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At my first school teachers were required to do all the differentiation. As an ELA teacher I often felt stretched thin. I spent most of my time revising lesson activities and assessments to meet IEP goals. I also spent time creating scaffolds for BIPs, 504s etc.

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What factors could have led to this scenario?  Not prioritizing and holding illuminators accountable for including the accommodations in their digital assessment set-up.

What could have been or what was the impact? Scholar scores were impacted and thus potentially their self confidence.

What systems can be implemented to avert these scenarios in the future? A standardized critical path for all assessments that list the up-to-date accommodations needed for each scholar.  Ensure that all illuminators understand their responsibility in the inclusive classroom  model.

What systems are currently in place?  Not sure at the moment but a major learning focus next week.

What are the day to day processes that are utilized in the world of inclusion?  RTI - Tier 1, implementing scholar accommodations in every lesson and assessment

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1 - desire to have greater test scores
2 - scholars learn how to answer "question types" rather than skill proficiency, or they do not learn anything and it is a 'waste of class time'... scholars could get frustrated and have learned apathy towards state test
3- intervention sessions with scholars who have scored in the '1' or low '2' band requiring scholars to work on LRS

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What factors could have led to this scenario?
The factor was an underlying attitude that only certain kids were "college material."  That the other kids only had to be taught basic skills to prepare them for "wage jobs."

What could have been the impact?
It robbed kids of their potential and robbed society of the possible contributions of these kids.

What systems could have prevented it?
A commitment to the statements that "all children can learn" and "schools are here to help students reach their highest academic potential."
A commitment to standards in education that have high expectations for all, but that is flexible enough to personalize our approach.

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In order to avert these things in the future, there needs to be weekly time scheduled for collaboration and planning between all parties who come into daily contact with our special populations scholars. We also need to met with parents frequently. There should be weekly check ins about hours being met and what accommodations are being implemented.

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When I worked at Breakthrough Magnet School, our team worked closely with all inclusion specialists and our parents every day to ensure our special populations scholars were being serviced and that their individual needs were being met. However, that was not the case in other buildings that I have worked in. Collaboration and planning together with inclusion specialists did not always happen for reasons like a heavy caseload or lack of communication and data collection to assist in moving forward with assisting scholars.

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I see this often happen during assessments. Scholars are often not given their accommodations or met at the level that they need to access basic information.

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Scholar are often provided instruction as a whole group, but small group intervention was not implemented. This adds to frustration and behavior issues, as was witnessed on a number of occasions.

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Scholar accommodations were not implemented for all scholars during a HMS Quint 1 - Topic/Unit Math assessment.

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Scholars with accommodations weren't pulled out during IBA's and scheduling conflicts during Benchmarks to ensure scholars were receiving appropriate time for assessment

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Illuminators displaying difficulty annotating lesson plans  on time, which did not allow inclusion illuminators enough time to review the lesson and provide input and resources

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During some of the history and science lessons, that include lots of text for scholars to read and that require the illuminator to get through multiple parts during a short period of time.

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It was during my first year at Capital Prep Harlem (2019-2020). For a good portion of the year we were out of compliance. We were short illuminators and pulled inclusion illuminators to fill wholes. So our scholars were not given their ICT or SETTs services with fidelity. There was also not a lot of differentiation happening in the classroom resulting in many of our scholars feeling lost and unsupported.

What factors led to this scenario?
There were a few factors that led to this was one, coming from another network, I did not fully understand the inclusion model at Capital Prep. The second factor that led to this scenario was that there were a lot of illuminator vacancies and the use of subs to fill those wholes were killing any chances of stabilizing the school and improving the culture.

What was the impact?
The was a positive and a negative impact. The positive impact was that were were able to stabilize the building by using some of the inclusion illuminators to fill the holes. The negative impact was that scholars did not receive all of their services, having a negative impact on their academic performance and overall school experience.

What systems were implemented to avert this scenario from playing out again?
The first thing I did was get myself rooted in our inclusion model. The second thing that we did was dedicate one of our leaders to manage the inclusion illuminators and program at Capital Prep Harlem MS. Lastly, we had regular check-ins with our regional/network and school based inclusion teams to ensure that everyone was on the same page and that scholars were receiving the services that they needed.

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When I was a high school student, every class was leveled and the special education students had their own classes too.  Expectations went lower and lower with each decreasing level, thus creating a self-fulfilling prophecy.  It wasn't fair to most kids; except the kids who were in the highest level classes.

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Scholars weren't being pulled out for SBAC testing to receive their services.

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often grade level high-stakes test review leaves scholars behind because we focus on getting scholars to answer state-test type questions but realistically scholars who demonstrate a proficiency level of '1' may never find success

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What are the day to day processes that are utilized in the world of inclusion?

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What are the day to day processes that are utilized in the world of inclusion?

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What factors could have led to this scenario?

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What factors could have led to this scenario?

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What could have been or what was the impact? 

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What could have been or what was the impact? 

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What systems can be implemented to avert these scenarios in the future? 

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What systems can be implemented to avert these scenarios in the future? 