Recent Changes

Systematic instruction within or outside of the classroom
Frequent and intense
From Wendi: This info was in the outline and will need to be inserted in the correct place if we are going to keep the outline format. We need to plug stuff in as we go or we are going to end up with a mess.
nmn] Overview of Inclusion
In 2001, the No Child Left Behind Act was implemented and it actually expanded
IDEA. Together these laws provided the framework for an inclusive classroom (Cady,
Conner, Stuart, and Zweifel, 2006). Special education students and regular education students are integrated into the same classroom, exposed to the general curriculum, taught by the same teachers and to the same high academic standards (Cramer, Liston, Nevin, and Thousand, 2006). Every student should have access to highly qualified teachers and appropriate assessments to ensure educational gains in all areas (Cole, 2006).
Accountability, highly qualified teachers, scientifically based instruction, local flexibility, safe schools, and parent participation and choice are NCLB’s six core basic principals (C.L. Hodge and B.L. Krumm, 2009) NCLB requires all students, including students with disabilities, to be educated by teachers who are highly qualified in the core subject area. This is the reason why the implementation for inclusion is becoming increasingly important. The regular education teacher is highly qualified in the specific content area and is the teacher of record. The special education teacher must either be highly qualified in the subject area or must serve in a supportive role to the teacher who is highly qualified.
Ideally, inclusion means to belong for all students with disabilities in a school setting. Inclusion allows individuals with disabilities equal access to a quality education in the Least Restrictive Environment and in most cases the general education classroom. Children benefit because a general and a special educator are present in the classroom. According to McLeskey, 2010, “We suggest that students with disabilities belong to the school community and are accepted by others; that they actively participate in the academic and social community to succeed.
The purpose of inclusion specifies that students with disabilities and other special needs have the right to be educated alongside their peers, schools should implement programs and structure that adapts to the students with special needs oppose to the student adapting to the school. During the sixty’s Congress established the Bureau for Education of the Handicapped under Title VI under the Elementary and Secondary School Act or (ESEA), which guaranteed that all children received a fair and equal opportunity to a high-quality education.
Inclusion Best Practices
PBIS
Positive Behavioral Intervention & Support is an operational framework to improve student academic and behavior outcomes (U.S. Dept of Ed, PBIS, 2009). The behavior implemented instructional and behavioral practices and interventions possible.
Ideally, PBIS is implemented school-wide. It is not a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students (U.S. Dept of Ed, PBIS, 2009). School-wide PBIS emphasizes four elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of theses practices (U.S. Dept of Ed, PBIS, 2009).
School-wide PBIS schools organize their evidence-based behavior practices into a continuum in which students experience supports based on their behavior responsiveness to intervention. Tier I-Primary Prevention requires all students to receive supports. If the behavior does not respond, more intensive behavioral supports are provided at Tier II followed by Tier III, which is more intense, individualized, and specialized.
RTI
Response to Intervention (RTI) is a national movement designed to accomplish three important goals. The first goal is to insure all students receive research-based instruction. The second goal is to provide progress monitoring tools that will be utilized in making data-based decisions in terms of interventions and modifications, and the last goal is to provide a more practical method of identifying students as learning disabled (i.e., rather than strictly using a discrepancy model). More specifically, RTI is an integrated approach that includes general, remedial, and special education (Fullan, 2001.
Policies/guidelines
Co-teaching and Collaborative Planning
Differentiated Instruction
Meaningful and effective instruction must be present in inclusive classrooms to meet each student’s learning needs and styles. When educators differentiate instruction, students have more than one way of representation, engagement, and expression. When implementing this strategy, it is suggested that the educator thinks about the curriculum from three different access points; content, process, and product. Differentiating instruction desegregates the students based on performance and abilities ( Vila, Thousand…)
Villa, R. A., Thousand, J. S., Nevin, A., Liston, A. (2005). Successful inclusive practices
in middle and secondary schools. American Secondary Education, 33(3), 33-50.
Cady, K., Conner, M., Stuart, S., and Zweifel, A. (2006). Multiage instruction and
inclusion: A collaborative approach. International Journal of Whole Schooling, 3,
12-26.
Cole, C. (2006). Closing the achievement gap series: Part III: What is the impact of
NCLB on the inclusion of students with disabilities? Bloomington, IN: Indiana
Institute on Disability and Community. ERIC Document Reproduction Service
No. ED495750)
Cramer. E., Liston, A., Nevin, A., and Thousand, J. (2009). Co-teaching in urban school
districts to meet the needs of all teachers and learners: Implications for teacher
education reform. (ERIC Document Reproduction Service No. ED 491651)
Fullan, M. G. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press.
Hodge, C.L. and Krumm, B. L. ( 2009). NCLB: a study of its effect on rural schools-
schools administrators rate services options for students with disabilities. Rural
Special Education Quarterly, 28, 20-27.
