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Tiffanie Kukuk

EDUC 605
12/10/13
Inclusion Action Plan
Current Inclusion Practices:
This plan will address new practices that will be implemented, here at Pierce Elementary,
to promote higher inclusion and achievement of students with disabilities. While there is already
inclusion taking place here, more could be done to meet the differentiated needs of the special
education population.
Pierce is a K3-5th grade elementary school and currently has a population of 479 students
with 20.7% being special education. Currently, there is a team-teaching full inclusion classroom
at each of the following grade levels: K4, 4th, 5th. In grades K5-3rd grade, special education
students are in the regular education setting for the majority of the day and pulled out by the
special education resource teacher to meet their IEP goals. There are also two emotionally and
behaviorally disturbed Most Restrictive Placement (EBD-MRP) classrooms, as well. One
services students in 1st-3rd grade and the other services students in 4th and 5th grade.
In the full inclusion grade levels, inclusion is obviously more manageable for the team of
teachers. The students in those rooms are fully included in all aspects of the day from reading
and math to art and gym. However, in K5-3rd, where the numbers dont support a team teaching
approach, there is a great deal more pull-out happening. Students in these grades are still
included in most of the day, including both some academics and all non-academics (art, music,
and gym). Additionally, in the EBD-MRP units, for most of the day, students are self-contained

so very little inclusion is occurring. They have their own time slots for specials such as art,
music, gym, and PlayWorks.
SWOT Analysis for Inclusion
Strengths:

The administrator supports the inclusion model fully and offers resources and support to

ensure success
Many teachers willing to team-teach for an ideal inclusion model
The district supports inclusion
Pierce has an abundance of technology including Smartboards, laptop carts, and iPads
Most special education teachers have a paraprofessional and some even have

Handicapped Childrens Assistants (HCAs)


Specialists and PlayWorks coach willing to assist in the increase in inclusion practices in

non-academic settings
Academic coaches willing to promote inclusion practices
Support staff willing to assist in increasing inlcusion
Weaknesses:
Special education numbers in certain grades make full inclusion only possible in K4, 4th,

and 5th grade


The resource teacher for kindergarten through 3rd grade is stretched very thin in terms of

scheduling, collaboration, and planning


Parental support is not as prevalent as necessary
WKCE test scores and MAP growth are declining for both special education and regular

education students
EBD-MRP units have some behavior issues that are very disruptive making it difficult for

inclusion
Special education paraprofessionals have had little training on how to provide academic

support
High turn-over in special education staff

The free and reduced lunch rate is at 97.1% which increases some of the socio-economic

factors such as attendance problems and greater mobility


Opportunities:
Extra time at the end of school day the for grade level collaboration
Some teachers are willing include students from EBD-MRP unit into their classrooms for

a portion of the day


District professional development focused on engagement and rigor
Some P.B.I.S initiatives could encompass more learning about students with disabilities
Paraprofessionals could be used to accompany some EBD-MRP students, as they are

included into the regular education classroom, for additional support


Professional development days for more adult learning
Academic coaches could assist in paraprofessional learning
Art, music, gym, and PlayWorks could provide special education students with non-

academic opportunities for inclusion and social growth


Threats:
Some teacher apprehension of inclusion with EBD-MRP students
Choice and charter schools vying for student population
Some resistance to inclusion of EBD-MRP students by regular education parents
Change in SLD criteria will lead to smaller caseloads and fewer special education
teachers
Change in SLD criteria will lead to smaller caseloads and fewer resources
School funding could decline thus leaving Pierce with fewer resources
Non-academics could be cut
Administration could change and support for inclusion could decline
Stakeholders:
There are many stakeholders, at Pierce, that are involved and affected by this Inclusion
Action Plan. Both the special education students and the regular education students benefit from
increased inclusion since learning from each other and about each other can be more influential
than learning while separated. Other specific stakeholders include: the special education
teachers and paraprofessionals, the regular education staff, the support staff, the specialists and
PlayWorks coach, the administrator, the special education supervisor, and the parents of both the
regular education students and the special education students.
Inclusion Action Plan Goals:

