# data[].attributes.headline
Students with disabilities are fully integrated into the general education curriculum. The learning specialist and gen ed teacher are to work together to plan differentiated instruction for students. Offering multiple ways to show understanding helps. This helps to create a climate where all children feel included and challenged academically. 

# data[].attributes.subject
Students with disabilities are fully integrated into the general education curriculum. The learning specialist and gen ed teacher are to work together to plan differentiated instruction for students. Offering multiple ways to show understanding helps. This helps to create a climate where all children feel included and challenged academically. 

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Full-Inclusion/Mainstreaming Opportunities

Students with IEPs (on both core and alternative curriculum) are receiving general education with appropriate resources and support providers to help them access the content.

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Special Olympics, School-Wide events like Autism Awareness Month, Learning Centers for targeted differentiation, co-teaching, inclusion facilitator for students with mod/severe disabilities

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Special Olympics, School-Wide events like Autism Awareness Month, Learning Centers for targeted differentiation, co-teaching, inclusion facilitator for students with mod/severe disabilities

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Currently utilizing the inclusion model where general ed teachers ans special ed teachers collaborate ongoing to support all learners.

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Full inclusion model-all diploma bound students in General Education, Sports, electives, leadership opportunities, extracurricular activities are open to all. Learning Center option for those who need it.

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Beginning of the year meeting where RSP teachers are able to give all IEP passports and necessary info to gen ed teachers and to discuss specific student needs and strengths. 

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Beginning of the year meeting where RSP teachers are able to give all IEP passports and necessary info to gen ed teachers and to discuss specific student needs and strengths. 

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Professional Development, kick-off meetings, instructional observations and feedback

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Professional Development, kick-off meetings, instructional observations and feedback

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How do we make it more sustainable for special education and general education teachers? What are some procedures in place to make it sustainable? (Co-planning with multiple teachers, writing IEPs, grading, assessing, etc)

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How do we make it more sustainable for special education and general education teachers? What are some procedures in place to make it sustainable? (Co-planning with multiple teachers, writing IEPs, grading, assessing, etc)

# data[].attributes.headline
We are currently implementing full inclusion of new 9th grade students in Math, Science, and English. These students receive full support of a gened teacher and special ed teacher in co-taught classrooms with the added support of an instructional assistant. Students also have the support of a learning lab one period a day. 

# data[].attributes.subject
We are currently implementing full inclusion of new 9th grade students in Math, Science, and English. These students receive full support of a gened teacher and special ed teacher in co-taught classrooms with the added support of an instructional assistant. Students also have the support of a learning lab one period a day. 

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Time to meet with co-teach team.  Time to debrief with co-teach team.

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Time to meet with co-teach team.  Time to debrief with co-teach team.

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We use the push in model in which students with disabilities are fully included in the classroom.

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Beginning this year, all students have been fully integrated

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Beginning this year, all students have been fully integrated

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All students are engaged in team building activities 

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All students are engaged in team building activities 

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Consistent time to collaborate and plan with co-teacher

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Consistent time to collaborate and plan with co-teacher

# data[].attributes.body
Professional Development on differentiation and co-teaching. Conference periods are aligned and school also have learning labs.  Different co-teaching models are being utilized to support all learners in the environment.

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What are some ways we could continue to grow (HPHS) if we have been practicing full inclusion for 8 years?

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Learning Centers support students in accessing the core curriculum. Full inclusion supports a positive school climate. Students are fully included in all programs (arts, athletics, etc.)

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We at Bernstein are an open minded school that supports all students  We have always been that way  Invariably, when you are trying to program classes to fit the inclusion mode,l logistical problems arise that fall on the special ed teacher to solve, most times, on their own

# data[].attributes.subject
We at Bernstein are an open minded school that supports all students  We have always been that way  Invariably, when you are trying to program classes to fit the inclusion mode,l logistical problems arise that fall on the special ed teacher to solve, most times, on their own

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Trying to start Co-teaching model one department at a time. Some PD time given to SpEd topics. Focus on trying to develop family partnerships. Passports given to all gen ed teachers who teach SpEd students. Gen Ed teacher reports given to Case Carriers and Gen Ed teachers are invited to IEP meetings.