U.S. Department of Education, Office of Special Education Programs and National Technical Assistance Center on Positive Behavioral Interventions and Supports. (2009). OSEP center on positive behavioral interventions & supports: Effective school-wide interventions. Retrieved from http://www.pbis.org/default.aspx
I have a time-line started. I will show it to you this afternoon when we meet at 5.
(I know need work on format, just wanted to be sure I had them all down.)
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp:www.pbis.org/pbis_resource_detail
_page.aspx?Type=3&PBIS_ResourceID=216.
Version:1.0 StartHTML:0000000211 EndHTML:0000021839 StartFragment:0000006212 EndFragment:0000021803 SourceURL:file:localhost/Users/wendisutton/Downloads/Implementing%20Inclusive%20Practices%207206-3.doc
1. Foundation of Implementation
a. How inclusion will be implemented?

Implementing Inclusive Practices
Susan Cottingham
Terrie Moore
DaLisa Stearns
Robin Naifeh
Wendi Sutton
University of Memphis
I am sorry I tried inserting information and apperently erased stuff by mistake, please forgive me. Terrie
Vision: In partnership with our stakeholders, our mission is to provide a high performing learning envionrnment that best prepares our LD students to become involved citizens, innovative thinkers, and lifelong learners in the 21st century.
Inclusion: The Program Purpose
Provides opportunities for students wilth learning disabilities to be educated with same age peers
Enables development of friendships among peers
Helps teachers recognize that all students have strengths
Tier 1 Research-based instructional strategies and reading programs designed to be used with the general education classroom
Adjustments are made in instructional techniques for all students through whole and small group differentiated instruction
Tier 2 Intervention used with a small group of students with similar instructional needs
Frequent and intense focusing on strengthening weakness
Include classroom modifications and accommodations
Designed for use with students who are falling behind
Tier 3 Design for students still having difficulty
Systematic instruction within or outside of the classroom
Frequent and intense
From Wendi: This info was in the outline and will need to be inserted in the correct place if we are going to keep the outline format. We need to plug stuff in as we go or we are going to end up with a mess.
nmn] Overview of Inclusion
In 2001, the No Child Left Behind Act was implemented and it actually expanded
IDEA. Together these laws provided the framework for an inclusive classroom (Cady,
Conner, Stuart, and Zweifel, 2006). Special education students and regular education students are integrated into the same classroom, exposed to the general curriculum, taught by the same teachers and to the same high academic standards (Cramer, Liston, Nevin, and Thousand, 2006). Every student should have access to highly qualified teachers and appropriate assessments to ensure educational gains in all areas (Cole, 2006).
Accountability, highly qualified teachers, scientifically based instruction, local flexibility, safe schools, and parent participation and choice are NCLB’s six core basic principals (C.L. Hodge and B.L. Krumm, 2009) NCLB requires all students, including students with disabilities, to be educated by teachers who are highly qualified in the core subject area. This is the reason why the implementation for inclusion is becoming increasingly important. The regular education teacher is highly qualified in the specific content area and is the teacher of record. The special education teacher must either be highly qualified in the subject area or must serve in a supportive role to the teacher who is highly qualified.
Ideally, inclusion means to belong for all students with disabilities in a school setting. Inclusion allows individuals with disabilities equal access to a quality education in the Least Restrictive Environment and in most cases the general education classroom. Children benefit because a general and a special educator are present in the classroom. According to McLeskey, 2010, “We suggest that students with disabilities belong to the school community and are accepted by others; that they actively participate in the academic and social community to succeed.
The purpose of inclusion specifies that students with disabilities and other special needs have the right to be educated alongside their peers, schools should implement programs and structure that adapts to the students with special needs oppose to the student adapting to the school. During the sixty’s Congress established the Bureau for Education of the Handicapped under Title VI under the Elementary and Secondary School Act or (ESEA), which guaranteed that all children received a fair and equal opportunity to a high-quality education.
Inclusion Best Practices
PBIS
Positive Behavioral Intervention & Support is an operational framework to improve student academic and behavior outcomes (U.S. Dept of Ed, PBIS, 2009). The behavior implemented instructional and behavioral practices and interventions possible.
Ideally, PBIS is implemented school-wide. It is not a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students (U.S. Dept of Ed, PBIS, 2009). School-wide PBIS emphasizes four elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of theses practices (U.S. Dept of Ed, PBIS, 2009).
School-wide PBIS schools organize their evidence-based behavior practices into a continuum in which students experience supports based on their behavior responsiveness to intervention. Tier I-Primary Prevention requires all students to receive supports. If the behavior does not respond, more intensive behavioral supports are provided at Tier II followed by Tier III, which is more intense, individualized, and specialized.
