Demonstration Sites Project - Mark Twain Elementary: Master Scheduling & Flexible Service Delivery - Mark Twain Elementary Inclusive Practice ...
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Demonstration Sites Project Mark Twain Elementary: Master Scheduling & Flexible Service Delivery
Cassie Martin, PhD Ilene Schwartz, PhD, Cassie Borges M.Ed., RinaMarie Leon-Guerrero, Jill Locke, PhD
UW Haring Center BCBA-D BCBA, LBA, UW PhD, BCBA-D, LBA UW Research
Inclusion Specialist Director UW Haring Haring Center UW Haring Center Assistant Professor
Center Inclusion Specialist Inclusion Specialist Implementation Scientist
LEAD Demo Sites Project
Speech & Hearing
Molly Lyman Naomi Fair, MEd Christina Nowak, Jessica Flaherty, Monique Lissa
UW Haring Center Inclusion Specialist MEd BCBA Worthy, MEd Dickenson,
Program Coordinator Inclusion Specialist Inclusion Specialist Inclusion M.S., Inclusion
Specialist Specialist
UW Haring Center
IPP Demonstration Sites Team
Sound Check
We’re going to
get started
in a few
minutes.
Let us know
you can
hear us in
the chat!
Test Audio
3
How to participate
> Share comments and ideas in the Chat panel (send to
“All”)
> Ask presenters questions in the Q&A panel
> Recording will be available on website.
http://ippdemosites.org/
4
Practice the Chat > What are you hoping to hear about today? Please put in the chat what impact you hope today’s webinar will have on your schools inclusionary practices.
Webinar Etiquette ● Keep an open mind. ● Be an active participant.
Demonstration Sites Project Overview
> 16 demonstration sites across the state of WA will be
selected over the course of the next two years.
> Demonstration sites will:
– Serve as model sites for best practices in inclusive education.
– Showcase implementation of high leverage practices.
– Invite and host members of the community to see practices
in action.
– Continue to build inclusive culture by refining practices.
– Increase equitable learning for all students.
Founding Principles
Inclusive education requires a cultural shift in
philosophy and practice.
> The ways we tell our stories can provide a transformational
learning experience for other schools, increasing impact and
the likelihood that they will implement what they learn.
> Every school is engaged in effective inclusive practices and
supports that can be shared with others.
> All schools are on a path of continuous improvement.
> Strong sustainability is promoted through strong
partnerships with key stakeholders.
> Innovative site-based leadership leads to increased
effectiveness.
The Journey Continued > Demonstration Sites are on a continuous journey towards building inclusive schools and communities. > Multiple high leverage inclusionary practices go into actualizing inclusion for educators, families and most importantly students.
Questions and Polling 1 Who’s here? ❑ Administrator ❑ Counselor ❑ Teacher ❑ Parent ❑ ESD ❑ District ❑ Specialist ❑ Community Based Organization ❑ Paraprofessional ❑ Other
END UW INTRO
Introducing Mark Twain Elementary
Who is presenting today? Craig Mott Malia Goodfellow Clara Yamakawa Kelly Marth Manjit Pohar Principal Associate Principal EL Psychologist Paraeducator Alisha Poling Denise Dewalt Amy Lanum Julie Thomas Emma Albertson Special Education Counselor Safety Net Safety Net General Education
Introducing
Mark Twain Elementary
2016-17 2017-18 2018-19 2019-2020
Student Enrollment (count) 580 603 623 658
Racial Diversity (%) American 0.5 0.0 0.6 0.3
Indian/Alaskan Native
Asian 16.9 19.7 20.9 23.1
Black/African American 1.7 1.8 1.8 2.0
Hispanic/Latino of any 13.3 13.9 16.2 14.1
race(s)
Native Hawaiian/Other 0.0 0.0 0.3 0.3
Pacific Islander
Two or more races 10.0 10.8 10.4 10.6
White 57.6 53.1 49.8 49.5
Students Eligible for Free/Reduced Price Meals (%) 16.6 15.5 16.1 14.9
Students Receiving Special Education Services (%) 13.3 12.4 13.8 13.5
English Language Learners (%) 16.6 16.8 18.6 18.2
Students with a First Language Other Than English (%) 28.0 28.8 30.4 29
Mobility Rate (%) 12.4 10.4 12.2 3.2We are Mark Twain Elementary
Ho
m
eo
ft
he
Bo
bc
ats!Inclusionary practices in our school ● Master scheduling ● Flexible service model ● Accessing Core
Highlighting the following Inclusionary Practice ● Master Schedule and Flexible Service Delivery
How we started
● Historical perspective on master schedule
development
○ Specialists
○ Special Education
○ Primary in the morning
○ New perspective
○ Interest driven
■ Common planning
■ Interdisciplinary grade level teams
■ Access to core
■ Student voice
■ Impact on all studentsWhat does this look like in our school?
