Transcript SPDG Day - Louisiana

www.laspdg.org
Setting up a
District/School to Support
Inclusive Practices
Presented by Kathy Kilgore
PEOPLE FIRST LANGUAGE
“People First Language puts the person before the disability and
describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural.
Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pflsh09.pdf
Inclusion....
“The understanding that schooling occurs in a unified
system in which:
a) Diversity is supported, expected, and valued;
b) High standards can be reached by all; and
c) Life goals become a reality through collaboration.
Marilyn Friend (2005)
For inclusive practices to be effective, schools...
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Must have a leader who leads by example
Must have a leader that motivates and empowers staff
to be the best
Must embrace the belief that “all students can learn”
Must practice ‘teachers without borders’ support
systems
Districts/schools that are the most effective in
implementing inclusive practices are those that......
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Celebrate the differences in learners
Think ‘outside the box’
Routinely provide individual accommodations
Routinely utilize differentiated instructional
strategies
Districts/schools that are the most effective in implementing
inclusive practices are those that......(continued)
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Maintain a focus on student engagement
Foster collaboration and joint decision making
Require all staff (including clerical, custodial,
cafeteria, security) to focus on a common
mission
Three aspects....
Planning
 Implementation
 Results
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Planning
 Establish an Inclusive Practices Leadership Team
 Outline an action plan for implementation
 Use a ‘Student Needs First’ Model to identify
and provide support
 Schedule SWD based on support needs and
assign staff based on student support needs
Planning (continued)
 Consider logistical issues: IEPs, lesson
plans, planning time, grading,
communication, substitute teachers,
behavior plans
 Inform parents of models and
approaches of inclusive practices
 Provide professional learning
opportunities
 Develop implementation and
effectiveness monitoring instruments
Implementation
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Determine lesson delivery parameters
Pre-establish student grouping procedures
Teach, re-teach basic class routines
Collect student outcome performance data
Results
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Identify measures of effectiveness
Use effectiveness data to make future
decisions
Make revisions to plan as needed
What to do next?
Between now and end of the school year....
 Inventory current practices and staff willingness to co-teach,
consult or support in other ways
 Identify student support needs and the type of support
needed (i.e., co-teacher, consultant, paraeducator, pull out
instruction, general education teacher using differentiated
instructional strategies)
 Establish Inclusive Practices Leadership Team (or designate
this as a function of an existing team)
 Develop an action plan for next school year
At the very least....
As an individual teacher....
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Maintain current and thorough assessment data on each
student on caseload
Identify class expectations for each general education class
Design instruction to target gaps/discrepancies
‘Buddy up’ to teachers willing to work in collaboration
Chart progress and share with others
Questions?
You can also contact me at [email protected]
www.laspdg.org
The contents of this PowerPoint presentation were developed under a grant from the US Department of
Education, #H323A110003. However those contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by the Federal Government.