RTI
Response to Intervention (RTI) is a national movement designed to accomplish three important goals. The first goal is to insure all students receive research-based instruction. The second goal is to provide progress monitoring tools that will be utilized in making data-based decisions in terms of interventions and modifications, and the last goal is to provide a more practical method of identifying students as learning disabled (i.e., rather than strictly using a discrepancy model). More specifically, RTI is an integrated approach that includes general, remedial, and special education (Fullan, 2001.
Policies/guidelines
Co-teaching and Collaborative Planning
Differentiated Instruction
Meaningful and effective instruction must be present in inclusive classrooms to meet each student’s learning needs and styles. When educators differentiate instruction, students have more than one way of representation, engagement, and expression. When implementing this strategy, it is suggested that the educator thinks about the curriculum from three different access points; content, process, and product. Differentiating instruction desegregates the students based on performance and abilities ( Vila, Thousand…)
Villa, R. A., Thousand, J. S., Nevin, A., Liston, A. (2005). Successful inclusive practices
in middle and secondary schools. American Secondary Education, 33(3), 33-50.
Cady, K., Conner, M., Stuart, S., and Zweifel, A. (2006). Multiage instruction and
inclusion: A collaborative approach. International Journal of Whole Schooling, 3,
12-26.
Cole, C. (2006). Closing the achievement gap series: Part III: What is the impact of
NCLB on the inclusion of students with disabilities? Bloomington, IN: Indiana
Institute on Disability and Community. ERIC Document Reproduction Service
No. ED495750)
Cramer. E., Liston, A., Nevin, A., and Thousand, J. (2009). Co-teaching in urban school
districts to meet the needs of all teachers and learners: Implications for teacher
education reform. (ERIC Document Reproduction Service No. ED 491651)
Fullan, M. G. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press.
Hodge, C.L. and Krumm, B. L. ( 2009). NCLB: a study of its effect on rural schools-
schools administrators rate services options for students with disabilities. Rural
Special Education Quarterly, 28, 20-27.
U.S. Department of Education, Office of Special Education Programs and National Technical Assistance Center on Positive Behavioral Interventions and Supports. (2009). OSEP center on positive behavioral interventions & supports: Effective school-wide interventions. Retrieved from http://www.pbis.org/default.aspx
I have a time-line started. I will show it to you this afternoon when we meet at 5.
(I know need work on format, just wanted to be sure I had them all down.)
International Journal of Whole Schooling
http://www.rti4success
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp:www.pbis.org/pbis_resource_detail
_page.aspx?Type=3&PBIS_ResourceID=216.
Version:1.0 StartHTML:0000000211 EndHTML:0000021839 StartFragment:0000006212 EndFragment:0000021803 SourceURL:file:localhost/Users/wendisutton/Downloads/Implementing%20Inclusive%20Practices%207206-3.doc
1. Foundation of Implementation
a. How inclusion will be implemented?
i. Full Inclusion consisting of a 2-year/3 phase plan
1. Phase I Administrative training and support
2. Phase II Educator/Support Staff Training
3. Phase III Student/Parent and Building Staff Training
ii. Co-Teaching
1. General education teacher and Special education teachers will share responsibility for teaching some or all of the students assigned to a classroom (McClesky, Rosenberg, Westling, 2010).
2. Inclusive classrooms will be monitored through weekly lesson plans, walk-throughs by administration, and regular visits by the inclusion specialist.
b. Additional Initiatives
i. Positive Behavior Support (PBS)
PBS is a compilation of effective practices, interventions, and systems change strategies for achieving important social and learning outcomes while preventing problem behavior with all students (Center on Positive Behavioral Interventions and Supports, 2005).
ii. Response to Intervention (RTI)
RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement using data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity depending on a student’s responsiveness, and identify students with disabilities (National Center on Response to Intervention, 2010).
c. Meeting No Child Left Behind (NCLB) Mandates
i. Central requirements of NCLB relate to accountability and rasing academic expectation.
ii. Achievement scores of students classified in special education are part of the overall assessment of a school’s performance indicating whether the school met adequate yearly progress (AYP)(Peterson, Liu, Goodvin, Hummel, Nance, 2008).
iii. Greater emphasis on inclusion based on assisiting students with disabilities meet achievement goals through the academic benefits resulting from inclusion.
2. Professional Development
a. Commitment
Administrators and Teachers will committ to three professional development
b.Content
i. Administrators
ii. Teachers
iii. Paraeducators
iv. Support Staff
v.i.Students & Parents
v.. Building Staff
3. Implementation Schedule
a. Phase I – Administrators
i. End of the school year planning for following year
ii.. Overview of inclusion and overall plan
iii. Selection of campus based inclusion team
b. Phase II – Educator Training
i. End of school year
ii.. Overview of inclusion and overall plan
iii. Summer Professional Development
iv. Beginning of the school year training
c. . Phase III – Inclusive Practices Begin
References
(I know need work on format, just wanted to be sure I had them all down.)
