Author:
Stephanie Prosser, Washington OSPI OER Project, Barbara Soots
Subject:
Education, Special Education
Material Type:
Module, Student Guide, Teaching/Learning Strategy
Level:
Graduate / Professional, Career / Technical, Adult Education
Tags:
  • AEM
  • Accessibility
  • Accessible Educational Materials
  • CSTP
  • Center for Strengthening the Teaching Profession
  • Inclusion
  • Inclusionary Practices Project
  • Wa-pd
  • accessibility
  • accessible-educational-materials
  • aem
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML, Video

    Chapter 1: Inclusionary Practices Handbook Synchronous Modules

    Chapter 1: Inclusionary Practices Handbook Synchronous Modules

    Overview

    This is a nine-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter One; Collaborative Practices that Support Inclusion. These modules offer participants opportunities to engage and collaborate around practices to support making their classrooms more inclusive for all students.

    Module 1: Inclusionary Practices Handbook Introduction

    This is the Interactive Agenda for Module 1: Inclusionary Practices Handbook Introduction.

    1. Inclusionary Practices Handbook Introduction

    Description of Module

    Participants will get a glimpse into the past and current experiences of students with disabilities as they learn about how student placement has evolved over the past 40 years. Legal and ethical considerations for student placement will be reviewed along with the research on the power and potential of increased inclusion for all students in our public schools. Participants will get an opportunity to discuss their own experiences and reflect on how they can support moving inclusion forward.

     

    Module Objectives

    Participants will:

    • Expand understanding of the foundations of inclusionary practice.

    • Develop understanding of LRE and how it can impact student experience.

    • Reimagine student placement with an equity lens for disabilities.

     

    Module Steps

    Inclusion as a priority

     

    Individuals with Disabilities Act (IDEA)

     

    Benefits of Inclusion

     

    Shelley More Video - Benefits of Inclusion https://youtu.be/PQgXBhPh5Zo 

         CHAT ALERT:  Who else might you invite to the next training to make this happen?

     

    Inclusion defined

     

    Breakout Room:  Discussion (10 minute) Large Group Share (2 minutes)

         Take 10 minutes to discuss as a group these three questions

    • What does inclusion look like in your setting?

    • What does inclusion look like when it’s not working?

    • What other benefits come from inclusion?

     

    Rights based perspectives

     

    Special Education and LRE

     

    Breakout Room:  Discussion (10 minutes) Large Group Share (5 minutes)

         Take 10 minutes to discuss as a group these three questions

    • How does a student get into a district program?

    • How does a student get out of a district program?

    • How is it decided whether a student can access a general education class?  Who decides this?  Is it based on the student’s needs or the school/teacher/or other student’s needs?

     

    Deconstructing Disability and Shifting Mindsets

     

    Components of Disability Awareness

     

    Comparing Mindsets about Inclusion

         CHAT ALERT: Which one of these resonated with you the most?

     

    Breakout Room: LRE Self Assessment Tool Jigsaw (17 minutes)

             Inclusionary Practices Handbook page 12 

    Each person in the Breakout Room gets one of the 6 sections to review and share with their Breakout group. (5 minutes to read and analyze the tool) (12 minutes to share = 2 minutes each)

     

    CHAT ALERT:  Send the link for the LRE self-assessment tool to one person in your district right now.  Who did you send it to?  Why?

     

    What’s Next--9 Module Share Out

     

    Module 2: Schoolwide Collaborative Practices

    This is an interactive agenda for Module 2: Schoolwide Collaborative Practices.

    2. Schoolwide Collaborative Practices

    Mindsets & Beliefs That Support Collaboration 

    Inclusive Language

    Culturally Responsive Collaboration 

    Description of Module 

    In this module, you will reflect on your mindsets and beliefs as they relate to students with disabilities in inclusive settings and how a schoolwide culture of collaboration can be fostered. To support this work, you will view examples and explore practical solutions to begin using inclusive language and reflect on what cultural responsiveness looks like in a team setting. The module will conclude with a reflective assignment that will help you apply what you have learned in your school. 

    Module Objectives

    Participants will: 

    • reflect on their mindset and beliefs about the ability of students with disabilities to be meaningfully included in general education settings.

    • have a clear understanding of inclusive language.

    • understand what cultural responsiveness looks like in a team setting.

    Module Steps

    This module cover pages 16-21 from the Inclusionary Practices Handbook 

    Mindsets & Beliefs that Support Collaboration

    Inclusionary Language 

    • Chat - How would you define “inclusionary language” or “person-first language”?

