Inclus Inclusion, C ion, Com ommunit unity y Ba Based sed I Instr structi tion (CBI (CBI) ) & P & Post ost-High S -High School hool Berkeley H Height hts Pla Plannin ing g Public S Scho hools Special S Services De Depart partme ment nt Mrs. Michele Gardner, Director of Special Services Mr. Kevin Morra, Supervisor of Special Education Mr. Phil Acosta, Structured Learning Experience Coordinator Mr. Steve Siebelts, Transition Coordinator
VIS VISION S ION STATEMENT EMENT 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 21 st 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
Speci Sp ecial Ser Servi vices S ces Str trategi egic Pl c Plan ▶ 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 74.52% for 2015-2016. Our Ou r go goal: 8 : 80% of our % of our s stud tudents sp nts spend nding ing 8 80% or % or mor more of th of their d day i y in g general al e educati ucation on cl classe asses. s.
Inclusion R Inclus ion Resear arch h Achievement test performance among students who were classmates ¡ of students with significant disabilities were equivalent or better than a comparison group Students developed more positive attitudes towards peers with ¡ disabilities; Self-concept, social skills, and problem solving skills improved for all students in inclusive settings Students with intellectual and other developmental disabilities in ¡ inclusive settings: higher likelihood to be identified as a member of a social network by peers without disabilities. For students with disabilities: ¡ § 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
Ber Berkel eley Hei Heights I ghts Inclusi sive Pl e Planning g ▶ 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)
Ber Berkel eley Hei Heights I ghts Inclusi sive Pl e 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
Commu Community Ba ty Based sed Ins Instruct ruction ion
Activities that Support Transition Ac Planning a Pl g at GL t GLHS HS ▶ 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
Life & Lif & Vocat ocational ional Strat rategie ies ▶ 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
Commu Community Ba ty Based sed I Instr structi ction on ▶ 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
Ro Roles ▶ 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 Ro ▶ 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
MUJC S MUJC Suppor upport/S t/Service ices s ▶ 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
BHPS E BHPS Emp mployer er L List st ▶ BH YMCA ▶ Dean’s Greens ▶ Summit YMCA ▶ BH Library ▶ Super Kids ▶ Summit Library ▶ Lord Stirling Stables ▶ BH School District (Basking Ridge) (Woodruff, Columbia, Mary Kay) ▶ Best Western Hotel ▶ Wharton Music ▶ NJ Sharing Network School ▶ Yo Addiction ▶ Dunkin Donuts ▶ Walgreens (BH and ▶ Rich’s Automotive Stirling) ▶ Splurge Bakery ▶ TV 35 (Cranford) (Millburn)
Jobs Our S Jobs Our Stude udent nts are are P Perform orming ing ▶ 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
CBI CBI Fe Feedback
Next S Ne t Steps ps ▶ 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
QUESTIONS
APPENDIX
Leas Le ast Restrict rictiv ive En Envir ironm onment nt ▶ 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.
Tr Transition to Adult Life: The Law ▶ 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
Inclusion R Inclus ion Resear arch h 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)
Inclus Inclusion R ion Resear arch h 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)
Inclus Inclusion R ion Resear arch h 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.
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