J. Patterson, F. Liu, S. Goodvin, C. Hummel, E. Nance. September, 2008. An appreciative inquiry into the circle of friends program: The benefits of social inclusion of students with disabilities. International Journal of Whole Schooling. Vol, 4. No. 2.
Essential components of RTI-A closer look at response to intervention. National Center on Response to Intervention. April 2010. Retrieved from http://www.rti4success.
org/images/stories/pdfs/rtiessentialcomponents_042710.pdf
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detail
_page.aspx

Implementing Inclusive Practices
Susan Cottingham
Terrie Moore
DaLisa Stearns
Robin Naifeh
Wendi Sutton
University of Memphis
I am sorry I tried inserting information and apperently erased stuff by mistake, please forgive me. Terrie
Vision: In partnership with our stakeholders, our mission is to provide a high performing learning envionrnment that best prepares our LD students to become involved citizens, innovative thinkers, and lifelong learners in the 21st century.
Inclusion: The Program Purpose
Provides opportunities for students wilth learning disabilities to be educated with same age peers
Enables development of friendships among peers
Helps teachers recognize that all students have strengths
Tier 1 Research-based instructional strategies and reading programs designed to be used with the general education classroom
Adjustments are made in instructional techniques for all students through whole and small group differentiated instruction
Tier 2 Intervention used with a small group of students with similar instructional needs
Frequent and intense focusing on strengthening weakness
Include classroom modifications and accommodations
Designed for use with students who are falling behind
Tier 3 Design for students still having difficulty
Systematic instruction within or outside of the classroom
Frequent and intense
From Wendi: This info was in the outline and will need to be inserted in the correct place if we are going to keep the outline format. We need to plug stuff in as we go or we are going to end up with a mess.
nmn] Overview of Inclusion
In 2001, the No Child Left Behind Act was implemented and it actually expanded
IDEA. Together these laws provided the framework for an inclusive classroom (Cady,
Conner, Stuart, and Zweifel, 2006). Special education students and regular education students are integrated into the same classroom, exposed to the general curriculum, taught by the same teachers and to the same high academic standards (Cramer, Liston, Nevin, and Thousand, 2006). Every student should have access to highly qualified teachers and appropriate assessments to ensure educational gains in all areas (Cole, 2006).
Accountability, highly qualified teachers, scientifically based instruction, local flexibility, safe schools, and parent participation and choice are NCLB’s six core basic principals (C.L. Hodge and B.L. Krumm, 2009) NCLB requires all students, including students with disabilities, to be educated by teachers who are highly qualified in the core subject area. This is the reason why the implementation for inclusion is becoming increasingly important. The regular education teacher is highly qualified in the specific content area and is the teacher of record. The special education teacher must either be highly qualified in the subject area or must serve in a supportive role to the teacher who is highly qualified.
Ideally, inclusion means to belong for all students with disabilities in a school setting. Inclusion allows individuals with disabilities equal access to a quality education in the Least Restrictive Environment and in most cases the general education classroom. Children benefit because a general and a special educator are present in the classroom. According to McLeskey, 2010, “We suggest that students with disabilities belong to the school community and are accepted by others; that they actively participate in the academic and social community to succeed.
The purpose of inclusion specifies that students with disabilities and other special needs have the right to be educated alongside their peers, schools should implement programs and structure that adapts to the students with special needs oppose to the student adapting to the school. During the sixty’s Congress established the Bureau for Education of the Handicapped under Title VI under the Elementary and Secondary School Act or (ESEA), which guaranteed that all children received a fair and equal opportunity to a high-quality education.
Inclusion Best Practices
PBIS
Positive Behavioral Intervention & Support is an operational framework to improve student academic and behavior outcomes (U.S. Dept of Ed, PBIS, 2009). The behavior implemented instructional and behavioral practices and interventions possible.
Ideally, PBIS is implemented school-wide. It is not a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students (U.S. Dept of Ed, PBIS, 2009). School-wide PBIS emphasizes four elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of theses practices (U.S. Dept of Ed, PBIS, 2009).
School-wide PBIS schools organize their evidence-based behavior practices into a continuum in which students experience supports based on their behavior responsiveness to intervention. Tier I-Primary Prevention requires all students to receive supports. If the behavior does not respond, more intensive behavioral supports are provided at Tier II followed by Tier III, which is more intense, individualized, and specialized.
RTI
Response to Intervention (RTI) is a national movement designed to accomplish three important goals. The first goal is to insure all students receive research-based instruction. The second goal is to provide progress monitoring tools that will be utilized in making data-based decisions in terms of interventions and modifications, and the last goal is to provide a more practical method of identifying students as learning disabled (i.e., rather than strictly using a discrepancy model). More specifically, RTI is an integrated approach that includes general, remedial, and special education (Fullan, 2001.