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Our students have remarked that they appreciate the opportunity to be placed in the general education classrooms with their peers. They feel that they are being more challenged and are receiving instruction that allows them to truly move beyond expectation.

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How do you support SDC who are being mainstream?

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HIGH SCHOOL videos of models of co-teaching in realistic classrooms (40+) students, for example

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HIGH SCHOOL videos of models of co-teaching in realistic classrooms (40+) students, for example

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Having high expectations for all students.  Ensuring students are working on grade level tasks with support from the Learning Specialists.    

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Having high expectations for all students.  Ensuring students are working on grade level tasks with support from the Learning Specialists.    

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Creating small groups that include students with IEPs and students without IEPs (mixed groups).

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Creating small groups that include students with IEPs and students without IEPs (mixed groups).

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We need PD trainings BEFORE the school year for co-teachers. What is co-teaching? What are the respective roles and responsibilities? How does it benefit students (data for teachers)? We need to prioritize full-inclusion trainings at our school sites and special education as a whole!

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We need PD trainings BEFORE the school year for co-teachers. What is co-teaching? What are the respective roles and responsibilities? How does it benefit students (data for teachers)? We need to prioritize full-inclusion trainings at our school sites and special education as a whole!

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Why did inclusion first start with High School and not with Elementary?

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Include Special Ed teachers in content area department meetings

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Include Special Ed teachers in content area department meetings

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SDC students are integrated into general ed classrooms 

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SDC students are integrated into general ed classrooms 

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We have started by creating a full integration model on our campus where students and teachers acknowledge students' disabilities and build on their strenghts to help them experience academic success.

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Special education teachers are a part of the PLC work on content tasks and how to provide scaffolding and supports needed to support Sped students with accomplishing theses tasks.

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Special education teachers are a part of the PLC work on content tasks and how to provide scaffolding and supports needed to support Sped students with accomplishing theses tasks.

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Having time to plan with teachers assists with collaboration.  When schedules do not allow for time, communicating through schoology to have access to lesson plans has been helpful with collaboration.  PD this school year has focused on supporting students with disabilities in general education classrooms.  

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Having time to plan with teachers assists with collaboration.  When schedules do not allow for time, communicating through schoology to have access to lesson plans has been helpful with collaboration.  PD this school year has focused on supporting students with disabilities in general education classrooms.  

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time to plan with co-teacher.

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Within the master schedule we have attempted to build in common conference periods.

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We are collaborating with Inclusion Collaborative out of Santa Clara County to train and support our teachers. We are helping them pilot their online UDL certification courses. We meet monthly to support and discuss.

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We are collaborating with Inclusion Collaborative out of Santa Clara County to train and support our teachers. We are helping them pilot their online UDL certification courses. We meet monthly to support and discuss.

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District needs to give Gen Ed teachers access to Welligent to access IEPs for accommodations and needs to give RSP/SPED teachers equal access on MISIS.

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How can we ensure that feeder schools are engaging in the inclusion process

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Easy access to data to be able to monitor students.

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Easy access to data to be able to monitor students.

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Planning time is a struggle. Even though we provide the same planning period for both co teachers the demands of special education paperwork often take time away from the process. 

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Planning time is a struggle. Even though we provide the same planning period for both co teachers the demands of special education paperwork often take time away from the process. 

