In an effort to effect positive outcomes for students with disabilities in Orange County high schools, the district has hired eight new “Inclusion Coaches”. These new positions are funded through the Individuals with Disabilities Education Act (IDEA). The Inclusion Coaches were selected to fulfill their new role based on their experience working with students and general education teachers in inclusive settings as well as their communication and leadership skills. Each Inclusion Coach is assigned to one high school and provides support and guidance to their administrators, faculty, support personnel, and families. The ultimate goal of each coach is to increase the graduation rate and academic performance of students with (and without) disabilities.

Due to the diverse needs of students with disabilities on each high school campus, the roles and responsibilities of the coaches are many and varied. Support and guidance provided by the Inclusion Coaches often includes professional development for and collaborative communication between administrators, faculty, staff, and families in order to establish systemic change for inclusive practices. The Florida Inclusion Network (FIN) provides professional development and technical assistance to the coaches in the areas of co-teaching, support facilitation, and differentiated instruction. FIN also supports the Inclusion Coaches by providing resources for assistive technology and facilitating data collection and analysis for instructional decision-making.

Monthly meetings provide time for the coaches to come together, share best practices, and discuss their data-driven plans for individual school support. The Inclusion Coaches are looking to score BIG this year in Orange County's high schools!

Elluvia Francisco is a young lady who comes from a very protective family with rich cultural traditions. Elluvia began her 9th grade year at Palm Beach County’s Lake Worth Community High School as a student in the ELL program.

In the 9th grade, Elluvia had a low grade point average and struggled through most of her classes, but she was determined to graduate. She worked hard to overcome a learning disability and, with academic accommodations and supports, became an excellent student. Through the collaborative efforts of the ESE and general education teachers, Elluvia was empowered to achieve her goals!

She was accepted into the medical magnet program in the eleventh grade and found her calling. Indeed, she excelled! Last year she graduated with a standard diploma, earned a GPA of 3.16 and 24 required credits, and passed both the math and reading portions of the FCAT.

Elluvia had many obstacles to overcome while attending high school. She had a three year old son, and although her family helped, Elluvia was the main caregiver. Coming from a strictly Spanish-speaking family, Ellluvia overcame the language barrier by serving as the family’s translator. Even though Elluvia speaks perfect English, learning the language proved challenging when only Spanish was spoken throughout her community–except at school.

Elluvia graduated Lake Worth High School in May of 2009 and still comes back to visit. She is now employed full-time, has been accepted into Palm Beach Community College, and is set to begin her new educational journey in January 2010!

Eccleston Elementary is a Title 1 school located in the southwest section of Orlando, Florida. The student population of 486 has the following demographics: 57% Black, 2% White, 34% Hispanic and 7% Multi-racial. There are 38 instructional staff members and 2 administrators.

In the summer of 2008, after carefully analyzing student assessment data and the current program model, there was a need to restructure the ESE program at Eccleston. The current program model consisted of ESE students educated in a self-contained classroom with one teacher and one paraprofessional. This model did not allow the ESE students the right to be taught in the least restrictrive environment (LRE). Therefore, a model of inclusive service delivery was implemented. As with change, there were some bumps and bruises. The teachers were apprehensive in the beginning and the students had difficulty transitioning into the general education classrooms.

With a lot of time and patience, success began to slowly, but surely, evolve. For example, one ESE student went from a Level 1 to a Level 3 on the Spring 2009 FCAT Reading and another ESE student scored a Level 3.0 on the 2009 FCAT Writes. The teachers were becoming more comfortable with sharing their space, as well as teaching strategies, and giving up some control.

Though the school's inclusive practices were showing signs of success, there were still a few kinks that needed smoothing. Kinks such as time management, more accountability for student outcomes, and increased awareness of inclusive practices by the staff. The Florida Inclusion Network (FIN) was called upon for assistance. A FIN facilitator assisted in completing a thorough examination of Eccleston’s inclusive practices. Several options for improving inclusive practices were identified. The Team Teaching Model was selected as a strategy to increase positive student outcomes. Intensive training of teachers, coaches, and administrators was implemented by the FIN facilitator, including follow-up sessions.

Eccleston's school grade increased from a “C” to an “A” and the school met AYP for the 2008-2009 school year. They are looking forward to a repeat performance of the 2009-2010 school year!

Increasingly diverse student populations in schools highlight the need for effective service delivery models. Orange County’s Ocoee Middle School found the support facilitation model the most effective for supporting students with disabilities in general education classrooms. Each of the school’s grade levels has two Exceptional Student Education (ESE) teachers serving two teams, each comprised of an English, math, science and social studies teacher. ESE support facilitators schedule time in general education classrooms based on the needs, not labels, of students with disabilities. The support facilitators establish flexible schedules, for example, teaching in a classroom for a whole class period, but on alternating days of the week. The ESE and general education teachers collaborate to plan for instruction and assessment and jointly implement instruction for all students. The support facilitation model works well for Ocoee Middle School, allowing ESE teachers to provide appropriate support to all students with disabilities throughout the week. Both faculty and staff realize that making inclusion work is an ongoing process. With the support of the administration, the dedication and hard work of teachers, and the flexibility of the entire staff, all students are gaining knowledge to prepare them for life!

Karen Stewart-Krauss, 6th Grade Support Facilitator	Lovetta Kroma, 7th Grade Support Facilitator
Regan Trampe, 8th Grade Support Facilitator