Mixing It Up: Is Inclusion the Mixing It Up: Is Inclusion the Most Effective Instructional Most Effective Instructional

Delivery Model for Ninth Grade Delivery Model for Ninth Grade Students With Disabilities?Students With Disabilities?

Kim W. Cox, PrincipalKim W. Cox, PrincipalSharon M. Johnson, Assistant PrincipalSharon M. Johnson, Assistant Principal

Lorenzo T. Styles, Teacher LeaderLorenzo T. Styles, Teacher Leader

Miami Carol City Senior High SchoolMiami Carol City Senior High School

Superintendent’s Urban Principal InitiativeSuperintendent’s Urban Principal Initiative

2005-20062005-2006

Abstract of the StudyAbstract of the Study To provide the continuum of instructional delivery models To provide the continuum of instructional delivery models

that Students With Disabilities (SWD) require to meet their that Students With Disabilities (SWD) require to meet their special needs, the ninth grade students with disabilities at special needs, the ninth grade students with disabilities at Miami Carol City Senior High School received English 1, Miami Carol City Senior High School received English 1, Algebra 1, and/or Intensive Reading instruction in either a Algebra 1, and/or Intensive Reading instruction in either a SWD-Inclusion Classroom, a SWD Non-Inclusion Classroom, or SWD-Inclusion Classroom, a SWD Non-Inclusion Classroom, or a Regular Education Only Classroom. The SWD-Inclusion a Regular Education Only Classroom. The SWD-Inclusion Classroom Model had a class enrollment of approximately Classroom Model had a class enrollment of approximately half regular education students, half Students With half regular education students, half Students With Disabilities, one regular education teacher and one Students Disabilities, one regular education teacher and one Students With Disabilities Teacher. To determine the effectiveness of With Disabilities Teacher. To determine the effectiveness of each model, several academic and social variables were each model, several academic and social variables were compared and analyzed. The results of our research compared and analyzed. The results of our research indicated that students with disabilities will benefit indicated that students with disabilities will benefit academically and socially from the inclusion classroom when academically and socially from the inclusion classroom when students and parents are aware of the overall higher students and parents are aware of the overall higher expectations of this instructional delivery model.expectations of this instructional delivery model.

IntroductionIntroduction

Students with disabilities at Miami Carol City Students with disabilities at Miami Carol City Senior High School appear to have poor achievement Senior High School appear to have poor achievement levels and low motivation to engage in learning. We levels and low motivation to engage in learning. We suspect previous educational placements have suspect previous educational placements have labeled our special education students as disabled, labeled our special education students as disabled, isolating them from their non-disabled peers and this isolating them from their non-disabled peers and this isolation has manifested itself in students’ low skill isolation has manifested itself in students’ low skill levels and learning deficits. In our efforts to help all levels and learning deficits. In our efforts to help all students perform at or above grade level, we chose students perform at or above grade level, we chose to look at our success with inclusion by examining to look at our success with inclusion by examining the effectiveness of the two different instructional the effectiveness of the two different instructional delivery models being used for students with delivery models being used for students with disabilities.disabilities.

BackgroundBackground

Miami Carol City Senior High School is located in the Miami Carol City Senior High School is located in the northwest section of Miami-Dade County on a campus on northwest section of Miami-Dade County on a campus on 29.4 acres in the newly established city of Miami Gardens. 29.4 acres in the newly established city of Miami Gardens. The “Home Of The Chiefs” opened in 1963 and is scheduled The “Home Of The Chiefs” opened in 1963 and is scheduled for a new state-of-the-art building in 2009. The median for a new state-of-the-art building in 2009. The median household income is $38,652, the employment rate is 11.1 household income is $38,652, the employment rate is 11.1 percent and 14.3 percent of our families are living below the percent and 14.3 percent of our families are living below the poverty level. poverty level.

Our faculty and staff consists of 191 full-time and 30 Our faculty and staff consists of 191 full-time and 30 part-time school employees including 135 classroom part-time school employees including 135 classroom teachers who serve the 2,652 students enrolled in grades teachers who serve the 2,652 students enrolled in grades nine through twelve. The student population is 86 percent nine through twelve. The student population is 86 percent African-American, 13 percent Hispanic and 1 percent African-American, 13 percent Hispanic and 1 percent White/Other. Thirteen percent of our students are enrolled in White/Other. Thirteen percent of our students are enrolled in the Student with Disabilities program and 2.5 percent are the Student with Disabilities program and 2.5 percent are Limited English Proficient. Limited English Proficient.

