RunningHeader:INCLUSIONACTIONPLAN

Inclusionactionplan

KatieWilliams

ViterboUniversity

INCLUSIONACTIONPLAN

Abstract
ThefollowingisareviewofinclusionaryeducationpracticesIconductedforLinevilleIntermediateSchoolinGreen
BayWisconsin.ThroughoutthisreviewIreflectoncurrentinclusionarypracticesattheschoolandlistthestrengths,
weaknesses,opportunities,andthreatsIuncoveredthroughmyanalysis.Completingthisanalysisallowedmetocreate
fourgoalsthatpromoteinclusionaryeducationandprovideeverystudentwiththeopportunitytobesuccessfulintheir
leastrestrictivelearningenvironment.

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InclusionPracticesatLinevilleIntermediateSchool
ThefollowinginclusionactionplanfocusesonLinevilleIntermediateSchoolintheHowardSuamicoSchool
District.Linevillecurrentlyhassixteenfifthgradeclassroomsandseventeensixthgradeclassrooms.Intheschoolthere
aresixspecialeducationteachers,onesocialskillsteacher,anatriskteacher,twoTitle1readingteachers,oneEnglish
asasecondlanguageteacher,andseveralspecialeducationaides.InpastyearsLinevillehashaddesignatedspecial
educationhouseswithspecialeducationstudentsclusteredtogetheramongstthreeacademichousespergradelevel.
Eachspecialeducationhousehadonespecialeducationteacherthatworkedwithstudentsinthathouse.Startingthis
fallhowever,Linevillewillbetakingamoreinclusionaryapproachandspecialeducationstudentswillnowbespread
acrossallclassroomsandhousesatLineville.Coteachingwilloccurinsomeoftheseclassroomsaccordingtostudent
need.Thisspringspecialeducationteachersworkedcreativelyindraftingschedulestoprovidestudentswithan
educationintheleastrestrictivelearningenvironment.Also,startingthisfallspecialeducationteacherswillnolongerbe
assignedtospecificacademichouses,insteadtheywilltravelbetweenclassroomsandgradelevelsbasedonstudent
need.Thischangeinschedulingwillallowspecialeducationteacherstobeinmoreclassroomsduringsmallgroupand
guidedpracticetime.
LinevillecurrentlyutilizesaStudentResponseTeamprocessreferredtoasSRTwhereadministrators,theschool
socialworker,guidancecounselors,schoolnurse,atriskteacher,classroomteachersandinterventionistsmeetto

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evaluateandaddressstudentconcerns.ThedatatypicallyanalyzedduringSRTmeetingsincludesscoresfromMAPS
(MeasureofAcademicProgress)Testing,runningrecorddata,anecdotalnotesonclassroomperformance,common
assessmentsandstudentwork.ThroughanalyzingandtalkingthroughanyandallavailabledatatheStudentResponse
Teamdecidesonanappropriatecourseofactionwhichmayincludeprogressmonitoring,readingormathintervention,or
settingupclassobservationswithsupportstafftodivedeeperintoareasofconcern.Ifitisdeterminedthatastudent
couldbenefitfrominterventiontheymaybeplacedinreadingstrategiesclasses,mathintervention,ortheclassroom
teachermayimplementinterventionswiththestudent.Currently,studentswhofallbelowgradelevelinreadingtypically
receivereadinginterventioneitherdailyoronaneveryotherdaybasis.Thisinterventiontimetakesplaceduringstudent
relatedartstime.Theupsidetothisisthatstudentsarenotmissingvaluableinstructionandclasstime.Thedownsideis
studentsaremissingarelatedartsclass.
AtLinevillespecialeducationteachersprovidesmallgroupinstructiontostudentsthroughresourceclassesthat
includeLeveledLiteracyInterventionandmathintervention.Typicallyduringthistimeframespecialeducationteachers
workwithstudentsonIEPgoalsandaddressanyResponsetoInterventionneeds.ThisyearLinevillebeganusinga
mathinterventionprogramcalledMathNavigator.Throughthisprogramstudentstakeanassessmenttodeterminetheir
skilllevelandworkondevelopingmathskillsintheirareasofweakness.DuringLeveledLiteracyInterventionstudents
receivesmallgroupsupplementaryliteracyinstructionattheirskilllevel.Theseclassesarebeneficialbecausetheygive

