive Practice Model
Celeste Henkel Elementary
April 20, 2011
www.iss.k12.nc.us
Jonathan Ribbeck – Principal
Dr. Lucille Asbury – Assistant Principal
Dawn Alsop – Teacher
Crystal Harris – Teacher
Anne Gardner – Teacher
Jamie Goodwin –Teacher
www.iss.k12.nc.us
Overview
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Getting buy-in and creating ownership
Scheduling and use of support staff
Planning strategies
Inclusive approaches
Reflections from the team
www.iss.k12.nc.us
Our Demographics
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530 students
70% free/reduce lunch
Sub-groups: EC, low socio-economic
78% Caucasian; 12.5% African- American;
6.11% Hispanic; 2.97% Asian; .33% other
• Blue collar workers
• Both parents work/single parent homes
www.iss.k12.nc.us
Our Data
• In 2009/2010 met AYP with Safe Harbor and
Confidence Interval with EC sub-group
• Currently in Corrective Action
• Must meet AYP in 2010/2011 to be out of Corrective
Action
www.iss.k12.nc.us
2009-2010 EOG % Proficient Reading Total
Compared to EC Students Grades 3-5
100
90
80
7070
70
60
50
36.6
36.6
40
30
20
10
0
Total
EC
Total
EC
Total
EC
2009-2010 EOG % Proficient Math Total Students Compares
to EC Students Grades 3-5
100
90
84.4
84.4
80
70
56.1
56.1
60
50
40
30
20
10
0
Total
Total
EC
EC
Total
EC
Reading Predicitve Assessment % Correct Total Compared to
EC Students Grades 3-5
100
90
80
70
66.6
54.9
60
50
40
30
20
10
0
Total
EC
Total
EC
Math Predictive Assessment % Correct Total Compared to
EC Grades 3-5
100
90
80
70
60
58.7
58.7
47.2
47.2
50
40
30
20
10
0
Total
Total
EC
Total
EC
EC
Buy-In Process
Provide pertinent data to staff
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AYP, EOG, PA, DRA, TWC, Climate Survey, &
comparative data
Whole staff
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Review data
Identified strengths/weaknesses
Identified greatest gap areas
Light vote on two focus (gap) areas
www.iss.k12.nc.us
EC Identified as Gap Area
• Whole staff process
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Strengths/ weaknesses of EC
Opportunities for improvement
Identified needs
Discussed misunderstandings of inclusion
Seek interest/commitment for inclusion
www.iss.k12.nc.us
Inclusive Team
EC staff was included in every aspect for input
• Select inclusive teachers
– 3 out of 4 inclusive classes looped
• Students who would benefit
• Communicate with parents of all students in inclusive
classes
• Proactively create class lists for success
• Staff development for reg-ed, EC, TA in coteaching/inclusion
www.iss.k12.nc.us
Paradigm Shift #1
How does your school serve EC students?
www.iss.k12.nc.us
EC Provided Services
• Provide the full continuum of EC services
• Two EC teachers to service 40 students, 26 of which
are in inclusive classrooms
• Each EC teacher serves (through inclusion) two grades
2/3 and 4/5
* EC teachers serve k/1 and students in resource pull-out
www.iss.k12.nc.us
Non-Negotiables
• No more than 8 EC students in each inclusive homeroom
• Based on individual IEP’s
• Inclusive classrooms drove master schedule
• No before or after school duties for inclusive teachers
• EC Goal Team meets every other week
www.iss.k12.nc.us
Paradigm Shift #2
What drives the master schedule at your
school?
www.iss.k12.nc.us
SCHEDULE PROCESS TIMELINE
Data
Identify gaps w/staff
Create buy-in
March
April
Identify inclusive teams
Identify students
Master schedule w/inclusive teams
Classroom schedule
Parent communication
May
Feedback from staff
October
August
Co-Teaching/Inclusive
Practice Training
December
District feedback
Master Schedule Components
• 60-90 minute (based on IEP) for EC teacher to be in each
inclusive class
• 30 minute lunch increments 10:30-12:30
• 45 minute Enhancement 8:00-2:05
• 45 minute leveled intervention time
• 20 minute recess
www.iss.k12.nc.us
Continuous Improvement Process
• Continuous feedback from inclusive teams &
staff, always adjusting to improve model
• One EC student could change the schedule
www.iss.k12.nc.us
Paradigm Shift #3
How are teacher assistants utilized in your
building?
www.iss.k12.nc.us
Utilizing Assistants
• TA in each inclusive classroom during reading
and math block
• TA ownership – issues in past
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Support Staff Video
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Classroom Video Example
2nd Grade
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Inclusion Planning Strategies
• Who leads discussion
• Incorporating grade level subject instruction
with IEP Goals
• Matching strategies to the students
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Inclusion Approaches
• Team Teaching – both teachers deliver the instruction at
the same time during a whole group lesson. The teachers tag
team during the delivery, pose questions, and play off each
others strategies and explanations.
• Stations – students rotate through content specific areas to
receive direct instruction (based on need) from teachers working
with each focus group. A station may have students working
collaboratively or independently.
www.iss.k12.nc.us
Classroom Video Example
5th Grade
www.iss.k12.nc.us
Inclusion Approaches at the
Beginning of the School Year
• 1 Teach / 1 Observe – teachers should decide on
what information will be gathered during the
observation and how to use the data to guide
instruction.
• 1 Teach / 1 Assist – the assisting teacher provides
continuous coaching, assistance, and modeling during
the main instruction.
www.iss.k12.nc.us
Inclusion Approaches
• Parallel – students are divided between teachers
who deliver the same objective.
• Alternate – during instruction one teacher pulls out
a small group of students within the room to prep, reteach, challenge, provide different instruction.
www.iss.k12.nc.us
Parent Video
www.iss.k12.nc.us
Benefits of Inclusion
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Students do not miss regular instruction
Parents know their child is receiving services
Builds confidence in students
Hone in on student learning styles
Implementation of various strategies
Better understanding of EC and Reg.ed students
EC teacher works with all students
Shared instruction
www.iss.k12.nc.us
Teachers’ Reflective Thoughts
• Less then 45 minutes of inclusion is not
beneficial
• Planning time with teacher assistant is needed
• Inclusive times protected
• Master schedule is pivotal
• EC teacher should be in for the whole
reading/math block
• Students from other classes need to have the
same schedule
www.iss.k12.nc.us
Administrators’ Reflective Thoughts
• Prerequisites for inclusion
– Buy in
– Teacher relationships
– Student/teacher relationships
• Prerequisites for scheduling
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Free yourself from prior schedules
Think outside the box
Team approach
Make adjustments as needed
www.iss.k12.nc.us
Questions?
Feel free to ask any member of our team.
www.iss.k12.nc.us
Contact Information
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Jonathan Ribbeck: ribbeck@iss.k12.nc.us
Dr. Lucille Asbury: asbury@iss.k12.nc.us
Dawn Alsop: dalsop@iss.k12.ns.us
Crystal Harris: harrisc@iss.k12.nc.us
Anne Gardner: agardner@iss.k12.nc.us
Jamie Goodwin: jgoodwin@iss.k12.nc.us
www.iss.k12.nc.us
Exit Card
Please fill out the exit
card before you leave.
www.iss.k12.nc.us