    • Read Pg. 20 in the Inclusionary Practices Handbook

    • Chat - What is your biggest takeaway from the Inclusionary Language section of the IPH? 

    • Watch Person First Language video (video can also be found on YouTube)

    • Read Inclusive Language 

    • Breakout Room:

      • What stood out to you from the video and/or article?

      • How has your understanding or definition of inclusionary language changed?  

      • What one change could you make today to begin using inclusionary language?

      • How could you help others begin to use inclusionary language?  

     

    Culturally Responsive Collaboration

    • Culturally Responsive Teaching and Teamwork

    • Breakout Room: Complete the Culturally Responsive Collaboration Assignment

      • What is the implication for collaborative teamwork?

      • What steps can you take to apply this element in your own setting?

    Module 3: IEP Teaming and Academic Standards

    3. IEP Teaming and Academic Standards

    Roles and Responsibilities

    Breaking down the standards

    Description of Module

    This module will examine and delineate the different roles each Individualized Education Program (IEP) team member holds within the group, and show why each member is an integral part of the team. We will examine the importance of developing goals connected to the Common Core Standards during the IEP process.  We need to consider that students with disabilities are general education students first and that special education services supplement the grade level, general education curriculum, and standards. This module will explore how to unpack the Common Core standards and focus on the present levels and needs of each student, using accommodations and modifications, to support the student’s learning and access to the general education curriculum, as is mandated by law.  

    Module Objectives

    Participants will learn:

    • To understand the roles and responsibilities of each IEP team member

    • To understand that IEP Goals need to be connected to Common Core Standards and should include accommodations and modifications that allow access to grade-level work 

    • To unpack the standards and break them into subskills

    Module Steps

    Additional Resources

    Inclusionary Practices Handbook Roles and Responsibilities Section pg 21-23 Inclusionary Practices 

    Module 4: Collaborative Teaming, Skills and Strategies in Schools

    This is an interactive agenda for Module 4: Collaborative Teaming, Skills and Strategies in Schools.

    4. Collaborative Teaming, Skills and Strategies in Schools

    Collaborative Teaming in Schools 

    Collaborative Skills and Strategies

    Description of Module

    A collaborative team is defined as two or more people working together to accomplish a common goal that is directly related to student outcomes in an inclusive environment. In this module you will explore the importance of building a team structure, communication skills, teamwork strategies, and coordinating time and actions for teaming success.

    Module Objectives

    Participants will learn:

    • The importance of collaborative teaming in schools and its impact on student learning.

    • The key components of successful collaborative teaming

    • How collaborative teaming aligns with inclusionary best practices.

     

    Module Steps

    Step 1: A case study about Billy. OSPI Inclusionary Practices Handbook, page 17 

     

    Step 2: What does it mean to have collaboration across all system levels? OSPI Inclusionary Practices Handbook, page 18

     

    Step 3: Write Just a Minute- take one minute and complete this sentence. Be ready to share. 

                        “I believe collaborative teaming is…”

     

    Step 4: Watch Short Video on The Importance of Collaborative Teaming 

    from the National Center for Learning Disabilities.

     

    Step 5: Think & Share Activity

    • What are the behaviors of collaborative teaming?

    • What are the barriers to collaborative teaming?

     

    Step 6: Read Collaborative Teaming Matrix from the OSPI Inclusionary Practices Handbook, page 28

     

    Step 7: Barriers & Solutions Table

    Adapted from the article: Eight Things Teams Do to Sabotage their Work, ASCD publication

     

    Step 8: Metaphors for Collaboration Activity

    Reflection:

    • Are your teams focused on the “right things”? 

    • Are your team’s meetings focused on improved student outcomes?

     

    Activity:

    Think about a situation in which you have participated in where collaboration was supposed to occur. How did it go?

    • Think of a metaphor or image that describes this situation. 

    • Once you have your metaphor or image, what is one change you would have made to make the situation better?

     

    Step 9: Self Collaboration Activity OSPI Inclusionary Practices Handbook, APPENDIX 1-B: COLLABORATION SELF-ASSESSMENT TOOL, pg.40-41

    • What have you learned about yourself by completing this rubric?

    Step 10 Chat Alert

    • In looking at your self-reflection, share one area of focus as a small test of change that you are willing to grow.

    • What’s one thing could you do tomorrow to begin your skill enhancement?

    Module 5: Communication for Inclusion

    This is an interactive agenda for Module 5: Communication for Inclusion.

