Tip of the Month

"Tip of the Month" is designed to highlight practical strategies and advice that teachers, school administrators, students,and family members can use to create more inclusive homes, schools, and communities. Please be sure to let us know if there are particular areas of concern that you would liketo see addressed. Email us at inclusiveschools@edc.org.

May 2008

Think About Post-Secondary Transition and Exploration this Summer!

Transition Planning is a crucial step in helping students with disabilities achieve stable, positive post-secondary outcomes. The transition planning process helps to establish a common understanding among the student, his/her family, and school staff around the student’s needs and goals.  The Individuals with Disabilities Education Act (IDEA) requires that Transition Planning begin by age 14 and that Transition Services begin by age 16, but it’s never too early to start thinking about what a student will need to make a successful transition to adulthood.  As the end of the school year approaches, there are many opportunities to help students think about their future.

Summer is a great time for exploring post-secondary education.  Increasingly, colleges and universities are offering academic support services to students with disabilities.  Students and their families may want to inquire about the availability of these services as they research and visit different campuses.  Some states and school districts are also developing concurrent enrollment programs with colleges and universities to give students with significant disabilities age 18 and older a chance to experience higher education and interact with same-age peers while they are still attending their local high school program. IEP Teams may want to consider such opportunities as they plan the student’s academic program for next year.

Summer is also a good time for students to gain work experience and try jobs related to their career interests.  Keep in mind that students with disabilities may need certain supports to be successful in their summer job, and in many cases it may be useful to foster an open dialogue with employers about the student’s needs.  Parents and school staff can help to coordinate employment opportunities and appropriate supports, but this can also be an excellent opportunity for students to develop their self-advocacy skills.

The following websites provide content, resources and links related to a variety of topics, including Transition Planning, Career Exploration, Post-Secondary Education Supports and Self-Determination for Students with Disabilities:

These offices of the U.S. Department of Labor administer grants for organizations to conduct research on Post-Secondary Transition and provide technical assistance, and for states to provide employment support services for individuals with disabilities:

April 2008

High-Stakes Testing and Accommodations: Prepare for Success!

In this age of accountability, statewide student assessments have become a central focus every spring for students, teachers and families.  High-stakes testing requires the school community to invest significant amounts of time and attention in this process, and so we want to ensure that students with and without disabilities have the best possible outcomes.  For students with disabilities, it is important to make sure that testing accommodations are properly implemented so that they can fully demonstrate their knowledge and skills on these assessments.  Preparation is the key to success!

Teachers and school staff who administer assessments to students with disabilities need adequate preparation and training on how to implement testing accommodations.  In particular, staff members (such as general educators and support staff) who are not familiar with certain accommodations may benefit from seeing those same accommodations implemented in a classroom setting, and may need an opportunity to practice.  Also, types of accommodations and eligibility criteria vary from state to state, and can change from year to year, so it is important for test administrators to familiarize themselves with testing guidelines and procedures well before testing begins.  Here are some tips for testing coordinators and test administrators:

  • Develop a staffing plan early.  Certain accommodations, such as small group testing and extended time, require heavier staffing and more time than the general test administration.
  • Check your state’s department of education website for updates and advisories on testing accommodations.  Procedures and oversight guidelines may change from one year to the next.
  • Make sure that test administrators who will be providing a given accommodation have some prior experience with that accommodation.  Newer teachers may need to have certain accommodations modeled for them or may need a more-detailed explanation of how to implement those accommodations.
  • Consult testing guidelines well before testing begins so you know when certain accommodations are allowed, and when they are not.  For example, many states allow a read-aloud accommodation for most of the test, but restrict usage of that accommodation for reading comprehension and certain other language sections.

