Project Title: Sumner Inclusion Project

Sumner School District Contact: Betsy Minor Reid 1202 Wood Avenue Sumner, WA 98390 (253) 891 6040

Population	Special Educ	504	Title I/LAP	ESL
7540	891	62	1093	47

Maple Lawn Elementary School: OSPI Inclusion Grant Progress Report 2001

Historical overview , Spring 1999-Summer 2000

Initially we formed a team comprised of 13 teachers, 1 special educator, 2 learning specialists, and 1 building administrator charged with organizing the project at the building level and defining needs for instructional inclusion of all students. The committee met several times in the spring and formulated a plan of action, selection of target students, develop guiding questions for training at the Summer Institute and budget. Our goals were set as follows:

• To improve communication and collaboration by meeting to discuss purpose of project
• Place focus on reading improvement at every grade level
• Conduct regular collaborative meetings with instructional teams
• Provide training in reading programs and best practice techniques for teachers and paraeducators
• Supplement and support the building reading program/reading series

Accomplishments

• Result of collaboration efforts, increase in student performances in reading throughout the building.
• Paraeducators better trained to help deliver reading instruction to at risk students.
• Classroom teachers taking on more responsibility in assessing and instructing all students.
• Identified students have been receiving quality instruction and reaching their goals.

Fall 2000- Present

With many things in place like collaborative planning in teams, staff training, school wide curriculum assessments and instruction, the team recommended continuation of instructional best practice and maintenance of team planning and training. After further evaluation of our goals, it was felt that greater participation by paraeducators in team planning was necessary. We established the following goals:

• Continue collaborative planning meetings (increase paras participation)
• Continue to provide training for teachers and intervention support staff
• Continue to provide a deeper understanding of inclusive practices and special education with staff
• Increase technology support so students can increase and access learning thereby becoming more independent in the classroom

Accomplishments

• Increases in reading and writing scores at Maple Lawn
• Teachers more involved in the IEP and intervention process by providing important assessment information for present level of performances and providing appropriate accommodations.
• Paraeducators are given more time to be involved in the planning process with classroom teachers and intervention team which has increased their confidence in working with students of high needs.
• A reading station created where students can scan reading materials, test, and have computer program read materials at their pace.

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This article is in the public domain and can be freely copied and used in trainings as handouts at parent and community meetings, and in creating your school or district programs. (Please cite all sources of materials you use.)

This information is provided by:
Office of State Superintendent of Public Instruction
Special Education
P O Box 47200
Olympia, WA 98504-7200
(360) 725-6088
Fax (360)586-1631
E-mail: dgill@ospi.wednet.edu