Research QuestionsResearch Questions

• Will enrollment in the Students with Disabilities Will enrollment in the Students with Disabilities Inclusion Model improve the achievement Inclusion Model improve the achievement levels of students with disabilities?levels of students with disabilities?

• What factors contribute to the effectiveness of What factors contribute to the effectiveness of the Students with Disabilities Inclusion Model?the Students with Disabilities Inclusion Model?

• How does the Students With Disabilities How does the Students With Disabilities Inclusion Model affect the attendance, Inclusion Model affect the attendance, classroom behavior and self-esteem of classroom behavior and self-esteem of students with disabilities?students with disabilities?

Literature ReviewLiterature Review

• The legal requirements of governing inclusion The legal requirements of governing inclusion practices include the Individuals with Disabilities practices include the Individuals with Disabilities Education Act (34 CFR 300.552) and Section 504 of Education Act (34 CFR 300.552) and Section 504 of the Rehabilitation Act of 1973 (34 CFR 104.34).the Rehabilitation Act of 1973 (34 CFR 104.34).

• Inclusion designs mandated by court decisions are Inclusion designs mandated by court decisions are often based on legal compliance rather than often based on legal compliance rather than program effectiveness (Forman and Rubiera, 2006).program effectiveness (Forman and Rubiera, 2006).

• Research limitations including the lack of proper Research limitations including the lack of proper control group, the lack of random assignment and control group, the lack of random assignment and the lack of adequate measurement have created the lack of adequate measurement have created extensive flaws in the body of inclusion research extensive flaws in the body of inclusion research (Bass and Ries, 2006). (Bass and Ries, 2006).

Literature Review Literature Review (Continued)(Continued)

• Even with a less distracting setting, smaller student/teacher Even with a less distracting setting, smaller student/teacher ratio and providing individualized instruction, the research ratio and providing individualized instruction, the research has failed to demonstrate the effectiveness of separate has failed to demonstrate the effectiveness of separate class placements for students with disabilities (Baker, Wang class placements for students with disabilities (Baker, Wang and Walberg, 1994/1995).and Walberg, 1994/1995).

• Local research indicates Students with Disabilities who have Local research indicates Students with Disabilities who have 80 percent or more regular classes outperformed Student 80 percent or more regular classes outperformed Student with Disabilities with less than 80 percent regular classes at with Disabilities with less than 80 percent regular classes at each of the eight grade levels between third through tenth each of the eight grade levels between third through tenth grade (Forman and Rubiera, 2006).grade (Forman and Rubiera, 2006).

• The benefits for students with disabilities who are in The benefits for students with disabilities who are in inclusion settings are improved attitudes and self concept, inclusion settings are improved attitudes and self concept, greater social skills and increased opportunities to develop greater social skills and increased opportunities to develop appropriate peer relationships (Florida Inclusion Network: appropriate peer relationships (Florida Inclusion Network: Miami-Dade 2005). Miami-Dade 2005).

Methodology/InterventionMethodology/InterventionJune 2005June 2005

• Reviewed results of inclusion effort during 2004-2005 school year. Reviewed results of inclusion effort during 2004-2005 school year. • Determined need to reestablish inclusion program with beginning Determined need to reestablish inclusion program with beginning

focus on incoming ninth graders.focus on incoming ninth graders.• Reviewed 2005 FCAT scores and grades of students with disabilities.Reviewed 2005 FCAT scores and grades of students with disabilities.• Determined three teams of teachers to teach English 1, Algebra 1, Determined three teams of teachers to teach English 1, Algebra 1,

and Intensive Reading.and Intensive Reading.• Reviewed IEPs to determine which students would be scheduled into Reviewed IEPs to determine which students would be scheduled into

SWD Inclusion and which students would be scheduled into SWD-SWD Inclusion and which students would be scheduled into SWD-Non Inclusion classes.Non Inclusion classes.

July 2005July 2005• Principal provided Inclusion Coach to support and assist teacher Principal provided Inclusion Coach to support and assist teacher

teams.teams.• Provided orientation, initial training and materials in teacher Provided orientation, initial training and materials in teacher

collaboration to the three teacher teams.collaboration to the three teacher teams.