For students, it is important to ensure that the implementation of testing accommodations is closely aligned with the use of those accommodations in a classroom setting.  Common sense tells us that a student who is used to a certain accommodation in the classroom probably won’t perform well without that same accommodation in the testing environment.  However, we also need to remember that the introduction of an accommodation in the testing environment, when the student is not used to receiving that particular accommodation in the classroom, can be just as disruptive for the student.  To prepare students for standardized testing, make sure they understand their accommodations before testing so they know what to expect.  Here are some tips to help ensure that students are well prepared for the test:

  • Identify students who require accommodations early.  This will help you in grouping students for the test, and will help you in developing your staffing plan.
  • Make sure students’ testing accommodations align with their classroom accommodations as outlined in their IEPs.  It is important to explain to students how their accommodations will be implemented, and how those accommodations will help them perform on the test.
  • If an accommodation is allowed only for certain test sections (such as a read-aloud accommodation), make sure students understand when the accommodation will be used and why it shouldn’t be used for all test sections.  Knowing ahead of time what to expect will help students feel more comfortable in the testing environment.
  • Consider student-teacher relationships and whether a student’s familiarity with their test administrator will affect their performance.  Some states include a familiar test administrator as an allowable testing accommodation.

March 2008

Khooneh Takouni - "Shaking the House"

Khooneh takouni, which translates to "shaking the house" is a Persian ritual of spring cleaning that precedes the Persian New Year each spring.

The ritual of spring cleaning, in many cultures, provides a fresh start as we enter the season of new beginnings. As trees bloom and flowers blossom many people enjoy a renewed sense of empowerment and life.

Unfortunately, many of our students see the spring only as the beginning of the end of the year and the last hurdle before summer vacation. Students who have not experienced academic or social success during the early part of the school year will often "cash out" in the spring while they await the reprieve of the summer months.

With the same enthusiasm evoked by spring cleaning and renewal, teachers can motivate students to consider this season a time of new beginnings. Here are some ideas for renewing your students' sense of interest, enthusiasm and eagerness to succeed.

  • Host a khooneh takouni ritual celebration in your classroom or school. Motivate your students to clean their desks, lockers and organize their belonging. Set up big garbage bins and offer cleaning supplies so that students can experience the exhilaration of a fresh start.
  • Hold an "Out with the old…In with the new" celebration. Allow students to "throw away" any old school work that they are not particularly proud of. Ask them to write down some of their negative habits on paper and perform a ritual of crumbling them up and throwing it in the garbage. Have them write their academic goals for the spring on fresh new pieces of colored paper.
  • Take the class outside for a walk to observe the phenomenon of spring.
  • Remind students that the spring grading semester or quarter is a chance for a new academic beginning. Instead of trying to motivate them to "get a good grade" remind them that they actually start with a "good grade" and only need to keep it!
  • Introduce an exciting spring theme like March Madness basketball, the iditerod in Alaska and Music in our Schools Month are ideas to get you started.
  • Ask students to help rewrite the Classroom Rules on fresh paper to be displayed in the classroom. Use this opportunity to review the rules and practice positive behaviors that support learning in the classroom.
  • Review study skills and organization with your students. These skills can be forgotten over the course of the school year. Allow them time to organize their notebooks and homework planners. Buy some 2008 calendar planners for those students who don't have them. Most are on sale by now.
  • Add some flowers and plants to your classroom. Whether students are in pre-school or high school, they can appreciate the beauty that new life brings to the environment.

February 2008

Scheduling for Success: Common Planning Time

Common planning time among educators is a crucial element in the success of an inclusive school. Planning time helps improve instruction by allowing teachers to share best practices, look at students' work, and plan curriculum and lessons together. In order for planning to contribute meaningfully to curriculum development and implementation, sufficient time should be built into the schedule rather than carved out of before and after school time.

Common planning time should be considered a district-wide and school-wide matter. The following ideas can assist districts, schools and individual teachers to maximize the time and resources that they have available. Not all of the ideas listed will be viable in every situation. It is suggested that districts, schools and teams use these tips as a springboard for further discussion.