    5. Communication for Inclusion

    Communication skills for collaboration

    Communication with families

    Description of Module

    Effective communication is key for the engagement of all team members when collaborating around inclusion. In this module we will be focusing on:

    Successful team communication skills, including:

    • behaviors that foster collaborative communication

    • behaviors that create barriers

    • using communication skills successfully with families

     

    Module Objectives 

    Participants will learn:

    • Communication skills essential for effective collaboration 

    • Barriers to effective communication and how to eliminate or reduce them

    • What is important to ensure positive and productive collaboration between families and school teams

    Module Steps

    Step 1: Consider the different areas of teaching from When Special and General Educators Collaborate, Everybody Wins that benefit from open communication between the general education and special education teacher to make inclusion successful. 

     

    Step 2: Collectively review the chart from the OSPI Inclusionary Practices Handbook (p. 25) of Communications Skills and Barriers, 

     

    Step 3: In Breakout Rooms utilizing the IPH chart and the list from Elena Aguliar: Behaviors That Foster and Undermine Effective Conversations, follow the P-Q-P Protocol, choosing at least one area to share.

     

    Step 4: Reflect on the importance of communicating successfully with families

     

    Step 5: Article Share- Read 1 of 2 articles (Listening to Parents of Children with DisabilitiesIEP: Students Benefit When We Collaborate) and share your biggest takeaways from the article you read. Some things to think about are: 

    • What are some barriers parents/guardians might perceive to successful communication  around their student’s inclusion in the general education classroom?

    • How can we eliminate or reduce these barriers for better communication?

    • What are some ways we can include families better in the decision making processes? 

     

    Step 6: Activity: think of 2-3 words or phrases that are commonly used in education or special education that non-education people would not understand, and come up with definitions or descriptions of the words to use with families to better help them understand the situations and processes related to inclusion. 

    Module 6: Classroom Action Steps

    This is an interactive agenda for Module 6: Classroom Action Steps.

    6. Classroom Action Steps

    Collaborative lesson planning 

    Co-Teaching

    Collaboration with para’s 

    Description of Module

    In this module, you will consider steps that you can take in the classroom to create a more effective inclusive learning environment. You will be exposed to some key components of effective collaborative lesson planning, co-teaching and backwards design lesson planning. You will also be given strategies to improve your collaborative relationship with paraprofessionals. We will be covering p. 27-31 of the Inclusionary Practices Handbook.

    Module Objectives

    Participants will:

    • Consider the benefits of co-teaching and write down the most important elements of effective co-teaching.

    • Reflect on your current collaboration practices and be able to discuss a step forward you could take:

      • to incorporate the key components of effective collaborative planning and transition your unit planning to a backwards-planning design like Universal Design for Learning.

      • to improve collaborative relationships with paraprofessionals.

    Module Steps

    • Review cycle of collaborative lesson planning. Page 27 (Inclusionary Practices Handbook)

    • Watch video: Shelley Moore: Backwards Design

    • Co-teaching pre- discussion in Breakout Rooms.

      • Discuss any experiences you have had or heard about with co-teaching?

      • What are the benefits of co-teaching? What are some challenges?

      • What needs to take place in order for co-teaching to be effective?

    • Complete Reflection/Assessment for Collaborative Lesson Planning.

    • Review Critical Factors for Co-Teaching.  Pages 28-29 (Inclusionary Practices Handbook)

    • Watch video: Co-Teaching at Revere High School whole group discussion - Which factors of success did you witness in the video? 

    • Review and discuss: Co-Teaching Models. Page 42 (Inclusionary Practices Handbook)

      • Breakout Room discussion: Which co-teaching model feels most in your comfort zone? Which one feels the most challenging and why?”

    • Complete Reflection/Assessment for Co-Teaching Models

    • Review and discuss: Collaboration with Paraeducators.  Page 30 (Inclusionary Practices Handbook)

    • Discussion - What can be challenging about collaborating with paraeducators?

    • Watch video: Working with Paraprofessionals  - Discussion - What is one takeaway from the video that can help you collaborate better with paraeducators?

    • Complete Reflection/Assessment for Working with Paraprofessionals

    Additional Resources

    Other Resources About Co-Teaching

     

    Other Resources About Collaborating with Paraeducators

     

    Other Resources About Collaborating Around Lesson Planning

    For more information about ensuring your collaboration time is a success, click on one of the resource links below:

    Module 7: Building Capacity for Collaboration

    This is an interactive agenda for Module 7: Building Capacity for Collaboration.

    7. Building Capacity for Collaboration

    Description of Module

    In this module, participants will learn about the importance of reflective practice and Professional Learning Communities as they relate to building capacity for teachers and teams to implement inclusionary practices.