Methodology/Intervention Methodology/Intervention (Continued) (Continued)

August 2005 through April 2006August 2005 through April 2006• Conducted frequent administrative and support staff visits to SWD Conducted frequent administrative and support staff visits to SWD

- Inclusion and SWD-Non Inclusion classrooms.- Inclusion and SWD-Non Inclusion classrooms.• Conducted informal oral interviews with Students with Disabilities.Conducted informal oral interviews with Students with Disabilities.• Reviewed available data from bi-weekly benchmark tests, district Reviewed available data from bi-weekly benchmark tests, district

assessments and reports cards.assessments and reports cards.• Surveyed inclusion of teachers, students and parents.Surveyed inclusion of teachers, students and parents.

May 2006 May 2006 • Reviewed results of surveys received from teachers, students and Reviewed results of surveys received from teachers, students and

parents.parents.• Compared results of 2006 FCAT scores in Reading and Compared results of 2006 FCAT scores in Reading and

Mathematics with 2005 FCAT scores in Reading and Mathematics. Mathematics with 2005 FCAT scores in Reading and Mathematics. • Reviewed 2006 grades in SWD-Inclusion classes with 2005 grades Reviewed 2006 grades in SWD-Inclusion classes with 2005 grades

in same subject areas.in same subject areas.

DATA TOOLS AND SOURCES PURPOSE WHOSE PERSPECTIVE? WHEN WILL IT TAKE PLACE?

FCAT scores in reading and math 2005/2006

Student Achievement Teacher, Student, Parents and Administrators

June 2005May 2006

Academic grades for 04/05 and 05/06 in language arts,

math and reading.

Student Achievement Teacher, Student, Parents and Administrators

June 2005May 2006

Attendance Records Student Attendance Teacher, Student, Parents and Administrators

June 2005May 2006

Conduct grades for 2004-2005 and 2005-2006 in language

arts, math and reading.

Student Behavior Teacher, Student, Parents and Administrators

June 2005May 2006

Number of referrals for 2004-20005 and 2005-2006.

Student Behavior Teacher, Student, Parents and Administrators

June 2005May 2006

Student Surveys Student Self Esteem and Viewpoint

Students May 2006

Parent Surveys Parent Point of View Parents May 2006

Educator Surveys Educator Point of View Teachers May 2006

Data Collection

Our data was gathered from district and state reports, student reports cards and student case management files. Student surveys were conducted by the inclusion coach. Parent surveys were sent home as a class assignment. Teachers completed their surveys independently.

Grade 9 SWD BY INSTUCTIONAL DELIVERY MODEL

Of our target group of 69 SWD, 42 or 60.9% of the students were enrolled in the SWD-Inclusion model for language arts. 51 or 73.9% of the students were enrolled in the SWD- Inclusion model for mathematics and 18 or 26.1% of the students were enrolled in the SWD-Inclusion model for reading.

69 (100%)

69 (100%)

6 (8.7%)

27 (39.1%)

12 (17.4%)

24 (34.8%)

51 (73.9%)

18 (26.1%)

Algebra I MathematicsIntensive Reading

TOTAL

English I Language Arts 42 (60.9%) 8 (11.6%) 69 (100%)

Classes

SWD INCLUSION

CLASSROOM

SWD NON-INCLUSION

CLASSROOMREGULAR

CLASSROOM

19 (27.5%)

STANDARD DIPLOMA

Educable Mentally Handicapped (EMH) 17 12 4EXCEPTIONALITY

INITIIAL ENROLLMENT

WITHDRAWN FROM SCHOOL SPECIAL DIPLOMA

1

0Traumatic Brain Injury (TBI)

62181

Specific Learning Disabilities (SLD)Emotionally Handicapped (EH)Severely Emotionally Disturbed (SED)Orthopedically Physical Impaired (OPI)

01

30200

201

57151

*Our target group of 69 Students with Disabilities represents 8.32% of our total 9th grade population of 828 students.

