REACHING THE GOAL TUESDAY, September 14, 2010 Paragon Casino Marksville, Louisiana

1. COLLEGE AND CAREER READY SUMMIT 2010 REACHING THE GOALTUESDAY, September 14, 2010Paragon CasinoMarksville, Louisiana

2. Presented by: Vialouphia “Via” Wattree, MPA +30 Assistant Principal –Special Programs Bonnabel Magnet Academy High School Jefferson Parish Public School System Kenner, Louisiana Reaching the Goal: Inclusive Practices…the Bruin Way!

3. Define Inclusion • Educational Laws and Inclusion • Challenges • Successful Strategies • Identify Inclusive Practices for: • Jefferson Parish Public Schools • Bonnabel Magnet Academy • Your LEA or School OBJECTIVES

4. How do YOU define inclusion?

5. Inclusion: Defined • The practice of placing students with special needs in the regular classroom with non-disabled peers and providing specialized services and/or specialized curriculum for them. From: The Classroom Teacher’s Inclusion Handbook by. J. Yanoff, 2007 Two Rationales: • Students with special needs develop better socially if they can attend classes with non-disabled students; • Students who are non-disabled will become more knowledgeable and sensitive when working with children who have disabilities;

6. Inclusion defined, Continued • We ALL Belong; • All Children are Accepted;

8. Often referred to as Inclusion; Students with disabilities take classes in a general education setting WITHOUT receiving special support(s). Mainstreaming

9. Inclusion • Must be made possible by teachers and administrators; • Students should not prove they should be educated with their non-disabled peers; • Earning the right to be included or struggle to maintain your place in the general setting is not the goal;

10. Brown v. Board of Education, 1954 • Equal Educational Opportunities • Individuals with Disabilities Education Act, 1975 (1997) • Free, Appropriate Education for all students • Section 504, Rehabilitation Act, 1975 • Those with qualified disabilities are not to be discriminated against at school or work • Americans with Disabilities Act, 1990 • Extends civil rights to individuals with disabilities • No Child Left Behind, 2001 • Alternate Assessments for students with disabilities to meet AYP Regulations

11. Answer the following: What does Inclusion LOOK like? What does Inclusion FEEL like? What does Inclusion SOUND like? (From: The Suns Center PD Binder, 2010) Inclusion: Look, Feel, and Sound

12. Read the “Mrs. Squires” document; How can we create schools where the Mrs. Squires of the world are everywhere so that students can be accepted? (From: Because We Can Change the World, M. Sapon-Shevin, 2010) Mrs. SquiresBy: Tom Hunter

13. By the year 2014, 75% of all students with special needs must be included in general education classes for at least 80% of their school day. On-going, job-embedded professional development for all instructional and administrative personnel will be provided by Inclusive Practices Strategists assigned to each school. · · Self-Nominations: jppssiNITIATIVE

14.  Participating schools must actively participate in JPPSS’s progress toward the 2014 Goal. Self-Nominations ,Continued

15. Jefferson Parish School SystemInclusive Practices (video)

16. Core Implementation Team • Professional Development: The SUNS Center • Needs Assessments: • Students • Levels (1, 2, or 3) • General Education Teachers • Binders Bonnabel Magnet Academy:Inclusive Practices

17. Administrator • Paraeducators • Teachers • General Education • Special Education Core implementation team

18. Identify opportunities at your school for students with disabilities… Inclusive opportunities

20. Team teaching One teaching, one observing One teaching, one drifting Station teaching Parallel teaching Alternative teaching Inclusive Practices Approaches

21. Teachers share the responsibility of planning and delivering instruction for all students Teachers deliver instruction at the same time Team Teaching

22. Highest level of teacher collaboration Effective instructional decision making Benefits

23. Teaching Designs and delivers specific instruction to the entire group • Observing Observes a single student, a small group of students, or the entire class for specific behaviors One Teaching, One Observing

24. Minimal collaborative planning Allows for systematic observation Clarifies for students that there are two teacher with equal responsibility and authority Benefits

25. Facilitates special services in the general education class; • Works with the special and general education teachers • Resource for SPED teacher: IEP • Resource for General Education teacher: assist with accommodations and modifications Paraeducator Model

26. Minimal collaborative planning Allows for systematic observation Allows for flexibility for the general education teacher to differentiate instruction benefits

27. Interpersonal skills; Define Clear Expectations; Students’ needs are always FIRST; General Education Teacher and Paraeducator Relationships

28. Inclusive Practices: challenges

29. Common Problems for Inclusion Implementation • Building Administrative Support • Providing Professional Development • Cultivating Staff Commitment From: Collaboration for Inclusive Education by: C. Walther-Thomas, et.al. 1999 • Creating Balanced Classroom Rosters • Finding Common Planning Time

30. Use e-mail and voicemail to reduce meeting times. Visit model schools to observe effective collaborators in action. Encourage language that emphasizes “our students” rather than “my students/your students”. Strategies for Successful Inclusion Implementation

31. Create professional development school partnerships with universities. • Schedule weekly or monthly early release periods. • Cover classes with “floating” substitutes. • Surf the internet to find collaboration based resources. (Walther-Thomas, et.al. 1999 Additional successful strategies

32. Important facts about Inclusive Practices

33. Services are delivered by the student’s IEP; Most disabilities do not affect what a student learns but HOW a student learns; Inclusion works best when professionals collaborate; if collaboration is not available, the general education teacher is still required to teach all students; Important Facts:

34. The success of students is usually determined by the thoughts or feelings of the general education teacher The number of students with disabilities requiring special education needs is increasing From: The Classroom Teacher’s Inclusion Handbook by J. Yanoff, 2007 More important facts:

35. Inclusive Practices: Your school…Your LEA

36. Defined Inclusion Regulations Strategies Challenges Inclusive Practices: JPPSS and BMAHS Inclusion for your school site or LEA compendium

37. 2010 College and Career Ready Summit Committee/LDOE Dr. Diane Roussel, Superintendent, JPPSS Jeff Helmstetter, EB Region Assist. Superintendent, JPPSS Carolyn VanNorman, WB Region Assist. Superintendent, JPPSS Cheryl Carpenter, Acting Asst. Superintendent-Special Programs, JPPSS Randi Marziale, WB Region Special Programs Coordinator and Inclusion, JPPSS Vic Castillo, EB Region Special Programs Coordinator, JPPSS Dr. Carol Torrey, Special Programs Coordinator, Secondary/APE Mary Ann Robarts, Inclusive Practices Specialist, JPPSS John R. Kulakowski, Principal, Bonnabel Magnet Academy HS Administrators, Teachers, Paraeducators, Students , and Staff: Bonnabel Magnet Academy HS Dr. Sassy C. Wheeler, Associate Professor, Louisiana State University, College of Education The SunsCenter Thank you:

38. Enjoy the rest of the 2010-2011 School Year!