SCHOOL-WIDE 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 • Director’s 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 school’s data located in the Welligent reports, under IEP Reports, Outcome 7, indicate: • Your school’s 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 school’s organization. • 2Partially Implemented —The has been introduced and is currently in the process of being integrated into the school’s organization. • 3Not Implemented —The strategy is appropriate to the school site but has not yet been introduced or integrated into the school’s 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. 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? 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.

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

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: Attention—Gloria Lopez or Jody Molodow • Send a copy to the Local District Director

30. Support Units • Support Unit—East (323) 932-2155 • Support Unit—South (310) 354-3431) • Support Unit—North (818) 256-2800 • Support Unit—Central/West (323) 421-2950 • Instructional Initiatives Office (213) 241-8051

31. Questions?