  • Hire regular substitutes or engage family volunteers to work with students during regularly scheduled blocks of time.
  • Eliminate or reduce teacher administrative assignments or schedule these assignments so that co-teaching teams can be free during the same periods.
  • Extend the lunch period by 15 minutes one or two times per week. Enlist specialists, support staff or family volunteers to supervise.
  • Organize regularly scheduled large-group activities (lectures, music/art exhibits, etc.) that can be managed by support staff and specialists so that co-teaching teams can work together.
  • Create a planning website as an additional support to the planning process. Unit outlines, lesson plans and resources can be shared among the team. A discussion forum can be included. Be sure that all team members are aware that information about students should not be discussed online.
  • Make sure that the school community and families understand the reasons for incorporating common planning time into the schedule. Some may see it as taking away time from their child’s instruction without understanding the benefits. Information about common planning time can be posted on the school web site, the school manual or explained in a newsletter.
  • Utilize an agreed upon protocol during your planning meetings to maximize your time together.
  • Use the time to focus on curriculum and instruction. Avoid sessions focused on venting and complaining. The motto “We don’t admire the problems!” can help.
  • If you decide to use before or after the school day to meet, try to make it as enjoyable as possible to encourage participation among team members. Share responsibility for bringing coffee and doughnuts or take turns bringing afternoon snacks.

January 2008

Engage Students in Planning: A Lesson in Itself

At the heart of inclusive practices is the goal of meeting the needs of every child. In a classroom of diverse learners, this can be a challenging task.

Planning is a skill that teachers use every day. It is also a valuable skill for students to learn. As planning for a vacation can make us even more excited about going on the trip, involving students in the planning process can motivate them to become more active learners. Having input into the planning and implementation of a lesson creates a sense of ownership of the content and improves the chances of student success.

December 2007

Celebrating Success!

Collaboration among people is one of the most important factors in successful inclusive schools. Inclusive Schools Week happens during a time that many cultures consider a season of celebration and giving. This is a perfect time to celebrate the people who you credit with being supportive of inclusive education in your school and community—the teachers, families, and students who work together to make your school successful. Collaboration isn’t always easy…so here are a few tips to celebrate all of the hard work your team has done together.

  • Invite your co-teaching partner to lunch. Talk about your achievements and your shared goals for the new year.
  • Write a card to each student in your class highlighting one of his/her talents and your hopes for their continued success. Thank them for being a part of your class.
  • Say “thank you” to the family members involved in your classroom.
  • Write a list of things that your child has learned from his/her teacher and send it to the teacher with a note of thanks.
  • Ask the students in your class to come up with a list of collective accomplishments this year. Give them time to reflect on how far they have come.
  • Work with your students to create a handmade gift for the school administration. Include a note highlighting how much they appreciate the leadership in the school. Cookies are a wonderful token of appreciation!

November 2007

Independent Study Projects

Differentiating instruction for students with varying abilities within a classroom can be challenging. This is especially true in middle and high school classrooms. Assigning independent study projects related to the course content can be an effective and fun strategy to promote mastery of content while allowing students to showcase their talents.

Here are some tips for successfully implementing independent study projects:

  • Assign the project when you introduce the new course content. This serves to heighten students' interest in the topic and allows them time to plan.
  • Develop a rubric that clearly defines the parameters of the assignment. This will help students and their families understand the expectations of the project and alleviate some of the confusion around grading.
  • Provide a structured format for students to write out their plans step by step.
  • Provide good and poor examples of projects so that students understand what your expectations are.
  • Allow students to have input into how their projects will be evaluated and graded.
  • Give students ideas about resources that they can use to research their topics.
  • Build in time to work individually with each student. If you provide some class time for students to work on their projects you can schedule five to 10 minutes with each student to discuss their progress. More time can be added for students who need additional assistance.
  • Set up a "consultant program" with students at higher grade levels. Have these students visit your class during regular intervals to support your students in implementing their project plans.
  • Provide students with choices about how to share their project with others in the classroom.

For a collection of assessment rubrics and graphic organizers that can be used as tools for independent study projects, visit the Discovery Education Web site at http://school.discoveryeducation.com/schrockguide/assess.html

October 2007

Inclusive Schools Week 2007

Inclusive Schools Week 2007 is just around the corner. There is no better time than now to host a meeting for the teachers, administrators, students and family members who want to be involved in planning for the celebration. It's also a great time to assess the inclusiveness of meetings, gatherings and other activities that happen throughout the school. Is our school so focused on meeting the educational needs of our students that we forget about accommodating the needs of our teachers, administrators and parents?