90 4 17 69*

1

Grade 9 SWD BY EXCEPTIONALITY AND DIPLOMA OPTION

Precentage of Returned Surveys

Precentage of Returned Surveys

By Subject AreaSurvey TypeLanguage Arts/ English 1

Educator Inclusion Surveys 7/7 = 100%

Mathematics/ Algebra 1Intensive Reading

Student Surveys37/42 = 88.1%40/51 = 78.4%15/18 = 83.3%

8/69 = 12%Family Inclusion SurveysSurvey Type

Survey Data Analysis

Data AnalysisData AnalysisGrade 9 SWD Achievement in FCAT Learning Grade 9 SWD Achievement in FCAT Learning

Gains from 2005-2006Gains from 2005-2006Type of Class

Total Annual

Learning Gains for Reading

Number of Individual Student

Scores for Reading

Average Learning Gains for Reading

Total Annual Learning Gains for

Mathematics

Number Individual Student

Scores for Mathematics

Average Learning Gains For

Mathematics

SWD- Inclusion 4830 29 167 6575 39 169

SWD-Non

Inclusion

SWD Regular

Education Only

1271

2064 -548

4

12

8

9

196

229

66

-44

265

Data AnalysisData AnalysisGrade 9 SWD Achievement in Grade 9 SWD Achievement in

Academic Grades by Subject Area Academic Grades by Subject Area 2005-20062005-2006

1.72 0.73 -0.99

SWD Regular

Education Only

2.29 1.43 -1.14

1.49 0.47 -1.02

SWD-Non Inclusion 1.56 0.68 -1.08 0.67 1.8 1.13

SWD- Inclusion 1.68 0.63 -1.05

Type of Class

Language Arts Grades by GPA 2005

Language Arts Grades by GPA 2006

Increase or Decrease in

GPA

Mathematics Grades by GPA 2005

Mathematics Grades by GPA 2006

Increase or Decrease in

Grades

Findings/ResultsFindings/Results• FCAT learning gains in Reading improved by an average of 167 points over FCAT learning gains in Reading improved by an average of 167 points over

2005 for SWD Inclusion students, by an average of 196 points for SWD 2005 for SWD Inclusion students, by an average of 196 points for SWD Non-Inclusion students and by an average of 229 points for students with Non-Inclusion students and by an average of 229 points for students with disabilities enrolled in Regular Education Only classes.disabilities enrolled in Regular Education Only classes.

• FCAT learning gains in Mathematics improved by an average of 169 points FCAT learning gains in Mathematics improved by an average of 169 points over 2005 for SWD Inclusion students, improved by an average of 66 over 2005 for SWD Inclusion students, improved by an average of 66 points for SWD Non-Inclusion students and decreased by an average of 44 points for SWD Non-Inclusion students and decreased by an average of 44 points for students with disabilities enrolled in Regular Education Only points for students with disabilities enrolled in Regular Education Only classes.classes.

• Academic grades in 2006 for Language Arts/English 1 decreased from a Academic grades in 2006 for Language Arts/English 1 decreased from a 1.68 average in 2005 to a 0.63 average for SWD - Inclusion Students and 1.68 average in 2005 to a 0.63 average for SWD - Inclusion Students and decreased from 1.56 average in 2005 to a 0.68 average for SWD Non-decreased from 1.56 average in 2005 to a 0.68 average for SWD Non-Inclusion Students and decreased from a 2.29 average in 2005 to a 1.43 Inclusion Students and decreased from a 2.29 average in 2005 to a 1.43 average for students with disabilities enrolled in Regular Education Only average for students with disabilities enrolled in Regular Education Only classes.classes.

• Academic grades in 2006 for Mathematics/Algebra 1 decreased from a Academic grades in 2006 for Mathematics/Algebra 1 decreased from a 1.49 average in 2005 to a 0.47 average for SWD- Inclusion students, 1.49 average in 2005 to a 0.47 average for SWD- Inclusion students, increased from a 0.67 in 2005 to a 1.8 average for SWD-Non Inclusion increased from a 0.67 in 2005 to a 1.8 average for SWD-Non Inclusion Students and decreased from 1.72 average in 2005 to a 0.73 average for Students and decreased from 1.72 average in 2005 to a 0.73 average for students with disabilities enrolled in Regular Education Only classes.students with disabilities enrolled in Regular Education Only classes.