Policies/guidelines
Co-teaching and Collaborative Planning
Differentiated Instruction
Meaningful and effective instruction must be present in inclusive classrooms to meet each student’s learning needs and styles. When educators differentiate instruction, students have more than one way of representation, engagement, and expression. When implementing this strategy, it is suggested that the educator thinks about the curriculum from three different access points; content, process, and product. Differentiating instruction desegregates the students based on performance and abilities ( Vila, Thousand…)
Villa, R. A., Thousand, J. S., Nevin, A., Liston, A. (2005). Successful inclusive practices
in middle and secondary schools. American Secondary Education, 33(3), 33-50.
Cady, K., Conner, M., Stuart, S., and Zweifel, A. (2006). Multiage instruction and
inclusion: A collaborative approach. International Journal of Whole Schooling, 3,
12-26.
Cole, C. (2006). Closing the achievement gap series: Part III: What is the impact of
NCLB on the inclusion of students with disabilities? Bloomington, IN: Indiana
Institute on Disability and Community. ERIC Document Reproduction Service
No. ED495750)
Cramer. E., Liston, A., Nevin, A., and Thousand, J. (2009). Co-teaching in urban school
districts to meet the needs of all teachers and learners: Implications for teacher
education reform. (ERIC Document Reproduction Service No. ED 491651)
Fullan, M. G. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press.
Hodge, C.L. and Krumm, B. L. ( 2009). NCLB: a study of its effect on rural schools-
schools administrators rate services options for students with disabilities. Rural
Special Education Quarterly, 28, 20-27.
U.S. Department of Education, Office of Special Education Programs and National Technical Assistance Center on Positive Behavioral Interventions and Supports. (2009). OSEP center on positive behavioral interventions & supports: Effective school-wide interventions. Retrieved from http://www.pbis.org/default.aspx
I have a time-line started. I will show it to you this afternoon when we meet at 5.
(I know need work on format, just wanted to be sure I had them all down.)
International Journal of Whole Schooling
http://www.rti4success
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp:www.pbis.org/pbis_resource_detail
_page.aspx?Type=3&PBIS_ResourceID=216.
Version:1.0 StartHTML:0000000211 EndHTML:0000021839 StartFragment:0000006212 EndFragment:0000021803 SourceURL:file:localhost/Users/wendisutton/Downloads/Implementing%20Inclusive%20Practices%207206-3.doc
1. Foundation of Implementation
a. How inclusion will be implemented?
i. Full Inclusion consisting of a 2-year/3 phase plan
1. Phase I Administrative training and support
2. Phase II Educator/Support Staff Training
3. Phase III Student/Parent and Building Staff Training
ii. Co-Teaching
1. General education teacher and Special education teachers will share responsibility for teaching some or all of the students assigned to a classroom (McClesky, Rosenberg, Westling, 2010).
2. Inclusive classrooms will be monitored through weekly lesson plans, walk-throughs by administration, and regular visits by the inclusion specialist.
b. Additional Initiatives
i. Positive Behavior Support (PBS)
PBS is a compilation of effective practices, interventions, and systems change strategies for achieving important social and learning outcomes while preventing problem behavior with all students (Center on Positive Behavioral Interventions and Supports, 2005).
ii. Response to Intervention (RTI)
RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement using data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity depending on a student’s responsiveness, and identify students with disabilities (National Center on Response to Intervention, 2010).
c. Meeting No Child Left Behind (NCLB) Mandates
i. Central requirements of NCLB relate to accountability and rasing academic expectation.
ii. Achievement scores of students classified in special education are part of the overall assessment of a school’s performance indicating whether the school met adequate yearly progress (AYP)(Peterson, Liu, Goodvin, Hummel, Nance, 2008).
iii. Greater emphasis on inclusion based on assisiting students with disabilities meet achievement goals through the academic benefits resulting from inclusion.
2. Professional Development
a. Commitment
Administrators and Teachers will committ to three professional development
b.Content
i. Administrators
ii. Teachers
iii. Paraeducators
iv. Support Staff
v.i.Students & Parents
v.. Building Staff
3. Implementation Schedule
a. Phase I – Administrators
i. End of the school year planning for following year
ii.. Overview of inclusion and overall plan
iii. Selection of campus based inclusion team
b. Phase II – Educator Training
i. End of school year
ii.. Overview of inclusion and overall plan
iii. Summer Professional Development
iv. Beginning of the school year training
c. . Phase III – Inclusive Practices Begin
References
(I know need work on format, just wanted to be sure I had them all down.)
J. Patterson, F. Liu, S. Goodvin, C. Hummel, E. Nance. September, 2008. An appreciative inquiry into the circle of friends program: The benefits of social inclusion of students with disabilities. International Journal of Whole Schooling. Vol, 4. No. 2.
