Wow! What an inspirational video!
Tuesday, May 17, 2011
Monday, May 16, 2011
"You're Going to Love This Kid" by Paula Kluth
Chapter 2 highlights
Well, it doesn't surprise me one bit...but one of the key ingredients to an “inclusive school” is solid and supportive administrative leadership. Leadership was found to be a key component in the success of inclusive school or one of the greatest obstacles. This totally makes sense and falls completely in line with one of the 7 correlates of highly effective schools (the first one on this list):
Instructional leadership
Mission that is clear and focused
Student monitoring of learning and progress
Home-school relationships
Environment that is safe and orderly
Expectations that are high
Time on task and opportunities for learning
So, a long time ago, back in 1975, Congress passed PL 94-142, the Education for All Handicapped Children Act. This is the mother of IDEA from 1990. In PL 94-142 several ideas were born that are still the focal point of education in this country.
FAPE: Free and Appropriate Public Education for All. That is, every child, regardless of ability, has the right to a free and appropriate (i.e., provides opportunities to access the general education curriculum and meets the needs of the individual student) public education.
IEP: Students are provided with an specially designed and Individualized Education Plan.
LRE: Students have the right to access FAPE through the Least Restrictive Environment. Children must be educated in the general education setting to the greatest extent possible. Supplementary aids and services (e.g.,paraprofessionals, tutors, assistive technology, adapted or modified materials, etc.) must be provided in the inclusive setting. Only if these are not effective can a school recommend a more restrictive setting.
IDEA requires general educators to become more involved in the education of students with varying needs and disabilities. All teachers should view themselves as “inclusion teachers”.
Before 1975 many states had laws that banned students with certain disabilities (e.g., deaf, blind, cognitive delays, or “emotional disturbances”) from the public school setting. Needless to say, we have come a long way as a society. We are integrating students more and more so into the general education setting. The benefits are enumerable. The impact is widespread. The difference is life changing. Many students without “disabilities” have learned to love and accept people of difference. Many students with disabilities have grown to feel accepted, valued, and appreciated by their typically developing peers. Parents have seen their children become integrated and accepted into the broader school community.
Well, it doesn't surprise me one bit...but one of the key ingredients to an “inclusive school” is solid and supportive administrative leadership. Leadership was found to be a key component in the success of inclusive school or one of the greatest obstacles. This totally makes sense and falls completely in line with one of the 7 correlates of highly effective schools (the first one on this list):
Instructional leadership
Mission that is clear and focused
Student monitoring of learning and progress
Home-school relationships
Environment that is safe and orderly
Expectations that are high
Time on task and opportunities for learning
So, a long time ago, back in 1975, Congress passed PL 94-142, the Education for All Handicapped Children Act. This is the mother of IDEA from 1990. In PL 94-142 several ideas were born that are still the focal point of education in this country.
FAPE: Free and Appropriate Public Education for All. That is, every child, regardless of ability, has the right to a free and appropriate (i.e., provides opportunities to access the general education curriculum and meets the needs of the individual student) public education.
IEP: Students are provided with an specially designed and Individualized Education Plan.
LRE: Students have the right to access FAPE through the Least Restrictive Environment. Children must be educated in the general education setting to the greatest extent possible. Supplementary aids and services (e.g.,paraprofessionals, tutors, assistive technology, adapted or modified materials, etc.) must be provided in the inclusive setting. Only if these are not effective can a school recommend a more restrictive setting.
IDEA requires general educators to become more involved in the education of students with varying needs and disabilities. All teachers should view themselves as “inclusion teachers”.
Before 1975 many states had laws that banned students with certain disabilities (e.g., deaf, blind, cognitive delays, or “emotional disturbances”) from the public school setting. Needless to say, we have come a long way as a society. We are integrating students more and more so into the general education setting. The benefits are enumerable. The impact is widespread. The difference is life changing. Many students without “disabilities” have learned to love and accept people of difference. Many students with disabilities have grown to feel accepted, valued, and appreciated by their typically developing peers. Parents have seen their children become integrated and accepted into the broader school community.
Saturday, May 7, 2011
Thursday, May 5, 2011
Reviewing Correlates of Effective Schools
I was reviewing the correlates of effective schools, as developed by Lawrence W. Lezotte. And for fun, I came up with an acronym that I am hoping will help me remember the seven correlates of highly effective schools. Here goes it:
I nstructional Leadership
'
M ission that is clear and focused
S tudent monitoring that is frequent
H ome-school relations that are positive
E xpectations that are high
E nvironment that is safe and orderly
T ime on task and opportunities to learn
So, the seven correlates of highly effective schools have been found consistently in, well of course, schools that are considered highly effective.
Instructional leadership: Leaders are found spread among the faculty. Teacher-leaders abound. Principals grow and inspire others to lead. Expertise is not centralized but distributed among the professionals.
Clear and focused mission: the mission of the school must be learning for ALL. It must also focus on the balance between higher-level learning and basic prerequisite skills.
Frequent monitoring of student progress: Assessments for learning will be common place. Assessments will be used to drive instruction. There will be more connection among the written, taught, and tested curriculum.
Positive home to school relationships: Parents and teachers work as true collaborative partners to ensure optimal student learning.