Organizational systems to support the practice
● Staffing and working collectively
● Increased staffing K-2 for foundational skills
● Common planning
● Started with ELA then added math
● School wide MTSS
● Common assessment tool
○ Ongoing progress monitoring
○ Common planningPractical Application
• Each teacher is going to share what their role is in
flexible service delivery and how it positively
impacts students.
• This is a process and a commitment; we are
working and improving our systems and structures
daily.Practical applications: General Education
● Mindset of being teachers to all third graders
○ Impact of Power Groups on student connection &
engagement
● Common planning
○ Weekly planning template
○ Learning goals, barriers & supports
○ Access points for core instructionPractical applications: Para Educator ▪ Modeling Inclusivity – General education and power groups work in unison towards the larger goal of engaging all students. My role in that is meeting students where they are at and providing meaningful learning experiences. ▪ Building connections - Using Power Groups as a platform for building rapport both between peers and between students and educator, creating opportunities for positive interactions, both on an academic and social level. ▪ Collaboration – A 'go between' in a team of educators across the spectrum sharing expertise and working on a continuum. Taking the guidance of general education teacher and special education teacher and incorporating that into lesson planning and implementing.
Practical applications: Counselor • Counselor joins specialist's rotation to provide grade level teaming and prep time • Teaching SEL (tier 1) lessons consistently each week in grades 3-5 • Mindset Shift for me.. Aha moments
Practical applications: Safety Net/EL
• Intentional Intervention (Safety Net vs EL services)
• Progress Monitoring students
• Planning with grade levels/sharing of resources
WIDA (2020)Resources for all students to access:
Practical applications: Special Education • Master Schedule- How it supports inclusive education • Common planning and collaboration with general education teachers- How it is leading to a cultural shift • How we implement differing levels of support • How we team with school psychologist and parents to determine levels of support
Practical applications: School Psychologist Pre-referral Process: • Quick and flexible access to intervention without labeling • Role on Student Intervention Team Supporting teachers and classified staff; Brainstorming intervention ideas; Learning from others; Sharing expertise; Celebrating successes; tracking data Referral and Evaluation Process: • Fewer referrals • Robust intervention data to draw from • Multiple staff members knowledge about student interventions and growth • Confidence in decision making • Rethinking what specially designed instruction looks like and preserving access to core
What we are learning along the way ● Protocols for common planning ● Data teaming ● Onboarding new staff ● Dismantling conflicting structures ● Training and professional development
Takeaways • Approach the work with a flexible and open mindset • Diversify your leadership • Live and breathe the work daily • Look beyond labels • Think outside the box
What is one thing you could do tomorrow to start…. As an administrator- • Reexamine master schedule, create interdisciplinary grade level teams, rethink use of staffing, prioritize parent voice As a teacher- • Create an authentic community in your classroom, advocate for all students to remain in general education classrooms, embed accommodations or instructional strategies into your practices (UDL) As a staff member- • Facilitate authentic friendships, design small groups with intentionality (the how and why), engage in ongoing professional development As a central office member- • Examine staffing models and practices, beginning to dismantle practices that create/reinforce barriers As community member- • Advocate, partner, ask questions!
Resources/Artifacts • Sample master schedules • Student work samples highlighting access points and supports • Vocabulary practice and sentence stems with Clicker 7 software • Teacher made materials designed with UDL access points: Compare-contrast practice; Main idea practice; Opinion essay graphic organizer; Math word problems • Team planning template highlighting designing for access
BEGIN UW WRAP UP
Questions: Please share you answers in the CHAT box. 1. What are the systems, culture, and/or leadership practices you heard about today that support inclusive schools? 2. From what you learned today, what are some initial steps you can take and apply in your building?
To learn more about the Demonstration Sites Project > Please visit: https://haringcenter.org/pdu-demo-sites/ https://www.k12.wa.us/policy-funding/special-ed ucation-funding-and-finance/inclusionary-practic es-professional-development-project > Or email, uwdemosites@uw.edu
Evaluation and Clock Hours
Google Form
https://docs.google.com/forms/d/e/1FAIpQLSfhsiGmE2PmeAxcXxb
q1YMkx_9JPLYXSmBiFxEth-10f7vT_A/viewform
A link to this evaluation form has been emailed to all participants.
Clock Hour Forms have been emailed to all participants.Thanks to our partners
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