Essential components of RTI-A closer look at response to intervention. National Center on Response to Intervention. April 2010. Retrieved from http://www.rti4success.
org/images/stories/pdfs/rtiessentialcomponents_042710.pdf
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detail
_page.aspx

Systematic instruction within or outside of the classroom
Frequent and intense
From Wendi:
Overview This info was in the outline and will need to be inserted in the correct place if we are going to keep the outline format. We need to plug stuff in as we go or we are going to end up with a mess.
nmn] Overview of Inclusion
In 2001, the No Child Left Behind Act was implemented and it actually expanded
IDEA. Together these laws provided the framework for an inclusive classroom (Cady,
iii. Greater emphasis on inclusion based on assisiting students with disabilities meet achievement goals through the academic benefits resulting from inclusion.
2. Professional Development
i.a. Commitment
Administrators and Teachers will committ to three professional development
ii. Content
1.b.Content
i. Administrators
2.
ii. Teachers
3.
iii. Paraeducators
4.
iv. Support Staff
5. Students
v.i.Students & Parents
6.
v.. Building Staff
3. Implementation Schedule
i.a. Phase I – Administrators
1.
i. End of following year
2.
ii.. Overview of overall plan
3.
iii. Selection of inclusion team
ii.
b. Phase II Educator Training
1.
i. End of school year
2.
ii.. Overview of overall plan
3.
iii. Summer Professional Development
4.
iv. Beginning of year training
iii.
c. . Phase III
References
(I know need work on format, just wanted to be sure I had them all down.)

From Wendi:
Overview of Inclusion
actually expanded
IDEA.
IDEA. Together these classroom (Cady,
Conner, Stuart, and Zweifel, 2006). Special education students and regular education students are integrated into the same classroom, exposed to the general curriculum, taught by the same teachers and to the same high academic standards (Cramer, Liston, Nevin, and Thousand, 2006). Every student should have access to highly qualified teachers and appropriate assessments to ensure educational gains in all areas (Cole, 2006).
highly qualified.
Ideally,
Ideally, inclusion means to succeed.
The
The purpose of high-quality education.
Inclusion Best Practices
PBIS
interventions possible.
Ideally,
Ideally, PBIS is PBIS, 2009).
School-wide
School-wide PBIS schools and specialized.
RTI
(Fullan, 2001.
Policies/guidelines
Policies/guidelines
Co-teaching and Collaborative Planning
Differentiated Instruction
Cady, K., Conner, M., Stuart, S., and Zweifel, A. (2006). Multiage instruction and
inclusion: A collaborative approach. International Journal of Whole Schooling, 3,
12-26.
Cole, C. (2006). Closing the achievement gap series: Part III: What is the impact of
NCLB on the inclusion of students with disabilities? Bloomington, IN: Indiana
Institute on Disability and Community. ERIC Document Reproduction Service
No. ED495750)
Cramer. E., Liston, A., Nevin, A., and Thousand, J. (2009). Co-teaching in urban school
districts to meet the needs of all teachers and learners: Implications for teacher
Hodge, C.L. and Krumm, B. L. ( 2009). NCLB: a study of its effect on rural schools-
schools administrators rate services options for students with disabilities. Rural
28, 20-27.
U.S. Department of Education, Office of Special Education Programs and National Technical Assistance Center on Positive Behavioral Interventions and Supports. (2009). OSEP center on positive behavioral interventions & supports: Effective school-wide interventions. Retrieved from http://www.pbis.org/default.aspx
I have a time-line started. I will show it to you this afternoon when we meet at 5.

Systematic instruction within or outside of the classroom
Frequent and intense
From Wendi:
Overview of Inclusion
In 2001, the No Child Left Behind Act was implemented and it actually expanded
IDEA. Together these laws provided the framework for an inclusive classroom (Cady,
Conner, Stuart, and Zweifel, 2006). Special education students and regular education students are integrated into the same classroom, exposed to the general curriculum, taught by the same teachers and to the same high academic standards (Cramer, Liston, Nevin, and Thousand, 2006). Every student should have access to highly qualified teachers and appropriate assessments to ensure educational gains in all areas (Cole, 2006).
Accountability, highly qualified teachers, scientifically based instruction, local flexibility, safe schools, and parent participation and choice are NCLB’s six core basic principals (C.L. Hodge and B.L. Krumm, 2009) NCLB requires all students, including students with disabilities, to be educated by teachers who are highly qualified in the core subject area. This is the reason why the implementation for inclusion is becoming increasingly important. The regular education teacher is highly qualified in the specific content area and is the teacher of record. The special education teacher must either be highly qualified in the subject area or must serve in a supportive role to the teacher who is highly qualified.
Ideally, inclusion means to belong for all students with disabilities in a school setting. Inclusion allows individuals with disabilities equal access to a quality education in the Least Restrictive Environment and in most cases the general education classroom. Children benefit because a general and a special educator are present in the classroom. According to McLeskey, 2010, “We suggest that students with disabilities belong to the school community and are accepted by others; that they actively participate in the academic and social community to succeed.
