Building Inclusive Schools Presented by Kathleen King, Co-Director of Technical Assistance & Professional Learning & JoEtta Gonzales, Director

Building Inclusive SchoolsP r e s e n t e d b y

K a t h l e e n K i n g , C o - D i r e c t o r o f Te c h n i c a l A s s i s t a n c e & P r o f e s s i o n a l L e a r n i n g

& J o E t t a G o n z a l e s , D i r e c t o r

The Equity Alliance at ASU Website

www.equityallianceatasu.org

Building Inclusive Schools

Webinar Outcomes

Participants will:

Be introduced to important aspects of why inclusive schools are part of an equity imperative in education.

Learn and generate ideas about the supports they need at the school organizational level in order to be effective with all students.

Learn about the kinds of materials we develop for professional learning around issues of educational equity.

Equity

Equity is measured by the degree to which all students feel that they belong, are

included, and are empowered.

Inclusive Education = Equity Imperative

Data as Rationale for Inclusive Schools

0.0010.0020.0030.00

Percentage of Population Compared to Percentage of Suspensions by Race/Ethnicity 2004 Civil Right Data

Percentage of Total School Population Perectage of Those Suspended

38%

62%

Percentage Obtaining Certificate of HS

Completion or AttendanceCalifornia 2003

Female Male

Able-bodied?White?English-speaking?

Heterosexual?

Middle-class?

When we talk of including, into what do we seek to include? (Graham & Slee, 2005)

Inclusion

Students identified

with disabilitie

s

Students learning English

Students from low-income

households

General Education

Migrant/Indian Education

Bilingual/English Language Education

Section 504

Special/GiftedEducation

Inclusive Education

General Education

District Policy, Priorities, & Placements

Policies and Priorities

Inclusive vision and priorities

All administrators committed to and responsible for inclusive education for all students

Professional learning on inclusive education provided for all school personnel

Student Placements

All students fully educated within district schools, and no schools set aside for students with disabilities

Chronologically age-appropriate schools and classrooms, regardless of ability or primary language

Number of students with disabilities in classrooms reflects total school population

http://www.aasa.org/publications/content.cfm?PreviewContentItem=51262/

The Multi-level Efforts of Inclusive Schools

ENGAGE DIVERSITY

ENSURE ACCESS

DIFFERENTIATE LEARNING

PROMOTECOLLABORATIVE

TEACHING

FOSTER PARTNERSHIPS

STRUCTURE SCHOOLS FLEXIBLY

HOLDHIGH

EXPECTATIONS

KEEP IMPROVING

BUILD INCLUSIVE

COMMUNITIES

Five Shifts in Thinking

LearningTeaching

Service

Individual

Reform

Parent Involvement

Five Shifts in Thinking Toward Inclusive

SchoolsTeachers going through this

shift are continuously striving to become more

student-centered.

Teaching


Schools

Teaching

This shift describes how and where individual and teams of educators look for and develop new opportunities to support students, rather than plug in

those already available.


Schools

Service


Schools

Service


Schools

Group teaching practice takes many forms, all with the purpose of

sharing responsibility for the learning and outcomes of all

students.

Individual


Schools

Individual

This shift applies using a systemic approach to

understanding organizational change.


Schools

Reform


Schools

Reform


Schools

This shift in thinking prompts schools to get involved with

families rather than just expecting families to get involved in schools.

Parent Involvement


Schools

Parent Involvement

Take Away Activity: Finding the Seeds of Inclusive Change in Your School

Small groups Use handout (pictured)

Identify seeds that exist at your school

Come together and share as a group

Inclusive Education: School Level

Beginning

Developing

At Standard

Leading

Equitable Resource Development & Distribution

How do new teachers get assigned to grade levels or content areas?

Do new teachers get the same materials as experience teachers?

How are class sizes distributed?

Are all classrooms equipped with the same furniture and technology?

Do all students have access to the same materials and supplies?


Equitable Resource Development &

Distribution

Houses create smaller learning communities

More consistency over time; students stay several years.

Allow collaboration, co-teaching, and flexible student grouping

Shared expectations for student learning and outcomes


Local school councils

Team and committee structures

Building Leadership

Teams

Decision making procedures and

structures

Shared Vision

Continuous Improvement

Cycles

Governance and Leadership for

Equity


Culture of Renewal & Improvement

How do teachers share new ideas and strategies with

one another?

What is your school’s process for choosing

professional learning topics and activities?

Has your school provided opportunities for mentoring

or coaching situations?


School/Community Participation and

Partnerships

How have you connected with families in your

community?

What community centers and houses of worship have you collaborated

with around after-school programs?

What can your school do beyond Open House and

Conference nights?


Design and Use of Time and Space

Where are students’

classes located?

Are all students’ classrooms in the

same area?

What are some creative ways that your teachers are

using space to engage student

learning?

Which students are losing precious learning time

walking to different areas of the school?


Take Away Activity: Design and Use of Space and Time in Inclusive Schools

In pairs: Use handout (pictured) Consider features of entire school Members of school community Planning time Schedule (where & when)

Inquiry on Equity in Schooling

What are the conversations like in

your teacher’s lounge?

Do teachers share ideas and strategies?

How do your teachers utilize formative

assessments to drive instruction?

Are all students exposed equally to the

four major content areas?


Take Away Activity: Teaming Toward Goals

Individually, read assigned section of brief on different kinds of school teams.

In same school pairs, identify how your school is able to use the type of team you read about meet one of your areas to strive for you identified in the last activity.

We hope to see you next time!

Feedback on today’s webinar: http://www.zoomerang.com/Survey/?p=WEB228RCLE7ZCR

Topic and Time TBD.www.equityallianceatasu.edu

Next webinar September 24th

http://www.zoomerang.com/Survey/?p=WEB228RCLE7ZCR

http://www.zoomerang.com/Survey/?p=WEB228RCLE7ZCR

http://www.equityallianceatasu.edu/

Documents

Building Inclusive Schools Presented by Kathleen King, Co-Director of Technical Assistance & Professional Learning & JoEtta Gonzales, Director