Goal #1: Increase the amount of time the EBD-MRP students spend with peers in the regular
education setting.
Recommended
Strategies/Activities:
Current %
Goal %
Materials and
Resources Needed:
Who will implement?
Target Date for
Implementation:
Evaluation of
Implementation:

Several students from each of the EBD-MRP units will be identified to


spend a portion of the academic day within their grade-level regular
education classroom.
0% of EBD-MRP students currently spend time in the regular
education classrooms.
30% of the EBD-MRP students will spend a portion of their academic
day in a regular education classroom.
An HCA or paraprofessional will be needed to accompany students to
the regular education rooms for support.
Administrator, special education supervisor, regular education teachers,
special education teachers, paraprofessionals, and HCAs
January 2014, or as soon as possible.
Student interviews, teacher interviews and reflections, samples of
classwork, administrator observations

Goal #2: More collaborative planning in grades K-3rd to allow for less pull out by the special
education resources teacher and more inclusion.
Recommended
Strategies/Activities:
Current %
Goal %
Materials and
Resources Needed:
Who will implement?
Target Date for
Implementation:
Evaluation of
Implementation:

The special education resource teacher will spend more time pushing
into the regular education classrooms rather than pulling students out.
More collaborative planning around scaffolding instruction will occur.
10% of regular education teachers in K-3rd grade currently
collaboratively plan with the special education resource teacher.
40% of regular education teachers in K-3rd grade will collaboratively
plan with the special education resource teacher.
Planning time, after school, will be designated for the resource teacher
to meet with each of the regular education students that she works with.
A schedule needs to be developed.
Administrator, special education supervisor, regular education teachers,
special education teachers, academic coaches
January 2014, or as soon as possible.
Administrative scheduling of and observation of meetings, teacher
interviews and reflections, administrator observations of classrooms,
student performance on tasks and assessments

Goal #3: On the professional development days, the paraprofessionals will receive training on
how to provide students with scaffolded academic support.
Recommended

During the remaining three professional development days,

Strategies/Activities:

Current %
Goal %
Materials and
Resources Needed:
Who will implement?
Target Date for
Implementation:
Evaluation of
Implementation:

professional development sessions will be planned to show


paraprofessionals some instructional strategies around providing
scaffolded support for one on one and small group instruction
20% of paraprofessionals currently feel comfortable while instructing
small groups
60% of paraprofessionals will feel comfortable while instructing small
groups
Three professional development sessions will need to be created that
show paraprofessionals techniques to provide support rather than
provide answers when working with students
Administrator, special education supervisor, paraprofessionals,
academic coaches
January 2014, March 2014, and May 2014
Administrator observation, teacher interviews and reflections,
paraprofessional interviews and reflections, and student performance

Reflection:
Increasing the amount of time some EBD-MRP students spend in the regular education
setting will benefit them socially, emotionally, and academically. The EBD-MRP students will
work collaboratively with their grade level peers to develop relationships. By forming more
positive relationships, self-esteem will be raised. Academically, the EBD-MRP students will be
exposed to more on grade-level work which will both require the assistance and support of a
paraprofessional, but also lead to skill growth.
By increasing the amount of collaborative planning in grade K-3rd, the special education
resource teacher will be able to remain inside of the regular education classroom, but just provide
more individualized scaffolding rather than pulling students out for remediation. This will allow
special education students to remain with peers and receive more on grade-level content.
If paraprofessionals receive training on techniques to use with students to scaffold
instruction and provide support rather than answers, students will show more growth and
independence. In addition, students will become more confident and have greater stamina and
perseverance when tackling difficult tasks.

With the assistance of all of the stakeholders listed in this Inclusion Action Plan,
implementing the goals of this plan will be a shared responsibility. By addressing the three
goals, we will create a school environment that is more collaborative and inclusive for all
students. In doing this, we will be creating more self-confident and independent learners for
their years here at Pierce and later in life.

BIBLIOGRAPHY
SWOT Analysis Worksheet. (2009). Mindtools. Retrieved December 10, 2013, from
http://www.mindtools.com/rs/SWOT

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