Strategic Action Update: Inclusive Practices Department of Pupil Services School Board Work Session May 8, 2018
Inclusive Practices Update
LCPS Performance – 5 Year Trend 2013 – 2014 2014 – 2015 2015 – 2016 2016-2017 2017-2018 Division Division Division Projected Projected Performance Performance Performance Division Division Performance Performance 5a. Students included in 46.52% 65.96% 64.60% 65.13% 69.00% regular classroom 80% or more of the day . State Target State Target State Target ≥ 68% ≥ 68% ≥ 69% 5b. Students included in 13.06% 9.70% 18.12% 9.24% 12.84% regular classroom less than 40% of the day . State Target State Target State Target ≤ 12% ≤ 12% ≤ 10% 5c. Students served in 1.09% 1.01% 1.21% 1.12% 1.11% separate public or private school, State Target State Target State Target ≤ 3.5% ≤ 3.5% ≤ 3% residential, home-based or hospital facility.
Special Education State Performance Report Comparative Data: 2015-2016
Pupil Services Strategic Action Plan
LCPS Growth From FY16 to FY18, 85% of all LCPS schools achieved growth including students with disabilities with their nondisabled peers.
LCPS Inclusive Action Plan - Elementary
LCPS Inclusive Action Plan - Secondary
Professional Learning Accomplishments ❖ Foundations of Inclusive Practices training and work sessions ❖ Topics: ▪ Inclusive Practices knowledge / skills ▪ Special education continuum and least restrictive environment ▪ Master scheduling focusing on inclusive practices ▪ Collaborative planning and tools for support ▪ Instructional delivery within inclusive environments ❖ Participant Feedback included: ▪ Individual school data was extremely helpful for planning purposes ▪ Resources provided support, easy implementation and excellent tools ▪ Collaboration / brainstorming among schools during sessions
Professional Learning Accomplishments ❖ Co-Teaching & Differentiation professional learning (2 sessions) in collaboration with Department of Instruction (Science) in a personalized learning approach. ▪ Participants reported most interest in implementing parallel and station teaching. ▪ 68% of participants accessed and agreed that the scaffolding and differentiation module was valuable during the technology station of the training. ▪ Participant’s exit ticket included steps they planned to take at their school to build capacity with co- teaching and differentiation. Example
Professional Learning Accomplishments ❖ Partnered with Department of Instruction (Social Science/Science) on multiple occasions to review and provide differentiation component suggestions within newly developed Performance Based Assessments (3 rd grade / 9 th Grade World Geography). ❖ Designated 4 LCPS co-teaching model demonstration sites recognized by VDOE as part of professional learning to assist teachers in replicating the model throughout LCPS; ❖ Conducted Stetson Inclusive Schools Training (FY17, FY18) with a total of 27 school teams represented from all levels, 133 participants.
Response to Intervention (RTI) Supporting Inclusive Practices ❖ 29 schools are participating in the RTI initiative. ❖ Differentiated professional learning for RTI Cohort teams were offered on several inclusive topics: • Overview of Orton-Gillingham strategies for use at Tier II • Specialized Reading Instructional Matrixes • Developing weekly instructional protocols used in inclusive supplemental intervention settings at Tier II • Measuring and analyzing growth using FastBridge reading assessments • Building instructional schedules that included supplemental intervention time for all students.
Response to Intervention (RTI) Supporting Inclusive Practices ❖ RTI Innovations Expo; 162 LCPS staff attended: 41 administrators, 23 specialists, 28 Special Education Teachers, and 81 General Education Teachers. ❖ 80% of respondents rated the sessions they attended positively, helpful or informative. ❖ Continued support for RTI Cohort 1 schools as well as professional learning and initiation of RTI Cohort 2 schools in 2018-2019.
Inclusive Practices Themes ❖ Evidence based practices in the areas of instruction and social/emotional/behavioral through web based modules open for general education and special education teachers ❖ Collection and analysis of behavioral and instructional data to support the inclusion and placement of students with disabilities in the least restrictive environment ❖ Development and practice of social skills programming and instruction across the continuum of services ❖ Cross training of general education and special education teachers in specialized reading instruction
Inclusive Practices Themes ❖ Systematic use of Behavior Specific Praise and Error Correction for General Education and Specialized Instructional staff across the division (> 400 staff). Feedback from staff attending indicated: ▪ 95% of participants gained knowledge on how to use classroom behavioral strategies to support core instruction. ▪ 98% of participants learned one strategy for providing behavior specific praise. ▪ 95% of participants would recommend the training to a colleague. ❖ Follow up survey indicated: ▪ 84% of respondents implementing Behavior Specific Praise and Error Correction observed a positive impact on their classroom.
Looking Forward ❖ Continue collaboration with Department of Instruction content areas for professional learning opportunities on co-teaching, curriculum differentiation, performance based assessment development and training ❖ Expand opportunities at the secondary level during elective classes based on continual review of student and school inclusive data ❖ Continue to review and update Inclusive Action Plans for all schools ❖ Continue to expand professional learning on application of classroom behavioral strategies to support core instruction ❖ Continue to support RTI Cohort 1 schools and provide professional learning and support for RTI Cohort 2 schools
Strategic Action Update: Inclusive Practices Department of Pupil Services School Board Work Session May 8, 2018
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