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studentsanextradoseofinstructiontailoredtotheirindividualneeds.Thedownfalltothishowever,isthatformath
interventionstudentsarepulledfromthemainclassroomduringaninformationalreadingtimecalledAchieve3000.
Althoughitisimportanttohelpclosetheachievementgapandbringstudentsuptoproficiencylevelswealsowantto
makesureweareprovidingstudentswithaneducationintheleastrestrictivelearningenvironmentthatallowsstudentsto
formpositiverelationshipswiththeirpeers.
ThroughanalyzingcurrentinclusionarypracticesatLinevilleIntermediateSchoolIhavecreatedthefollowinglistof
strengths,weaknesses,opportunitiesandthreatspresentinourcurrentmodel.
Strengths

Supportiveadministrators
Consistentschedulingacrossgradelevelswithacommoninterventiontimebuildingwide(newthisschoolyear)
ChildStudyTeaminplacetomonitorstudentswhoareatriskorbelowgradelevelandidentifyextrasupportsor
interventionstrategiesthatcouldbeimplemented
Studentswithdisabilitiesarescheduledbasedonstudentneedintheleastrestrictivelearningenvironment
Supportiveandinvolvedguidancecounselorswhogettoknoweachstudentindividually

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Weaknesses

Specialeducationteachersarenotalwaysavailableforcoteachingorclassroomsupport
Somegeneraleducationteachersarenewtoinclusionandhavenotcotaughtorhadstudentswithdisabilitiesin
theirclassroomsbefore
NoloopingclassroomsatLinevillecausingstudentstolearnandadjusttonewclassroomteachersand
expectationseachyear
AccessibilityLinevillecurrentlyhasonlyoneelevatorthatisunreliable

Opportunities

Thisfallspecialeducationteachersareworkingacrossgradelevelstoprovidemoreconsistencyforstudentsyear
toyear
SpecialeducationteachersareattendingatrainingonIEPsthissummer
Trainingcoteachingpartnershipsineffectivecoteachingstrategiestohoneinonskillsandinclusivepractices
Increaseparentalandstaffknowledgeonbenefitsofinclusion
Provideopportunitiesforcollaborationandcommonplanningtime
Provideautismtrainingtostaffandparents

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ReachouttoCOVEteachertolearneffectivesocialskillsstrategiestoimplementwithstudentswhohave
emotionalandbehavioraldisabilities

Threats(barriers)

Notenoughspecialeducationteacherstomakecoteachingapossibilityinallclassrooms
Specialeducationteachersgettingpulledouttodealwithbehaviorproblems
Severalnewspecialeducationteacherstothebuildingthisfall
Generaleducationteachersnewtoinclusionmaylackofknowledgeoneffectiveinclusionaryandcoteaching
strategies
IEPataglancesheetsandstudentgoalsarenotcurrentlyprovidedtoallteachers

Stakeholders
Buildingadministrators
Schoolguidancecounselors
5thgradeteachers
6thgradeteachers

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Specialeducationteachers
ELL,CARE,andCOVEteachers
RelatedArtsteachers
ReadingInterventionistandLiteracySpecialist
Instructionalaides
Otherschoolstaff
Parentsofstudentswithspecialneeds
Parentsofregulareducationstudents
Studentswithspecialneeds
Regulareducationstudents

Goals:

INCLUSIONACTIONPLAN

Goal#1:
Providetrainingtoteachersoninclusiveeducationandthebenefitstoallstudentsofinclusiveeducation.
Recommended Current%

Goal%

Materials/

Whowill

TargetDatefor

Evaluation

Strategies/

Resources

Implement? Implementation

(Didit

Activities

Needed?