High expectations for ALL: Reteaching and regrouping are pinnacle to achieve this correlate. The cycle of planning a lesson, teaching a lesson, and testing the students is no longer satisfactory. High expectations of student success means that teachers are now sensitive to the individualized needs of each student based on formative and ongoing assessments.
Safe and orderly environment: Children are working together and helping each other learn and grow as students. Teamwork is an evident expectation school wide.
Opportunity to learn and time on task: In this world of high expectations, it is critical for teachers to closely evaluate what instructional practices are essential to students and which ones are unnecessary.
So, next time you wonder what a great school does differently, think "I'M SHEET"!
I nstructional Leadership
'
M ission that is clear and focused
S tudent monitoring that is frequent
H ome-school relations that are positive
E xpectations that are high
E nvironment that is safe and orderly
T ime on task and opportunities to learn
So, the seven correlates of highly effective schools have been found consistently in, well of course, schools that are considered highly effective.
Instructional leadership: Leaders are found spread among the faculty. Teacher-leaders abound. Principals grow and inspire others to lead. Expertise is not centralized but distributed among the professionals.
Clear and focused mission: the mission of the school must be learning for ALL. It must also focus on the balance between higher-level learning and basic prerequisite skills.
Frequent monitoring of student progress: Assessments for learning will be common place. Assessments will be used to drive instruction. There will be more connection among the written, taught, and tested curriculum.
Positive home to school relationships: Parents and teachers work as true collaborative partners to ensure optimal student learning.
High expectations for ALL: Reteaching and regrouping are pinnacle to achieve this correlate. The cycle of planning a lesson, teaching a lesson, and testing the students is no longer satisfactory. High expectations of student success means that teachers are now sensitive to the individualized needs of each student based on formative and ongoing assessments.
Safe and orderly environment: Children are working together and helping each other learn and grow as students. Teamwork is an evident expectation school wide.
Opportunity to learn and time on task: In this world of high expectations, it is critical for teachers to closely evaluate what instructional practices are essential to students and which ones are unnecessary.
So, next time you wonder what a great school does differently, think "I'M SHEET"!
I have developed an action plan to help me stay focused and grow as a professional and as an educator. The objectives listed in my action plan or specifically designed to help me grow in critical areas. I put the action plan in a central and visible location to remind me to stay focused and constantly goal oriented.
My overall desire is to learn, use, and share things that I have learned to colleagues, parents, and a broader community of educators. The action plan lays out specific ways that will help me achieve this goal.
Monday, May 2, 2011
"Youre Going to Love This Kid" by Paula Kluth
I have started reading a new book on autism from Paula Kluth, an expert in the field of inclusive practices and autism. I had the opportunity to hear her speak at Inclusion Works last year, and I couldn't resist purchasing her book.
Defining Autism:
I love what she does at the beginning of the book. She uses the definition of autism from an individual with autism...but she does caution, "If you know one person with autism, you know ONE person with autism." (p. 2). She goes on to say that individuals with autism have more differences than similarities.
This makes me think about the several times I have been approached by individuals asking me general or vague questions about how to better manage and teach particular students with autism. The first thing I want to do is get to know THAT particular student. Yes, it is good for me to know that the student has autism. That probably means they struggle in social interactions, have unique physical movements, enjoy routines and structure, and struggle with communication. But, it doesn't tell me their strengths or how they will respond to certain behavioral interventions. My observations and interactions are crucial in establishing proper management and teaching techniques.
A student's label should never outline that student's supports and services. These should be developed and established based on the individual student, regardless of label. The label is just a good place to start.
Autism is a way of existing. It is a way of interacting with and interpreting the world. The person, according to Kluth, cannot be separated from the autism. It is the lens through which those with autism live.
Uh, interesting fact: Apparently, autism is the third most common developmental disability (MR and CP are first and second). AND, it is 4-5x more likely in boys than girls. This is definitely confirmed by my current situation. It affects social interactions, communications, and patterns of behavior.
Well, more to write letter. Happy reading and learning everyone!
David
Defining Autism:
I love what she does at the beginning of the book. She uses the definition of autism from an individual with autism...but she does caution, "If you know one person with autism, you know ONE person with autism." (p. 2). She goes on to say that individuals with autism have more differences than similarities.
This makes me think about the several times I have been approached by individuals asking me general or vague questions about how to better manage and teach particular students with autism. The first thing I want to do is get to know THAT particular student. Yes, it is good for me to know that the student has autism. That probably means they struggle in social interactions, have unique physical movements, enjoy routines and structure, and struggle with communication. But, it doesn't tell me their strengths or how they will respond to certain behavioral interventions. My observations and interactions are crucial in establishing proper management and teaching techniques.
A student's label should never outline that student's supports and services. These should be developed and established based on the individual student, regardless of label. The label is just a good place to start.
Autism is a way of existing. It is a way of interacting with and interpreting the world. The person, according to Kluth, cannot be separated from the autism. It is the lens through which those with autism live.
Uh, interesting fact: Apparently, autism is the third most common developmental disability (MR and CP are first and second). AND, it is 4-5x more likely in boys than girls. This is definitely confirmed by my current situation. It affects social interactions, communications, and patterns of behavior.
Well, more to write letter. Happy reading and learning everyone!
David
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