# data[].attributes.body
As a school, we have done quite a bit of work on front loading strategies. We have also given teachers time to collaborate and plan

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Personally I address this by working my butt off in the regular ed classroom to earn the support and respect of that  teacher.  As a result, the students might be better support

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Personally I address this by working my butt off in the regular ed classroom to earn the support and respect of that  teacher.  As a result, the students might be better support

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Building collaboration between feeder schools and schools implementing inclusion 

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Building collaboration between feeder schools and schools implementing inclusion 

# data[].attributes.headline
We need more staff members... a new system of implementing special education teachers are needed to address the needs and team teaching.

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We need more staff members... a new system of implementing special education teachers are needed to address the needs and team teaching.

# data[].attributes.body
Staff schools like SDC to cover all core subjects as co-teachers

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Differentiation for students.
Instructional planning
Support for all students.

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Students are fully integrated into classrooms. 

# data[].attributes.subject
Students are fully integrated into classrooms. 

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We are listening to the needs of both Gen Ed And Sped teachers as we plan and implement professional development and new systems for progress reporting. We have found, we assumed people understood things (like accommodations!) that they did not fully grasp.

# data[].attributes.subject
We are listening to the needs of both Gen Ed And Sped teachers as we plan and implement professional development and new systems for progress reporting. We have found, we assumed people understood things (like accommodations!) that they did not fully grasp.

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Empower students to reach grade level standards with supports, differentiation of assignments, and UDL

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Empower students to reach grade level standards with supports, differentiation of assignments, and UDL

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Gen Ed teacher and Special Ed teacher work together to ensure accommodations for students are made.

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Gen Ed teacher and Special Ed teacher work together to ensure accommodations for students are made.

# data[].attributes.body
At our school site we fully integrate our students with disabilities in the general education curriculum as well as the extracurricular activities. In the core classes, we allocate two teachers and students often do not know that there is a gen ed and special ed teacher.

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Co-planning between the gen ed teacher and RSP teache

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Offer professional development to all teachers on co-teaching models.

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We empower our students to be able to enroll in Honors and AP course if they are doing well academically

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Common Lesson Plans
Common Planning Time
Department conference periods

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AEMP Strategies help with class discussion on topics.  All students participate.

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AEMP Strategies help with class discussion on topics.  All students participate.

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Need to have continuous review of accommodations

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Need to have continuous review of accommodations

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Have PD involving accommodations and provide teachers opportunities to review passports and ask questions about hot to implement strategies if there is not RSP teacher in class.

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University Partnerships

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PDs, weekly collaboration between special and general education teachers

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PDs, weekly collaboration between special and general education teachers

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PD for all teachers to implement different co-teaching models within the instructional classroom.

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PD for all teachers to implement different co-teaching models within the instructional classroom.

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Simple, but needed: the opportunity to listen to each other- Adm- to staff, staff to sped staff.

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Simple, but needed: the opportunity to listen to each other- Adm- to staff, staff to sped staff.

# data[].attributes.body
How to strategically co-plan with other teachers when everyone has a different conference and/or are co-teaching with four different gen. ed. teachers.

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Access to a model school's inclusion plan

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Access to a model school's inclusion plan

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There should be more PDs that will help with the Inclusion model

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There should be more PDs that will help with the Inclusion model

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Common planning with Gen Ed and RSP teacher throughout the week.

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Common planning with Gen Ed and RSP teacher throughout the week.

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Are all of these resources available in Spanish? Especially parent workshop and letters

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At Limerick Elementary

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Our school implements full inclusion. Students are only pulled out for small portions of the day for specific subject areas of need.

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By meeting and planning together ahead of time in order to support specific areas of need.
Differentiation

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Middle school students are included throughout the day in all classes. Students are given support but are all expected to reach standards.

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SpEd team listens and addresses concerns of SpEd students (providing clarity on IEP information, accommodations or strategies to support behaviors/etc). SpEd team also collaborates with all areas of curriculum.

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I want to know of more schools that are piloting inclusion and view the dynamics at the school. What did the school do or provide teachers to change towards "Buy-In" mentality?

How do we ensure that this is across all grade levels, and in all subjects?