Here are some things to think about before organizing a school event to ensure that everyone is included in the festivities.

  • When requesting that people R.S.V.P. for events make sure that you ask them to indicate whether they will need specific accommodations.
  • Have a roster of foreign language and sign language interpreters on hand for events. Make sure that you book these services well in advance.
  • Make printed material available in languages spoken in the community and in Braille.
  • Be sure that the venue is wheelchair accessible.
  • Keep some seating available near the front of the room for those with visual impairments and/or hearing impairments.
  • Make assistive technology devices available (FM systems, Large print digital display boards, etc.) to participants.
  • Have peer support or support provides for those people with disabilities who need physical and/or other kinds of assistance in order to participate.
  • Brief the presenters about the needs of people in the audience. If they have never worked with interpreters, provide a brief explanation of protocol.
  • Have a table near the entrance for people to request accommodations. Keep adaptive equipment and translated copies of materials at the table.

September 2007

Books for All

Many students have difficulty reading printed text and therefore have limited access to learning through books. Book Share is an organization with the purpose of making text available to students with vision impairments or other print disabilities. They have over 34,000 books and 150 periodicals available that are converted to Braille, large print, or text to speech audio files.

Bookshare.org works like an online library. There is a small charge for individuals and organziations to join. Most new texts are added by Bookshare.org members and volunteers who choose to share their favorite books. The Bookshare.org library has available books on The New York Times Best Seller list including the newest Harry Potter titles! All children can benefit from accessing books in a variety of formats.

Students who are not able to access print can share a favorite book with a friend by them both listening to it as an audio file. Students who access books through braille can read a popular book to their friends while their peers learn about braille symbols. Go to http://www.bookshare.org to explore the possibilities.

August 2007

Begin with Good Organizational Skills

As a new school year approaches, teachers are busy preparing: reviewing their curricula, developing materials, and organizing their classroom resources. Most teachers would probably agree that there is no better way to start a school year than to be well prepared and organized.

Many students from kindergarten through high school never feel the satisfaction of being prepared and organized. From the first day of school forward they struggle to remember assignments, find their homework, and prepare for exams. Unfortunately, this lack of organizational skills can lead to underperformance and lack of confidence. To get your students off to a good start and to help them maintain a sense of order, try these simple classroom strategies:

  • Send a note home prior to the start of school with a list of materials that the students should have on the first day of school.
  • ask each student to bring a daily planner to class each day. For very young children, you can make planners as an art activity.
  • Have a "school supply drive" during the first few weeks of school. Similar to a food drive, ask people to donate extra school supplies. Request those things that are most needed. Offer these supplies to students who don't come to school with the necessary items or as incentives for keeping organized throughout the school year.
  • Teach a lesson on using a daily planner during the first week of school. Use samples and have students practice planning for upcoming tests, homework, and reading time.
  • Teach a lesson on locker and backpack organization. Review the lesson periodically throughout the year.
  • Take five minutes each week to allow students time to clean out their backpacks/lockers/purses.
  • Pair students up with a mentor in an upper grade who will meet with the student once a day (toward the end of the school day) to check their planner and the materials they are bringing home.
  • Write daily homework assignments in a specific location in the classroom. Keep the assignments for each class posted all day so that students can check their planners.