    Module Objectives

    In part 1, participants will learn:

    • The importance of adopting a reflective practice

    • The difference between self and collaborative reflection

     

    In part 2, participants will learn:

    • What role Professional Learning Communities play in schools' collaborative teaming culture.

    • Key components of an effective PLC that build capacity for continuous improvement across the school system

     

    Module Steps
    Part 1: Reflective practice

    1. Module overview

    2. Reflective practice objectives

    3. Inclusionary Practices Handbook pg. 32 and article excerpt

      1. Breakout Room: What is the difference between self and collaborative reflection? Why are both kinds of reflection important?

    4. The Continuum of Self-Reflection, Pete Hall and Alisa SImeral (overview)

      1. Optional video resource

    5. Continuum of Self-Reflection video

      1. Waterfall chat: Why do you think it could be important for educators to understand the continuum of reflection? How could you see this idea supporting your own practice or the practice of teachers you work with?

    6. Reflective Self-Assessment Tool

      1. Breakout Room: How did it feel to complete the reflective tool? What stood out to you?

    Part 2: PLC

    1. Review PLC section of Inclusionary Practices Handbook

    2. Watch Video: Rebecca DuFour and the 4 Essential Questions of a PLC

    3. Overview concept of “PLC Lite” and look fors of a PLC

      1. Breakout Room discussion: what is the difference between PLC Lite and PLC? Link to article for further reference. 

    4. Independent reflection using Cultural Shifts in a Professional Learning Community.

    Module 8: Collaboration Across Grade Levels and Learning Environments

    This is an interactive agenda for Module 8: Collaboration Across Grade Levels and Learning Environments.

    8. Collaboration Across Grade Levels and Learning Environments

    Collaboration: Early Childhood, Elementary school, Secondary school, Transition age

     

    Description of Module

    Collaboration, in regards to inclusion, looks different across grade levels and learning environments.  Every district, school, and individual teacher’s structures, priorities, and needs must be considered when designing a culture that values collaboration.

     

    This module is designed so you choose the learning pathway that is perfect for you and the role you play in your school/district.

     

    Module Objectives

    • Participants will understand how collaboration for inclusionary practices differs at the various stages of a student’s education.

    • Participants will analyze inclusionary practice resources for relevance and applicability.

    • Participants will develop an action plan based on my analysis and reflection that includes ideas to improve collaboration in my classroom and support a collaborative culture in my building/district.

     

    Module Steps

    The Handbook

    While reading, think about:

    • Which partner had you not previously considered as part of the collaborative team? 

    • Who are the stakeholders in any student’s education?

    Article Read: Choose one age level to read

    While reading, think about: One Takeaway that you could share with other participants.

    Videos:

    While watching, think about: Of the 5 teacher collaboration and co-teaching models, which one might you find valuable incorporating into your current teaching position?

    While watching, think about: What are things that you, your school, or district do that help to build relationships with families? What are some ideas you would like to try?

    Reflection Into Action

    Two-Part Assessment

    • Part One: Inclusionary Practices Handbook: Collaboration Self-Assessment tool ~ Appendix B, pg 40-41

      • Use this self-assessment rubric to evaluate your current collaboration practices.

      • While reviewing the Self-Assessment tool, Reflect:

    1. One personal strength

    2. One personal area of growth

     

    Additional Resources

    TED Talk:

    Podcasts:

    Elementary 

    Secondary

    Videos

    Planning Tools

    Module 9: Team Building: Operational Goal Writing and Summary

    This is an interactive agenda for Module 9: Team Building: Operational Goal Writing.

    9. Team Building: Operational Goal Writing and Summary

    Module Description

    • Establishing clear mission and goals as a collaborative team is essential for working together effectively and efficiently.

    • Connecting to Chapter one on collaboration for inclusionary practices, there is an emphasis on the work it takes for teams to examine school practices and create positive changes that support inclusion. Here is where the team develops the action steps for applying the learning from the Handbook to initiate positive change. 

     

    Module Objectives

    Participants will:

    • Write an operational goal(s), which includes indicators of meeting the goal(s).

    • Identify collaboration activity strengths within their school or district that could be leveraged toward collaborative partnerships in support of inclusion. 

     

    Module Steps

    Writing the Team Goal

     

    Leveraging Your Strengths

    Read pg. 36 (Summary) - Reflect/Discuss

    • Which collaboration activities are strengths in your school or district system?

    • How might these strengths be leveraged toward collaborative partnerships in support of inclusion across grade levels and learning environments?