The purpose of inclusion specifies that students with disabilities and other special needs have the right to be educated alongside their peers, schools should implement programs and structure that adapts to the students with special needs oppose to the student adapting to the school. During the sixty’s Congress established the Bureau for Education of the Handicapped under Title VI under the Elementary and Secondary School Act or (ESEA), which guaranteed that all children received a fair and equal opportunity to a high-quality education.
Inclusion Best Practices
PBIS
Positive Behavioral Intervention & Support is an operational framework to improve student academic and behavior outcomes (U.S. Dept of Ed, PBIS, 2009). The behavior implemented instructional and behavioral practices and interventions possible.
Ideally, PBIS is implemented school-wide. It is not a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students (U.S. Dept of Ed, PBIS, 2009). School-wide PBIS emphasizes four elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of theses practices (U.S. Dept of Ed, PBIS, 2009).
School-wide PBIS schools organize their evidence-based behavior practices into a continuum in which students experience supports based on their behavior responsiveness to intervention. Tier I-Primary Prevention requires all students to receive supports. If the behavior does not respond, more intensive behavioral supports are provided at Tier II followed by Tier III, which is more intense, individualized, and specialized.
RTI
Response to Intervention (RTI) is a national movement designed to accomplish three important goals. The first goal is to insure all students receive research-based instruction. The second goal is to provide progress monitoring tools that will be utilized in making data-based decisions in terms of interventions and modifications, and the last goal is to provide a more practical method of identifying students as learning disabled (i.e., rather than strictly using a discrepancy model). More specifically, RTI is an integrated approach that includes general, remedial, and special education (Fullan, 2001.
Policies/guidelines
Co-teaching and Collaborative Planning
Differentiated Instruction
Meaningful and effective instruction must be present in inclusive classrooms to meet each student’s learning needs and styles. When educators differentiate instruction, students have more than one way of representation, engagement, and expression. When implementing this strategy, it is suggested that the educator thinks about the curriculum from three different access points; content, process, and product. Differentiating instruction desegregates the students based on performance and abilities ( Vila, Thousand…)
Villa, R. A., Thousand, J. S., Nevin, A., Liston, A. (2005). Successful inclusive practices
in middle and secondary schools. American Secondary Education, 33(3), 33-50.
Cady, K., Conner, M., Stuart, S., and Zweifel, A. (2006). Multiage instruction and
inclusion: A collaborative approach. International Journal of Whole Schooling, 3,
12-26.
Cole, C. (2006). Closing the achievement gap series: Part III: What is the impact of
NCLB on the inclusion of students with disabilities? Bloomington, IN: Indiana
Institute on Disability and Community. ERIC Document Reproduction Service
No. ED495750)
Cramer. E., Liston, A., Nevin, A., and Thousand, J. (2009). Co-teaching in urban school
districts to meet the needs of all teachers and learners: Implications for teacher
education reform. (ERIC Document Reproduction Service No. ED 491651)
Fullan, M. G. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press.
Hodge, C.L. and Krumm, B. L. ( 2009). NCLB: a study of its effect on rural schools-
schools administrators rate services options for students with disabilities. Rural
Special Education Quarterly, 28, 20-27.
U.S. Department of Education, Office of Special Education Programs and National Technical Assistance Center on Positive Behavioral Interventions and Supports. (2009). OSEP center on positive behavioral interventions & supports: Effective school-wide interventions. Retrieved from http://www.pbis.org/default.aspx
I have a time-line started. I will show it to you this afternoon when we meet at 5.
(I know need work on format, just wanted to be sure I had them all down.)

University of Memphis
I am sorry I tried inserting information and apperently erased stuff by mistake, please forgive me. Terrie
1. Foundation of Implementation
a. How inclusion will be implemented?
i. Full Inclusion consisting of a 2-year/3 phase plan -
Vision: In partnership with our stakeholders, our mission is to provide a high performing learning envionrnment that best prepares our LD students to become involved citizens, innovative thinkers, and lifelong learners in the 21st century.
Inclusion: The Program Purpose

Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp:www.pbis.org/pbis_resource_detail
_page.aspx?Type=3&PBIS_ResourceID=216.
EndFragment:0000021803 SourceURL:file:localhost/Users/wendisutton/Downloads/Implementing%20Inclusive%20Practices%207206-3.doc
1.