(Who?)

(When?)

happen?)

TBD

(What?)
Allteacherswill

Approximately

100%ofstaff

Atleastone

School

20162017schoolyearasnew

receivetrainingand

40%ofstaff

memberswill

inserviceshouldbe

administrators,

schedulingisbeingimplemented.

informationonthe

membersare

betrainedon

providedtoteachers districtspecial

benefitsof

familiarwiththe

thebenefitsof

oninclusionary

education

inclusionary

benefitsof

inclusionary

practicesaswellas

coordinators,

educationtoall

inclusionary

education.

providing

andspecial

students.

practices,as

professional

education

someteachers

developmenttime

teachers.

Staffmembers

haveneverhad

duringmonthlystaff

couldwatchthe

studentswith

meetings.

following

disabilitiesin

TEDtalkon

theirclassrooms.

INCLUSIONACTIONPLAN

Disabling
segregationbyDan
HabibatTEDx
AmoskeagMillyard.
Throughwatching
thisTEDTalkstaff
memberscanlearn
howinclusion
benefitseveryone.
https://www.youtube
.com/watch?v=izkN
5vLbnw8

10

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Goal#2:
Provideteacherswhowillbecoteachingtrainingineffectivecoteachingstrategies.
Recommended

Current% Goal%

Materials/

Whowill

TargetDatefor

Evaluation

Strategies/

Resources

Implement?

Implementation

(Didit

Activities

Needed?(What?)

(Who?)

(When?)

happen?)
TBD

Specialeducation

50%Tomy

100%of

ProfessionalTraining

Building

Atthestartofthe

teachersandclassroom

knowledge

classroom

Days.

administrators,district

20162017schoolyear.

teacherswhoare

teachersat

teachersand

specialeducation

coteachingwillattenda Lineville

special

Commonplanningtime

coordinatorandpupil

specialtrainingand

havenot

education

forcoteachers.

servicestaffmembers.

relationshipbuilding

receivedany

teacherswho

session.Atthistraining

formal

coteachwill

Theneedoffundsto

Trytobring

theywillbeprovided

trainingin

demonstrate

payforsubstitute

coteachingtrainer

witheffective

effective

knowledge

teacherssoteachers

SusanHentztothe

coteachingstrategies

coteaching

andskillsof

mayattendtrainingor

districtagain.

andaddressrolesand

strategies.

best

providingteacherswho

responsibilitiesforeach

coteaching

attendthetrainingwith

teacher.

practices.

astipendto

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compensatethemfor

Sharethefollowing

theirtime.

coteachingapproaches
createdbySusanHentz
withteachers.
https://drive.google.com
/a/staff.hssd.k12.wi.us/fi
le/d/0B0U5BLtKOKyxO
FJjTXVFYmxMTzg/view
.
Also,allowteachersto
jointheSchoology
coteachinggroup
StrategiesandTools
forDeveloping
Partnerships.

12

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13

Goal#3:
Adjustspecialeducationandsupportstaffschedulestoincreasetheamountoftimeavailableforcoteachingin
leastrestrictivelearningenvironments.
Recommended

Current%

Goal%

Materials/

WhowillImplement? TargetDatefor

Evaluation

Strategies/

Resources

(Who?)

Implementation

(Didit

Activities

Needed?

(When?)

happen?)

(What?)
Specialeducation

Thisyearthe

Anupward

Workdaysfor

Schoolprincipal,assistant

Implementationwilltake

TBDItissetto

teacherswilldesign

goalisforall

trendof90%of

specialeducation

principal,specialeducation

placeduringthe20162017

beginthisfall.

theirschedulesand

studentstobe

studentswill

teachersand

teachers,andclassroom

schoolyear.

studentschedules

placedintheir

receive

administratorsto

teachers.

baseduponstudent

leastrestrictive educationinthe examinestudent

need.Special

learning

leastrestrictive

IEPSandcreate

educationteacherswill environment

learning

schedulesfor

coteachin

basedupon

environment

studentsthatarein

classroomswhere

need.

and/or

theleastrestrictive

studentsrequireextra

coteaching

learning

academicsupportas

supportas

environment.

