Mission & Core Values

Union #93 Schools are inclusive schools ...

...where we are committed to supporting one and all in the learning process. We think of that as providing a wingspread of services. We are passionate about supporting students as they navigate along their individual pathways towards attaining their goals. Our Special Education Teachers join together with Classroom/Content Area Teachers to develop and provide individually-designed support programs for students.

Our core values include building our capacity, e.g., our professional resources, to support collaboration, communication, and responsible inclusion across all our schools.

Responsible Inclusion Today and Tomorrow

School-Wide Inclusion Goals

  • To build our capacity, to support inclusion across the schools; and

  • To support the ongoing development, implementation, and evaluative feedback of Collaborative Teaching across the schools.

Our Definition of Responsible Inclusion

The most educationally appropriate placement of students with learning and/or related support services needs, with their age-peers.

Appropriate/Responsible Inclusion occurs when...

There is an infrastructure that supports and sustains:

  • A continuum of placement options and services within each option

  • Placement and services are determined for each student by an IEP TEAM that includes all participants, and are specified on the Individualized Education Plan (IEP)

  • Appropriate training is provided for administrators, parents, and other participants

  • Adequate time, as part of the normal school day, to engage in coordinated and collaborative planning on behalf of all students

  • Class composition is responsive to all students' needs

  • Staff and technical assistance is specifically appropriate to student and teacher needs

A Note on Collaboration...

Responsible inclusion requires ongoing collaboration amongst the Curriculum Coordinator, the Director of Special Services, and each one of the schools’ Principals. As noted on this page of the Curriculum website, typically, the first step for gauging student need in reading, writing, and mathematics, would be through Response to Intervention (RtI).

The Collaborative Teaching Framework

The keys to building a successful collaborative teaching partnership are the same as all relationships; trust and communication. Both take time, and that is why we are building on our foundation for collaborative teaching now. These collaborative conversations occur in each student's IEP team meeting.

Responsibilities of a Special Education Teacher

  • Provide Specially-Designed Instruction (SDI) to students

  • Administer diagnostic, standardized tests to students upon receipt of parent permission

  • Act as Case Manager for students identified as being eligible for Special Education Support

  • Co-develop and implement IEPs for each student in Special Education

  • Know and understand the student's profile (academic, social, emotional, medical)

  • Consult regarding students' needs with teachers, parents, counselors, and coordinators

  • Make recommendations for, and coordinate, support services

  • Co-monitor student progress

  • Work collaboratively with classroom teachers and parents to ensure that all participants are well-informed and involved in the support process, goals, and responsibilities regarding the student.

  • Call IEP team meetings with all relevant people who work with the student (minimum once per year)

  • Discuss practical differentiation suggestions with teachers based on student profile

  • Complete all state-mandated forms as required.

Responsibilities of an Ed Tech

  • Read through files and learn about the strengths and challenges of each child they assist, and determine, along with the Special Education Teacher and Classroom Teacher, how to meet their needs

  • Observe, interact, listen, and respond to the student at play and at work

  • Exchange information frequently and regularly with the Classroom Teacher, Content Area Teachers, and the Special Education Teacher

  • Work together with the teachers to create and maintain a safe, nurturing, and intellectually-engaging classroom

  • Promote positive integration of students with difficulties into the school community

  • Supervise planned students activities/lessons by a Classroom Teacher or Special Education Teacher in either a small group, one-on-one with a student, or as classroom support during specialist classes

  • Support the cooperating teachers in assessing student learning, e.g., providing regular monitoring data