Inclus Inclusion, C ion, Com ommunit unity y Ba Based sed I - - PowerPoint PPT Presentation

▶
inclus inclusion c ion com ommunit unity y ba based sed i
SMART_READER_LITE
LIVE PREVIEW

Inclus Inclusion, C ion, Com ommunit unity y Ba Based sed I - - PowerPoint PPT Presentation

Aug 13, 2022 162 likes •441 views

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

slide-1
SLIDE 1
  • 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

Inclus Inclusion, C ion, Com

  • mmunit

unity y Ba Based sed I Instr structi tion (CBI (CBI) ) & P & Post

  • st-High S
  • High School

hool Pla Plannin ing g

Berkeley H Height hts Public S Scho hools Special S Services De Depart partme ment nt

slide-2
SLIDE 2

The Berkeley Heights Public School District will provide a world class, whole child education that

  • ffers equitable opportunities for all students.

This will occur in a collaborative environment that infuses a comprehensive curriculum with 21st 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

  • f Education are accountable for achieving this

vision.

2

VIS VISION S ION STATEMENT EMENT

slide-3
SLIDE 3

▶ 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
  • pportunities for students with disabilities.
  • Berkeley Heights students spending 80% of more of their

day in general education was 74 74.52% for 2015-2016.

Ou Our 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

  • f their d

day i y in g general al e educati ucation

  • n cl

classe asses. s.

Sp Speci ecial Ser Servi vices S ces Str trategi egic Pl c Plan

slide-4
SLIDE 4

¡ Achievement test performance among students who were classmates

  • f 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

Inclus Inclusion R ion Resear arch h

slide-5
SLIDE 5

▶ 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 g

slide-6
SLIDE 6

▶ 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

Ber Berkel eley Hei Heights I ghts Inclusi sive Pl e Planning

slide-7
SLIDE 7

Commu Community Ba ty Based sed Ins Instruct ruction ion

slide-8
SLIDE 8

▶ 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

Ac Activities that Support Transition Pl Planning a g at GL t GLHS HS

slide-9
SLIDE 9

▶ 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

Lif Life & & Vocat

  • cational

ional Strat rategie ies

slide-10
SLIDE 10

▶ 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

Commu Community Ba ty Based sed I Instr structi ction

  • n
slide-11
SLIDE 11

▶ 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

Ro Roles

slide-12
SLIDE 12

▶ 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

Ro Roles

slide-13
SLIDE 13

▶ 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

MUJC S MUJC Suppor upport/S t/Service ices s

slide-14
SLIDE 14

▶ BH YMCA ▶ Summit YMCA ▶ Super Kids ▶ Lord Stirling Stables

(Basking Ridge)

▶ Best Western Hotel ▶ NJ Sharing Network ▶ Yo Addiction ▶ Walgreens (BH and

Stirling)

▶ TV 35 (Cranford) ▶ Dean’s Greens ▶ BH Library ▶ Summit Library ▶ BH School District

(Woodruff, Columbia, Mary Kay)

▶ Wharton Music

School

▶ Dunkin Donuts ▶ Rich’s Automotive ▶ Splurge Bakery

(Millburn)

BHPS E BHPS Emp mployer er L List st

slide-15
SLIDE 15

▶ 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

Jobs Jobs Our S Our Stude udent nts are are P Perform

  • rming

ing

slide-16
SLIDE 16

CBI CBI Fe Feedback

slide-17
SLIDE 17

▶ 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

Ne Next S t Steps ps

slide-18
SLIDE 18

QUESTIONS

slide-19
SLIDE 19

APPENDIX

slide-20
SLIDE 20

▶ 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.

Le Leas ast Restrict rictiv ive En Envir ironm

  • nment

nt

slide-21
SLIDE 21

▶ 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

Tr Transition to Adult Life: The Law

slide-22
SLIDE 22

¡ 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

slide-23
SLIDE 23

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

slide-24
SLIDE 24

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

  • utcomes 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.

Inclus Inclusion R ion Resear arch h

slide-25
SLIDE 25

▶ Students with disabilities have demonstrated gains

in other areas of development when they are educated in inclusive settings, such as level of engagement, involvement in integrated activities, affective demeanor, and social interaction.

▶ The performance of students without disabilities is

not compromised by the presence of students with disabilities in their classrooms.

▶ Typical students derive benefits from their

involvement and relationships with students with disabilities.

▶ The presence of students with disabilities provides a

catalyst for learning opportunities and experiences that might not otherwise be part of the curriculum, especially relating to social justice, prejudice, equity, etc.

Inclus Inclusion R ion Resear arch h

slide-26
SLIDE 26

▶ Parent support for inclusion is positively impacted

by actual experience with inclusion, although experience alone does not shape attitudes.

▶ Although many teachers are initially reluctant about

inclusion, they become confident in their abilities with support and experience.

▶ The IEPs of students with disabilities who are

included in general education classes are of higher quality; that is, they include goals and objectives that are more closely related to desired adult

  • utcomes and roles than the IEPs of students with

disabilities who are in segregated classes.

▶ There is an overall “added value” to the general

education classroom of students with disabilities and their support resources.

Inclus Inclusion R ion Resear arch