• The results of the Secondary Student Inclusion Survey indicate 70.3 The results of the Secondary Student Inclusion Survey indicate 70.3 percent of the English 1 Inclusion students, 35 percent of the Algebra 1 percent of the English 1 Inclusion students, 35 percent of the Algebra 1 Inclusion students and 67 percent of the Reading Inclusion strongly agreed Inclusion students and 67 percent of the Reading Inclusion strongly agreed with the statement “I feel good about myself in this class”.with the statement “I feel good about myself in this class”.

Findings/Results Findings/Results (Continued)(Continued)

• The results of the Family Inclusion Survey indicate The results of the Family Inclusion Survey indicate that while 63% of the parents strongly agree with that while 63% of the parents strongly agree with the statement, “I feel that being in an inclusion the statement, “I feel that being in an inclusion class has been positive for my child”, 75% of the class has been positive for my child”, 75% of the parents strongly agreed with the statement , “I feel parents strongly agreed with the statement , “I feel children with disabilities would receive a better children with disabilities would receive a better education in a special education classroom.”education in a special education classroom.”

• The results of the Educator Inclusion Survey The results of the Educator Inclusion Survey indicate 57% of the teachers strongly agree with indicate 57% of the teachers strongly agree with the statement, “I feel that having other adults in the statement, “I feel that having other adults in the classroom is an asset”, and ”I feel that I the classroom is an asset”, and ”I feel that I benefited professionally and personally from benefited professionally and personally from working with a collaborative team”.working with a collaborative team”.

ConclusionsConclusions• An average increase of 167 points in Learning Gains were scored in An average increase of 167 points in Learning Gains were scored in

Reading by students who participated in the SWD-Inclusion classes. Reading by students who participated in the SWD-Inclusion classes. • An average increase of 169 points in Learning Gains were scored in An average increase of 169 points in Learning Gains were scored in

Mathematics by students who participated in the SWD-Inclusion classes.Mathematics by students who participated in the SWD-Inclusion classes.• Academic grades decreased approximately one letter grade from the Academic grades decreased approximately one letter grade from the

previous school year in both Language Arts and Mathematics for previous school year in both Language Arts and Mathematics for students who participated in SWD-Inclusion classes.students who participated in SWD-Inclusion classes.

• The decrease in academic grades for students who participated in the The decrease in academic grades for students who participated in the SWD-Inclusion classes could be attributed to higher expectations overall SWD-Inclusion classes could be attributed to higher expectations overall in the inclusion classroom. The increase in academic grades for students in the inclusion classroom. The increase in academic grades for students who participated in the SWD Non-Inclusion classes could be attributed to who participated in the SWD Non-Inclusion classes could be attributed to the grade inflation that tends to occur when students are placed in a the grade inflation that tends to occur when students are placed in a separate class for disabled students.separate class for disabled students.

• While students, parents and teachers all agreed when surveyed SWD-While students, parents and teachers all agreed when surveyed SWD-Inclusion classes increased student self-esteem and increased Inclusion classes increased student self-esteem and increased opportunities to develop appropriate peer relationships, there is great opportunities to develop appropriate peer relationships, there is great concern by all parties involved when the student fails the class, concern by all parties involved when the student fails the class, impacting the student’s grade point average and graduation impacting the student’s grade point average and graduation requirements. requirements.

Recommendations Recommendations

• As Students with Disabilities articulate from middle school, As Students with Disabilities articulate from middle school, it is critical to review academic and attendance it is critical to review academic and attendance requirements with parents to determine the appropriate requirements with parents to determine the appropriate diploma option and delivery model of instruction.diploma option and delivery model of instruction.

• Student attendance and increased higher expectations Student attendance and increased higher expectations overall in the inclusion setting must be taken into overall in the inclusion setting must be taken into consideration when analyzing the high failure rate in consideration when analyzing the high failure rate in academic grades for students enrolled in SWD-Inclusion academic grades for students enrolled in SWD-Inclusion classes.classes.

• Administrative support in improving attendance of students Administrative support in improving attendance of students and provisions for teachers to collaborate are critical to the and provisions for teachers to collaborate are critical to the success of inclusion classes. success of inclusion classes.

• Based on the varied needs of our Students with Disabilities, Based on the varied needs of our Students with Disabilities, there is a need to continue to offer a continuum of there is a need to continue to offer a continuum of instructional delivery models with the least restrictive instructional delivery models with the least restrictive learning environment as the goal for every student.learning environment as the goal for every student.