INCLUSIONACTIONPLAN

dictatedbystudent

needed.

IEPS.

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Goal#4:
ProvidegeneraleducationteacherswithIEPSataglancecompletewithaccommodations,goals,andstudent
strengths.
Recommended

Current%

Goal%

Materials/

Whowill

TargetDatefor

Evaluation

Strategies/

ResourcesNeeded? Implement? Implementation

(Didit

Activities

(What?)

(Who?)

(When?)

happen?)
TBD

Generaleducation

0%,tomyknowledge

100%ofall

Extratimeforspecial

Special

Bysecondquarterofthe

teacherswillbe

teachersarenot

generaleducation

educationteachersto

education

20162017schoolyear.

providedwithaquick

currentlyprovided

teacherswillbe

constructandshareIEPs

teachers.

overviewandtraining

withIEPsataglance

providedwith

ataglancewithclassroom

onIEPstoaidinthe

thatcontainstudent

detailedcopiesof

teachers.

understandingof

goals,

studentIEPsata

studentIEPs.

accommodations,

glance.

SpecialEducation

andstrengths.The

teachersmayrequire

INCLUSIONACTIONPLAN

IEPsataglance

traininginwritingnew

teachersarecurrently

IEPsandonnew

providedwithare

requirements.

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veryminimalin
information.

ReflectiononActionPlan:
LinevilleIntermediateSchoolistakinggreatstridesinprovidingaqualityeducationforallstudentsintheirleast
restrictivelearningenvironments.Plansareinplaceforthiscomingschoolyeartoincludespecialeducationstudentsin
thegeneraleducationclassroomasmuchaspossible.Thiswillbeaccomplishedthroughcloselyexaminingstudent
needsandIEPsandthroughcreativeschedulingofcoteachingtimesforspecialeducationteachers.
Throughprovidingstaffmemberswithinformationandtrainingonthebenefitsofinclusionaryeducationstaff
memberswillseethebenefitsofinclusionforallstudents.AccordingtoTEDTalkpresenterDanHabib,thebenefitsof
inclusionintheregulareducationclassroomincludebettercommunicationskills,higheracademicachievement,wider
socialnetworks,andfewerbehaviorproblems.Furthermore,studieshaveshownthatcollaborationwithclassmatesin
inclusionarysettingsresultsinregulareducationstudentsbecomingfurtherengagedinthecurriculum.

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Collaborationisnotonlybeneficialtostudents,butalsototeachers.Coteachingcollaborationsbecome
increasinglyeffectivethroughthesharingofcoteachingstrategies,relationshipbuilding,andbyhavingacommon
planningtimeforteachers.Commonplanningtimesallowteacherstodiscusseffectivestrategies,differentiat
e
instruction,andensureeachindividualseducationalgoalsarebeingmet.Linevillewillcontinuetoprogressin
inclusionaryeducationthroughcontinuedstaffmeetingsandteachingofeffectivepractices.Guidancewillneedtobe
providedforteacherswhoarenotcoteachingthroughdetailedIEPsataglancecompletewithstudentstrengths,goals,
andaccommodations.Providingteacherswiththisinformationwillhelpensuresuccessforstudentsintheregular
educationclassroom.Ifeveryonecomestogetherwecancreateacommunityoflearnersthatcaresaboutoneanother
andpusheseachothertosuccess.

Resources
Hentz,S.(2015).CoteachingApproaches.Retrievedfrom

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https://drive.google.com/a/staff.hssd.k12.wi.us/file/d/0B0U5BLtKOKyxOFJjTXVFYmxMTzg/view
,
www.susanhentz
.

Habib,D.(April22,2014).TEDTalk,TEDxAmoskeagMillyard.
DisablingSegregation.
Retrievedfrom
https://www.youtube.com/watch?v=izkN5vLbnw8

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