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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 SUMNER HIGH SCHOOL Sumner Inclusion Project (SIP)
In the spring of 1999 three English teachers, two history teachers, two foreign language teachers, one math teacher, an art teacher, a librarian, two special education teachers, one administrative intern, and one assistant principal came together to form what has become our inclusion team. At that time we were instructed to select six special education students to be a part of our project. At that time we selected, with little knowledge of the students, juniors because of the extensive failure rate in our junior American Heritage course. Our task was to improve reading levels, reduce discipline referrals, and improve student learning by helping students become successful in their classes.
Initially the team had no idea how to accomplish these tasks. Much of what we have done have come about through extensive discussions, by trial and error, perseverance, and a heightened awareness of our students and their ability levels. The first year, 1999-2000, was a surprising success. Our team realized the importance of sharing experiences and discussion concerning our six students. We began to take each of our SIP student's successes very personally. At the end of that first year we knew that the formula was to recognize that all students learn at different levels and accommodation is no longer a teacher's choice but a necessity. In addition, we realized that we needed to expand our team to encompass more staff as well as add additional students to our roster. Although for the project we were only required to monitor and assist our original six students, who had actually dwindled to five by this time, we still felt compelled to add more students. We also felt we needed some help in keeping track of each student's progress on a weekly scale rather than just at our monthly meetings. Therefore, we decided to add a paraeducator to our team.
The school year 2000-2001 has been very successful for our SIP students. We added nineteen students to our roster, many of which were sophomores. This meant we had little information concerning their success or ability levels. We also added several new staff to our team; a counselor, a business education teacher, a health teacher, a science teacher, and three special education teachers. We also hired a paraeducator for one period each day to assist in monitoring student progress on a weekly basis.
Throughout our two years actively working with SIP students we have had several inservice opportunities for our members as well as other staff members regarding inclusion and accommodations. Not all teachers wish to participate in these worthwhile opportunities so our team has taken on the role of educating other staff at SHS on accommodation models and each teacher's responsibility to teach all students in his/her classes. In addition, our team has led faculty forums dealing with inclusion, the law, and accommodations. At every opportunity our team shares success stories with other staff members and monthly updates are given at each faculty meeting. Our team realizes one difficulty is with new staff members and their knowledge of our process. Therefore, we intend to meet with all new staff on the new staff orientation day in August to explain each teacher's role and who to contact if problems or questions should arise. This year our team has met with several teachers helping with accommodations, answering the many questions they have regarding SIP students. There are many wonderful things that have been occurring because of our SIP project. One teacher, when questioned about one of her students in our SIP project, responded, "he is doing just great, now can you help these other students that are not special education or SIP to recognize the importance of doing their work?" Our pottery teacher expressed the importance of working with students as a mentor that allows SIP teachers to become advocates for these students. "SIP students now come to us to discuss their progress and get help." Special education staff expressed the importance of having general education staff making efforts on behalf of the special education students and how other staff seems to listen and accept this information from the regular education members more readily. Everyone expressed the heightened awareness of students with special needs and that in the past these students simply slipped between the cracks. The team also expressed the importance of having time to problem solve and to collaborate regarding student success. Also having the expertise and view of a variety of disciplines is extremely beneficial to the success of our program. Diversity among our team makes a stronger unit and hence more advocates for all students.
One of the most important facets of our team is our librarian's commitment to our SIP endeavors. Accommodations would not be nearly as easy without the appropriate materials for each discipline to utilize. Our librarian has taken considerable time identifying, categorizing, and purchasing materials that reflect our challenged learners abilities. She works closely with every staff member to assist, guide, and help with special needs. Without this dedication regarding our task of inclusion, our team would not have been nearly so successful. Following is a chart that demonstrates our success better than any explanation could. The grades for first semester of 2000-2001 were evaluated. The chart represents the percentage of students failing classes in each category; SIP, Special Ed., 504, and the general student population. This information is indicative of the success of the Sumner Inclusion Project this year.
Sumner High School Comparison of Students Failing Courses Semester I, 2000-2001
SIP students 6.25% Special Education Students 11.7 % 504 Students 10.3 % All students at SHS 7.0 %
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
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