SCHOOLWIDE INTEGRATION PLAN FOR INTEGRATING STUDENTS WITH MODERATE TO SEVERE DISABILITIES

1

• SCHOOL-WIDE INTEGRATION PLAN FOR INTEGRATING
  STUDENTS WITH MODERATE TO SEVERE DISABILITIES
• 2007-2008

2
School Information

• School
• Principal
• Local District Director
• Support Unit Administrator
• Date Submitted
• Name of the Integration Support Team Members

3

• COMPLETE THE SCHOOLWIDE
• INTEGRATION PLAN FOR EFFECTIVE SCHOOL COMMUNITIES

4
The Self Review Checklist

• School Climate
• Instructional Strategies
• Professional Development
• Technical Support
• Parent Involvement
• School Monitoring and Self Evaluation
• Other School-wide Strategies

5

• Required documentation to be kept on file at
• the school for Independent Monitor review.
• Support Matrix
• Agendas
• Teacher Schedules
• Training Handouts
• Student Integration Schedules
• Class lists
• Evidence of schoolwide positive behavior support
  program
• Other

6

• Submit two copies of the completed plan to the
  Support Unit and a copy to the Local District
  Director
• Principal signature
• Support Unit integration team member will review
  and forward to the Division of Special Education
• Directors signature is optional
• Completed plan due to the Support Unit by
• February 8, 2008.
• Support Unit will review the plan and then
  forward to the Division of Special Education.
• Division will forward plan to the MCD Independent
  Monitor.

7

• Using your schools data located in the
• Welligent reports, under IEP Reports,
• Outcome 7, indicate
• Your schools current percentage towards meeting
  the outcome.
• Percentage difference from meeting target goal
• Calculate the number of students required to
  increase percentage of time to meet the outcome
  target.

8

• Canyon Middle School
• 30 students with moderate to severe disabilities.
• 30 x 52 15.6 or 16 or more students to be
  integrated into general education 40 or more of
  the day.
• Canyon has 12 students integrated for 40 or more
  of the day.
• To achieve the outcome Canyon needs to increase
  time in general education for 4 or more students
  to up to 40 or more of the day.

9
Rating Scale

• 1 Fully Implemented The strategy has been
  
• completed is integrated into the
  schools
• organization.
• 2 Partially Implemented The has been
• introduced and is currently in the
  process of
• being integrated into the schools
  organization.
• 3 Not Implemented The strategy is appropriate
  to
• the school site but has not yet been
  introduced or
• integrated into the schools
  organization.
• N/A Not Applicable The strategy is not
  appropriate
• or does not apply to the school.

10

• For each item that is partially implemented or
  not yet implemented, indicate the start date and
  anticipated completion date of the activity.
• Indicate who will be responsible for
• implementing the strategy/activity.
• If the activity is not relevant to your school
  site, then write in N/A.

11
School Climate

• How are your students with disabilities
  perceived?
• Where are your students with disabilities
  located? With their general education peers?
  Are they segregated to a certain location in the
  school? Are they segregated at recess,
  nutrition, lunch to their own location?
• Are inclusive activities with grade/age
  appropriate peers?

12
School Climate

• Classroom and school barriers have been
• identified and addressed.

13

• School Integration Support Team are in place.
  Training of school teams took place on March 14th
  and March 16th and May 18th, 2007. Approximately
  200 schools attended the training. New schools
  on the target list must contact their Support
  Unit who will assist the schools in acquiring the
  necessary information to complete the school wide
  integration plan.

14
School Climate

• Development of schoolwide support matrix which
  assigns and outlines how personnel are utilized
  to support the integration of students with
  moderate to severe disabilities.

15
School Climate

• Adoption and implementation of alternatives
• to suspension to support all students.

16
School Climate

• Check activities school has in place
• Debriefing Strategies
• Linking Behavior to Instruction
• Alternatives to Suspension

17
School Climate

• Conflict resolutions skills
• Strategies for reflections
• Assignment of a mentor or peer

18
School Climate

• Opportunities for general education teachers and
  special education teachers to co-plan.
• Special education teachers participate in all
  grade level activities.
• Administrators routinely visit classrooms and
  provide support.
• Curricular activities routinely celebrate
  diversity, cultural differences and varied
  ability.

19
Instruction

• Through the IEP process, identify
• timeline to increase time in
• general education as appropriate.
• Identify opportunities for SDP to
• integrate students in general
• education classroom and school
• activities.

20

• All necessary school and classroom supports have
  been identified and considered.
• Elementary Looking at incoming K and reviewing
  IEPs to increase time in general education
  classroom.

21
Secondary

• Looking at the master schedule and
• planning for special education classes to be
  supported general education classrooms.
• Identify students who can participate in general
  education classes.
• Identify level of support needed.
• Develop IEP

22
Secondary

• Evidence that there is a process in place for
• reviewing IEPs of incoming 6th or 9th graders
• to ensure that mainstreaming or integration
• opportunities are maintained per the IEP.

23
Professional Development

• General Education Teachers
• Special Education Teachers
• Paraprofessional
• Other

24
Professional DevelopmentIndicate the
professional development topics your school has
completed and implemented. Mark these as a 1.
Indicate the PD you school has completed and you
are currently implementing the strategy. Mark
these as a 2. Select two additional PD your
school feels are the most important to assist you
in achieving the outcome. Mark these as a 3 on
your action plan.

• Ability Awareness Training
• Collaborative Practices
• Learning Centers
• Instructional Adaptations and Modifications

• Differentiated Instruction
• Positive Behavior Support
• Social Skills Second Step, Character Counts or
  other??
• CHAMPS
• Other PD?

25
Technical SupportIdentify those who will provide
assistance to your school in support of your plan.

• LRE Specialist
• Program Specialist
• Behavior Support Specialist
• Inclusion Facilitator
• Math/Literacy Coaches

• Related Services Provider
• LAS, OT, PT, APE, O.I., VI /or D/HH Itinerant
  Teacher, LRE Counselor, Assistive Technology
  Personnel
• Psychologist/Counselor
• Other??

26
Parent Involvement

• School plan is shared with all parents (both
  general and special education)
• Parents have opportunities for leadership roles
• Parent informational meetings are held to inform
  parents of opportunities to integrate their
  son/daughter
• Individual student integration plan
• is shared with parents at the IEP meeting.

27
School Monitoring and Self Evaluation

• Utilizing Data
• Welligent Reports for Outcome 7
• Monthly MCD Progress Reports
• Monthly reminders of upcoming IEPs
• School Integration Team meets on an ongoing basis

28
Other Schoolwide Strategies

• This is your opportunity to include any
• program/activity, etc. that your school has in
• place that was not addressed in the
• schoolwide plan.

29
Update School Plan

• Update your plan twice a year
• Review progress
• Mid-year report for YRS and Traditional Calendar
  Schools is June 30, 2008
• Final report for all schools February 1, 2009.
• Send a copy to the Division of Special Education
  AttentionGloria Lopez or Jody Molodow
• Send a copy to the Local District Director

30
Support Units

• Support UnitEast [phone]
• Support UnitSouth [phone])
• Support UnitNorth [phone]
• Support UnitCentral/West [phone]
• Instructional Initiatives Office [phone]

31
Questions?