ICS Presentation - Seattle Public Schools

Integrated Comprehensive
Services and Inclusion
Board Update
March 16, 2011

Key Audit Recommendation
Students with disabilities will :
• First be provided instruction in the general education
classroom,
• Receive standards-based curriculum in a manner that they
learn the most and can show what they know
Both general and special education teachers will:
• Be provided the appropriate training … in support of the
range of learners
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Key Data Point: Disproportionality
(OSPI 2010)
Students of color--African American, Hispanic,
American Indian/Alaskan Native--are
disproportionally represented in “segregated”
or self-contained programs.
• They are 2 to 3 times as likely to be identified as
Emotionally/Behaviorally Disabled
• They are 2 to 3 times as likely to be identified as Intellectually
Disabled
• They are half as likely (.5 weighted risk ratio) to be identified
as having Autism
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Placement and Services
Students with disabilities will :
‣ First be provided instruction in the general education
classroom.
Barriers:
• Historically, students with moderate to intense needs have to
attend “programs” in specific schools, often away from
neighborhood peers and/or siblings, and often with limited
access to general education
• “Inclusion” for students with moderate to intense needs
consistently available only to students with specific disabilities
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Placement and Services
Integrated Comprehensive Services
Last Year
This Year
• 68 students with moderate
needs learning inclusively (K-
1)
• In 32 home schools
• Supported by 45 additional
staff (ARRA funded)
• 150 students with moderate
needs learning inclusively (K-
2)
• In 40 home schools
• Supported by 45 additional
staff (ARRA funded)
5

Curriculum
Students with disabilities will :
‣ Receive standards-based curriculum in a manner that
they learn the most and can show what they know
Barriers:
• Historically Special Education teachers have not been trained
in core content
• IEP learning goals have been unrelated to standards
• Instruction not differentiated to allow for true inclusion of
students with different learning needs
6

Professional Development
Both general and special education teachers
will:
‣ Be provided the appropriate training … in support of
the range of learners
Barriers:
• Specialized programs prevent teachers from developing a
range of skills and expertise
• Limited knowledge of strategies to support students with
mild to moderate social and emotional needs
7

Professional Development
Integrated Comprehensive Services
• Inclusion and Co-Teaching Institutes: Summer 2009,
November 2009, Summer 2010
• Inclusion Workshops and On-Site Training provided by
Special Education staff
• Training provided by partners at the University of
Washington (Prof. Ilene Schwartz and Chris Matsumoto): 12
Elementary Schools during Winter 2011
• Training and coaching with Dr. Cassie Martin: Inclusion 101
and 102, with follow-up coaching
• Inclusion Coaches work with high needs schools to develop
team structures and common strategies
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Sandall and Schwartz, “Building
Blocks”
Specially Designed
Instruction (SDI)
(Child Focused)
% of time SDI in Sp. Ed. class
% of time
SDI
Specially Designed Instruction (SDI)
(Embedded Instruction)
% of time SDI in Gen.
Ed.
General Education
(Accommodations and Modification)
% of time
Gen. Ed.
with support
% of time in
Gen. Ed.
General Education
(High Quality Program)
% of time
Gen. Ed.
Independent
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120
Students With Disabilities: Elementary Short-Term
Suspensions
09-10 to 10-11
100
80
60
40
20
0
September to November 2009 September to November 2010
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Issues and Concerns
Integrated Comprehensive Services
• Expertise in supporting specific disability needs, such as Autism,
is not consistent; families fear that their student’s needs will not
be met.
• Training takes time and school staff feel stretched by multiple
demands.
• New challenges for General Education teachers; teachers do not
feel supported by special education building and/or central staff.
• General Education and Special Education staff do not have time
to collaborate.
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Next Steps For Sustainable Inclusion
• Enhanced WSS “Resource” staffing ratio—more attendance area
schools can effectively serve a broader range of students
• Elementary paid planning time for collaboration
• Elimination of “contact time reduction” in the WSS model:
EVERY student has a place in a general education homeroom as
well as Special Education supports
• Deepening professional partnership with the University of
Washington (e.g., video library of best practices)
• Special Education must be the shared work of all staff
• Services rather than programs
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