July 2007

Celebrate Ourselves

Most human beings enjoy sharing information and stories about themselves. Students are no different. Revealing special things about themselves can help students develop confidence and trust among their peers. This sharing of information can also assist teachers in finding out more about their students and plan lessons that tap into the needs and preferences of their class. You can use the following questions as a guide to develop an essay assignment, game, art project, journaling activity, or group discussion activity. Plan this event during the first few weeks of school to build a more cohesive classroom and learn important information about your students. Add or delete questions based on the characteristics of your classroom and the age of your students:

  • What is your name? Why did your parents give you this name? Why is your name special to you?
  • What culture do you most relate to? What makes you proud of your culture?
  • What language do you use when speaking to your family? friends? What language do you prefer when trying to learn something new?
  • Describe something that is special about you.
  • How do you learn best? How do you most enjoy learning something new?
  • What is your favorite subject in school? Why do you think you are good in this subject?
  • What is your most challenging subject in school? Why do you think this subject is more difficult for you? What do you think would make it easier and more enjoyable for you?
  • What is your favorite book? Why is it your favorite? Do you relate to any of the characters in this book?
  • Name three goals for this school year. Why are these goals important to you? What is your plan to accomplish these goals?

June 2007

Please Wait! Incorporating "Wait Time" into Classroom Activities

In today's high stakes educational environment, there is often little time to spare in our classrooms. Teaching is often fast-paced and targeted while time for creativity and reflection can be limited. The amount of time that an educator waits for a response from a child is often referred to as "wait time." When a teacher poses a question to the whole class, many eager hands go up in the air to be the first to answer while some students try to avoid eye contact and sink in their chair. The amount of time that it takes to process information and formulate a response varies from child to child. Children with sensory impairments, cognitive challenges, and those from linguistically diverse backgrounds often require more time to analyze questions and formulate appropriate responses. When these children do not have the benefit of additional time, the consequences can be decreased confidence, withdrawal, and lack of self-esteem. Below are some strategies to consider that incorporate a greater amount of time for children to process information before having to provide a comment or answer:

  • Write a question on the board or flip chart and read it aloud. Allow the students an adequate amount of time to think of an answer. Ask them not to raise their hand, but write the answer on a piece of paper. When time has expired, ask for volunteers to answer the question.
  • Write several questions on individual pieces of paper and distribute amongst the students. Each student will have their own question to answer. Provide an adequate amount of time for processing and formulating a response. Call on individual students to read-aloud their question and answer. You can also modify this activity by selecting specific questions for individual children based on their ability.
  • Write several questions on a sheet of paper and distribute among students. Vary the difficulty of the questions. Ask the students to select one of the questions to answer and then provide time for them to formulate a response. Ask for volunteers to read their chosen question and response.
  • Ask students to come up with their own questions based on the content and topic. Have them write their top three questions on a paper and choose one of them to answer for the Q&A session. Give them time to work and then provide an opportunity to share with their peers.

May 2007

Inclusion on the Playground

Inclusive schools should be places where children not only achieve...but enjoy. The playground or inside play areas are oftentimes the center of a young child's social world. It is the place where friendships start, social networks form, and the rigors of the classroom seem far away. Children with disabilities and those from culturally and linguistically diverse backgrounds may find it challenging to fit in during playtime. Here are some ideas to help facilitate social interaction and acceptance on the playground.

  • Facilitate fun structured games and activities on the playground. An adult supervisor can ensure that all children understand the rules and are able to participate.
  • Introduce games and activities that include repetitive actions and are not too complex. These kinds of activities can be easier for children to learn and master; helping them to feel accepted and successful during playtime.
  • Make sure children come to the playground with a functional communication system. A portable augmentative communication device, picture communication book, or object system is imperative to allow social dialogue to happen on the playground.
  • Make small or grand changes to the physical layout of the playground to make it more accessible to children with disabilities. On a grand scale there are several companies who construct accessible play areas. For those on a tighter budget, there are store bought items such as water and sand tables or handmade items, such as an object exploration area, that can be easily accessed by children with physical disabilities.
  • Discuss the topics of sharing and friendship before heading out to the play area. Encourage students to meet new friends and to include others in their activity.
  • Have an adult supervisor in each area of the playground instead of adults congregating in one area. This facilitates a safe play environment and allows adults to facilitate social interactions among children without hovering over an individual student.
  • Have fun with your students. There is no better way to teach than by example!

April 2007

Predictable Classroom Routines

Daily routines provide structure to what otherwise can be viewed by students as a long and open ended series of tasks throughout the day. Routines typically follow the same sequence and render the same consequence during each cycle therefore making them very predictable. Predictability supports early learning.