1. Foundation of Implementation
a. How inclusion will be implemented?
i. Full Inclusion consisting of a 2-year/3 phase plan
ii. Co-Teaching
1. General education teacher and Special education teachers will share responsibility for teaching some or all of the students assigned to a classroom (McClesky, Rosenberg, Westling, 2010).
inclusion specialist.
b. Additional Initiatives
i. Positive Behavior Support (PBS)
i. Central requirements of NCLB relate to accountability and rasing academic expectation.
ii. Achievement scores of students classified in special education are part of the overall assessment of a school’s performance indicating whether the school met adequate yearly progress (AYP)(Peterson, Liu, Goodvin, Hummel, Nance, 2008).
from inclusion.
2.
2. Professional Development
i. Commitment
professional development
ii. Content
1. Administrators
1. End of the school year planning for following year
2. Overview of inclusion and overall plan
3. SelectionSelection of campus
ii. Phase II – Educator Training
1. End of school year
2. Overview of inclusion and overall plan
3. Summer Professional Development
year training
iii. Phase III – Inclusive Practices Begin
References
(I know need work on format, just wanted to be sure I had them all down.)
J. Patterson, F. Liu, S. Goodvin, C. Hummel, E. Nance. September, 2008. An appreciative inquiry into the circle of friends program: The benefits of social inclusion of students with disabilities. International Journal of Whole Schooling. Vol, 4. No. 2.
Essential components of RTI-A closer look at response to intervention. National Center on Response to Intervention. April 2010. Retrieved from http://www.rti4success.
org/images/stories/pdfs/rtiessentialcomponents_042710.pdf
Retrieved fromhttp://www.pbis.org/pbis_resource_detail
_page.aspx

International Journal of Whole Schooling
http://www.rti4success
Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detailfromhttp:www.pbis.org/pbis_resource_detail
_page.aspx?Type=3&PBIS_ResourceID=216.
Version:1.0 StartHTML:0000000211 EndHTML:0000021839 StartFragment:0000006212 EndFragment:0000021803 SourceURL:file:localhost/Users/wendisutton/Downloads/Implementing%20Inclusive%20Practices%207206-3.doc
1. Foundation of Implementation
a. How inclusion will be implemented?
i. Full Inclusion consisting of a 2-year/3 phase plan
1. Phase I Administrative training and support
2. Phase II Educator/Support Staff Training
3. Phase III Student/Parent and Building Staff Training
ii. Co-Teaching
1. General education teacher and Special education teachers will share responsibility for teaching some or all of the students assigned to a classroom (McClesky, Rosenberg, Westling, 2010).
2. Inclusive classrooms will be monitored through weekly lesson plans, walk-throughs by administration, and regular visits by the inclusion specialist.
b. Additional Initiatives
i. Positive Behavior Support (PBS)
PBS is a compilation of effective practices, interventions, and systems change strategies for achieving important social and learning outcomes while preventing problem behavior with all students (Center on Positive Behavioral Interventions and Supports, 2005).
ii. Response to Intervention (RTI)
RTI integrates assessment and intervention within a multi-level prevention system to maximize student achievement using data to identify students at risk for poor learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity depending on a student’s responsiveness, and identify students with disabilities (National Center on Response to Intervention, 2010).
c. Meeting No Child Left Behind (NCLB) Mandates
i. Central requirements of NCLB relate to accountability and rasing academic expectation.
ii. Achievement scores of students classified in special education are part of the overall assessment of a school’s performance indicating whether the school met adequate yearly progress (AYP)(Peterson, Liu, Goodvin, Hummel, Nance, 2008).
iii. Greater emphasis on inclusion based on assisiting students with disabilities meet achievement goals through the academic benefits resulting from inclusion.
2. Professional Development
i. Commitment
Administrators and Teachers will committ to three professional development
ii. Content
1. Administrators
2. Teachers
3. Paraeducators
4. Support Staff
5. Students & Parents
6. Building Staff
3. Implementation Schedule
i. Phase I – Administrators
1. End of the school year planning for following year
2. Overview of inclusion and overall plan
3. Selection of campus based inclusion team
ii. Phase II – Educator Training
1. End of school year
2. Overview of inclusion and overall plan
3. Summer Professional Development
4. Beginning of the school year training
iii. Phase III – Inclusive Practices Begin
References
(I know need work on format, just wanted to be sure I had them all down.)
J. Patterson, F. Liu, S. Goodvin, C. Hummel, E. Nance. September, 2008. An appreciative inquiry into the circle of friends program: The benefits of social inclusion of students with disabilities. International Journal of Whole Schooling. Vol, 4. No. 2.
Essential components of RTI-A closer look at response to intervention. National Center on Response to Intervention. April 2010. Retrieved from http://www.rti4success.
org/images/stories/pdfs/rtiessentialcomponents_042710.pdf
Sugai, G., Horner, R.H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kinciad, D., Scott, T., Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon. Retrieved fromhttp://www.pbis.org/pbis_resource_detail
_page.aspx

Implementing Inclusive Practices
Susan Cottingham
Terrie Moore DaLisa
DaLisa Stearns
Robin Naifeh
Wendi Sutton