Anne Desotelle EDUC 605 10/18/13 INCLUSION ACTION PLAN cm meats ve ceo see pr aM wr wn Dal Ou Being able to look at inclusionary practices at Neeskara Elementary nap from Neeskara Elementary a Literacy Coach perspective for nine years and from a classroom teacher perspective the past three years, | have come to the conclusion that if we could implement full inclusion of our Deaf and Hard of Hearing (DHH) students more effectively with some structural oe arms (DHE) and attitudinal changes then student achievement for all students would benefit, This Paper addresses ideas for moving forward with anew model of in that promotes higher achievement and greater acceptance and integration of our DHH students, Neeskara has a population of 456 students. One quarter of those students are identified with special needs. Neeskara is a non-categorical, K3-5"" grade school, so students with disabilities are not labeled and spend most of their day education classroom, pa fesouce ae defined a IEP goals. The exception to the Sing Styucpwe ~~ |, ke het he non-categogical labeling i is fie “DeaPattd Fy of Hearing (DHH) students who silage 4546 QRG fabeh ate mel, ii Site special education serides. Most of these sudenis a assigned to self-contained, VA SUS Arne (de whed tad he, grade classrooms and mainstreamed. ‘hae Lee based on ith, goals. eet: tay the regular — if e school, so all of our DEEL students have Sa level Sof Ratna OE adl 1 oa ob Hind crcl pe pl Si ing oss Gat i safe and be « A A 1H Ces ved Gare si £88 on elt eaastesEdgs, soy Neeskara, Hi fe Wi Eo vtin've Mert ue Fr language Eee 36 priori for thessteno gts of seleart ich thet en vor Kron one KD with atin, a resource/self-contained’progranis—BesrELL and DHA students benefit fons densh mt at quinn Us tke Far al Self-contained classrooms are multi-grade and students move through the grades. yy with the same small group of peers and only two teachers from K5- 5" grade rep Current DHH teachers have been weak in acaclemie instruction that accelerates student learning and achievement fgg $t3¢ 33% 4 f] |Anne Desotelle EDUC 605. 10/18/13 Modifications for DHH students have translated into low expectations of those studenis DHE students do not feel comfortable with their grade level peers since they are often behind academically ¥ Students being mainstreamed have inconsistent schedules due to grade levels with regular education classes not on the same schedules ——* Dropping in and out of classes puts the DHH students at a social disadvantage since they are often not a part of community building gctivities in the regular education classroom ——~ “, —~* DHH studems often have inappropriate behaviors that are not age appropriate due to the isolation with only a small group of other DHH studenus of varying abilities Opportunities: cue “TP Increased publé discussions and support of full inclusion models Competitio 2 districts schools could be impetus to revamp current program and focus on student achievement through accelerated programing Certain teachers who have created barriers to inclusion are nearing retirement paving the way for the hiring of more innovative and forward thinking teachers Increase focus on parent family involvement, particularly with our youngest DHH studems, 10 help accelerate language and conceptual! development Extra professional time and funding could be used 10 educate staff on effective practices (which would translate to all students, not just DHH) Increase effective student engagement strategies and raise expec students taking ownership of their learning = gvee- tea eve Current PBIS structures and practices could be used To incréas awareness of A@2k ty disabilities and encourage positive attitudes toward amongst all students and staf dy cuss Growth in social development of the DHH semis when included fully with $+hth td regular education peers MWaor Decreased dependence on constant small group and teacher supported learni Q and a move towards greater independence for DHH students Qepedt Threats: Z — Ce blowin + Increasing number of higher achieving, higher socio-economic status DHH students at the primary and intermediate level leaving for an outlying district G aA making higher gains with DHH students a —* Change in administration leading to lack of support for full inclusion + School-wide community nine faa with disabilities Ste outs 7 & Ssalosl'ty/ ability detovene stAnne Desotelle EDUC 605 10/18/13 Long-time teacher vested in the current self-contained system in our building and creating barriers to change Potential cut in number of DHH teachers if we move to a more full-inclusion model —* Increasing mu charter schools in Milwankee as well as open [3 enrollment opportunities have pulled some families away from Neeskara Changing instructional staff regular education and special education ~ means hanger ATTA COT sat eae savchtyainl tg * Lack of effective collaboration skills or depth of instructional knowledge of staff C, as Cees, which can hinder effective and purposeful team teaching Parents wanting their child in the small, “protective” environment of a sep | ta —- contained classroom = ae “I De. ‘There are many stakeholders involved in this action plan, the most important of whom | — tedka,ty | are the DHH students themselves. If we can provide more purposeful opportunities for our limited Effgfish speakers, those students will become more confident in their social abilities, as well as improve their academic gains. Deaf and Hard STFfearing students, English Language Learners, and students within the mainstream population will all benefit from inclusion where learning from one another can often be more powerful than just learning from one teacher, Other stakeholders include: parent families ofboth regular education and special sheniay students teachers and sta at Nesta, including regular and special education teachers, support staff, specialists and general staff, administrators, both at the school and districflevel; and administrative poh Fades are Stake es education supervisors. Stakeholders at the community level include alf members ore Neeskara school community, as well as members of the larger Milwaukee community, including business and industry Camrcfagion Action Plan Goals Goal #1: Engage DHH, paraprofessionals, and regular education teachers incollaborative planning sessions to plan for full inelusion of DHH students and team teaching and support within the regular education classroom Anne Desotelle EDUC 605 10/18/13 bes, “fh if Karh |Se (5) woe Goals, Activities & | Fewerthan goals | 3goab, bat TeteastSgoals. | AeastS goa | Release goats Didatfotow incomplete actwties | Adequate Atleast 2 Clear baseine — esl template ‘and strategies. ‘activities and activities or ‘and at least 3 Loosetyfotowed | stratesies stratepes to | detaled activites template Follows template. | supporteach | or strategies to 001. Flows | suppartteach template 2. Follows Score Ss (5) template. 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