Routine activities can include health and hygiene events (restroom trips, washing hands, cleaning tables), transition activities (switching classes, going to gym) or academic tasks (silent reading time, small group learning activities).

Children who find school a constant challenge may not have many opportunities during the school day to feel successful. Establishing a series of routine activities throughout the day provides an opportunity for learning to occur and for the child to feel independent and confident. Once the students master the routine they achieve success on a daily basis. Children of all ability levels can participate in basic daily routines making this strategy for learning a wonderful addition to an inclusive classroom.

Routines typically have a set beginning, middle and end. Each step of a routine is taught and practiced. Not until students are able to complete the routine independently (or with some anticipated support) several times should they be expected to follow the routine themselves. Visual cues (a task list, object cue board, etc.) may be displayed to assist students who forget the sequence.

Beginning: The beginning of a routine should include cues about what event or activity is about to occur. Choosing one "cue" that is specific to each routine can aid students in preparing themselves for what is to come and remembering the upcoming sequence of the event. The cue can be presented upon the start of a routine to initiate student action. Some examples of routine beginnings and cues are as follows:

  • The teacher props a large wash bin filled with math manipulatives in the front of the room. She indicates that it is "Math Tub Time." Students know that their first steps are to find their partner and gather a math tub to bring back to the table.
  • The teacher presents a hand towel to Jose, a student in the class with cognitive disabilities. "Wash hands" is communicated through sign language. Jose receives a touch cue to indicate that his wheelchair is going to be pushed ahead. The towel is kept in his hands so that he remembers what activity is about to take place.

Middle: The middle of a routine includes all of the steps needed to complete the task. The difficulty of the routine should be appropriate for the ages and abilities of the students in the class. Some students may be able to complete each step independently while others may need partial physical assistance or intermittent direction. Some examples of supporting students to complete the middle of a routine independently are as follows:

  • Each day students in the first grade cut out game cards to practice their vocabulary words. Henry does not have the fine motor skills to use scissors. He follows all steps leading up to the cutting part. When it is time to cut he asks the peer sitting closest to him to cut the words out for him. Henry then continues with the routine.
  • Arrival time was typically a chaotic environment in the classroom. Now after receiving their “cue” that the arrival routine has started, students consult the large, colorful sequence board in the front of the classroom that indicates in words and pictures the steps of the routine they are to follow in order to prepare themselves for the day. Students who become distracted and engaged in non-productive behavior are refocused on the steps of the routine.
End: The end of a routine indicates to the students that the activity or event is now "finished." There may be one or two steps that the students need to complete in order to end an activity.
  • The teacher gives a two-minute alert by tapping on the desk two times. Students have learned that this means they are to finish their work and place items back in their desks to prepare for the next activity. The teacher takes the original activity “cue” down from the prominent position in front of the room and indicates that the activity is finished.
  • Anna, who is non-verbal, has completed her snack routine by throwing away her trash. She then takes her object cue for snack (a clean pudding container) and places it in a "finish bin" to indicate that snack is over. She will now prepare for the next activity in her sequence calendar.

March 2007

Reflections on Life at Home

"Inclusion, as a value, supports the right of all children, regardless of their diverse abilities, to participate actively in natural settings within their communities." Council for Exceptional Children, Division of Early Childhood's position statement

The home is the most natural setting that a child of any age will encounter on a daily basis. The definition of "home" may be different for many children. Home may be a foster care placement, a house with family members, a shelter, or a host of other scenarios. Wherever "home" is for a child, there are many opportunities to be included in everyday activities to build skills and a sense of belonging to a family unit. If a child feels a sense of acceptance and accomplishment at home, he or she will have more confidence to foster relationships at school and in the community. Below are some ideas about how to include a child with disabilities in family activities.

