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Strategic Action Update: Inclusive Practices Department of Pupil - - PowerPoint PPT Presentation
Strategic Action Update: Inclusive Practices Department of Pupil - - PowerPoint PPT Presentation
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
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Inclusive Practices Update
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2013 – 2014 Division Performance 2014 – 2015 Division Performance 2015 – 2016 Division Performance 2016-2017 Projected Division Performance 2017-2018 Projected Division Performance
- 5a. Students included in
regular classroom 80%
- r more of the day.
46.52%
State Target ≥ 68%
65.96%
State Target ≥ 68%
64.60%
State Target ≥ 69%
65.13% 69.00%
- 5b. Students included in
regular classroom less than 40% of the day.
18.12%
State Target ≤ 12%
9.24%
State Target ≤ 12%
12.84%
State Target ≤ 10%
13.06% 9.70%
- 5c. Students served in
separate public or private school, residential, home-based
- r hospital facility.
1.21%
State Target ≤ 3.5%
1.12%
State Target ≤ 3.5%
1.11%
State Target ≤ 3%
1.01% 1.09%
LCPS Performance – 5 Year Trend
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Special Education State Performance Report Comparative Data: 2015-2016
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Pupil Services Strategic Action Plan
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LCPS Growth
From FY16 to FY18, 85% of all LCPS schools achieved growth including students with disabilities with their nondisabled peers.
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LCPS Inclusive Action Plan - Elementary
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LCPS Inclusive Action Plan - Secondary
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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
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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
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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 (3rd grade / 9th 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.
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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.
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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
- r informative.
❖ Continued support for RTI Cohort 1 schools as well as professional learning and initiation of RTI Cohort 2 schools in 2018-2019.
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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
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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.
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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
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