  • Make sure that all members of the immediate family can communicate with a child with disabilities. If the child is using an augmentative communication system (objects symbols, pictures, picture symbols, etc.) have all family members become familiar with the system so that they can engage in communication. Have a communication book, with all of the symbols that the child uses, available for reference. If your child is learning sign language, enlist the family in a basic sign language class.
  • Give all of the children in your household chores to do. Contributing to the household is important in establishing a sense of belonging and responsibility. Consider having siblings share tasks that may be too difficult for one of them to do alone.
  • Choose leisure activities that all members of the family can enjoy. Call your local disability agency for a list of accessible swimming pools, nature trails, parks, and historic sights.
  • Slow down the pace. With the demands of modern life many families are constantly on the move. Chaos and confusion can cause a child with disabilities to withdraw from family activities. Make sure there is time in the day for quiet games, reading, or a family conversation. This will allow a child with disabilities to participate at their own pace.

February 2007

Ideas for Engaging Families

Inclusive schools that have maintained success over time have a very important commonality: They engage family members in meaningful school and classroom activities. Family involvement is an important component in nurturing a school environment of acceptance and support.

Family structures in our country and around the world are increasingly diverse. Our students come from immigrant families, adoptive families, single-parent households, blended families and other configurations that encourage us to be open-minded and think creatively about ways to foster positive relationships.

There are several ways to encourage family involvement. If you already have a strong relationship with families in the community, it is important to think about ways to keep them involved.

    Some ideas include:
  • Try different ways to communicate with family members. Make phone calls, write notes home and use email to convey your message. Keep a log of how each family prefers to communicate.
  • Acknowledge that most families are very busy. Keep your meetings/conversations brief and to the point.
  • Initiate communication with families for positive reasons. Make sure that each interaction includes some encouraging news about their child.
  • Ask parents to be a part of classroom activities that don't involve a lot of preparation. Dropping by the classroom for 20 minutes to read a story may be more enticing to a family member than baking 40 cupcakes.
  • Engage families in culturally relevant activities. Many parents, older siblings and grandparents enjoy sharing information about their cultural heritage. Ask them to participate by sharing stories, teaching language skills, cooking or making crafts.
  • Empower families by giving them the opportunity to organize and lead an event or activity. Taking full responsibility for a project without receiving orders from the teacher can be a positive experience for family members.

The concept of truly inclusive schools goes far beyond logistics and the use of effective teaching strategies. Family involvement is the key to a successful educational experience for students and the entire school community. For more ideas aimed to ehance family-school relationships read "Fostering Effective Family-School Linkages for Inclusive Schools," a publication that was created for the 2003 National Inclusive Schools Week.

January 2007

Using Video As a Powerful Self-Assessment Tool

Get off to a good start in 2007 by reflecting on your teaching practices. Does your teaching style match the needs of all of the students in your classroom? Are you engaging all of your students during your lessons? If not, how will you know before it is too late? Engaging in self-assessment is a beneficial process that allows professionals an opportunity to identify the teaching practices that are working and make adjustments to practices that are not as effective.

Video is a powerful self-examination tool. Through the use of video recordings you can witness yourself as a teacher (Are my content examples culturally relevant to the students in my class? Is my constant walking around the classroom a distraction to some students?) and get a full view of the students in your class as they are learning (Does Jacob always seem that bored during science? Why is Marta having such a difficult time keeping up with the reading?). Ask a colleague to take a video recording of you teaching one or several lessons. Make sure that the person filming focuses on both the teacher and the learners.

Using two video cameras is the most effective strategy as one can be focused on the teacher and one can focus on the students in the classroom. Watch the video alone or in the company of trusted colleagues who will be able to provide useful feedback. It is most effective to watch the tape several times focusing on a different aspect of teaching and learning during each viewing. Make a list of the techniques and strategies that seem to be working and those areas that you would like to improve. If you are challenged by one or more individual learners, take notes on their behavior throughout the lesson looking for patterns of engagement and disengagement.

If you prefer to use a structured self-assessment tool, check out http://teacher.scholastic.com/professional
/selfassessment/checklist/index.htm for a variety of teacher self-assessment checklists that focus on aspects of teaching such as classroom environment, routines and procedures, reaching all students and assessment.