Camas Community Equity Forum

Why disAbility?

CSD has a wonderful track record of academic success with many groups of students. Closer inspection reveals that we are not meeting the needs of students from historically oppressed and marginalized groups. Our families and students have shared their experiences here in Camas and the message is clear - we have work to do.

Why is a district perceived as predominantly high performing talking about students with different abilities? First we are not all headed to a comprehensive 4-year university. Second, different abilities and learning styles exist whether or not there are people with disabilities in the room. Insufficient discussion has left our community and world with lingering and nagging discontent. It is time for real, transformative conversation that promotes lasting systemic change.

CSD staff know that failure to effectively serve each and every student threatens our collective capacity to thrive as a community. We owe each child the opportunity to experience success.

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Resources:

To Read: Smart but Scattered, by Peg Dawson and Richard Guare

To Watch: UDL at a Glance

Special Books by Special Kids

To Listen: Being a SPED Advocate for Twice-Exceptional Kids

To Do: Guidance for Families: Special Education in Washington State

What we are learning:

Inclusion: Inclusion involves systemic reform to change content, teaching methods, approaches, structures and strategies in education to overcome barriers in order to provide all students with an equitable and participatory learning experience. (adapted from Investing in Student Potential)

What does this mean? It means that we include students with varying levels of ability during the times in the general education setting that they can excel in participating in a way that is meaningful for them and the rest of the class.

Neurodiversity: Neurodiversity is a concept where neurological differences (or learning and social/emotional/behavior differences) are to be recognized and respected as any other human variation. These differences can include those labeled with Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette Syndrome, and others. (The National Symposium on Neurodiversity at Syracuse University)

What does this mean? It means that we as educators and community members have a responsibility to recognize that our brains are all wired differently. We need to figure out HOW to teach and interact with all people in a way that maximizes their potential for learning and contributing to our community.

Universal Design for Learning (UDL): UDL is a framework to improve and optimize teaching and learning for all individuals based on scientific insights into how humans learn. The UDL framework offers an overarching approach to designing meaningful learning opportunities for all students by looking at the WHY of learning (engagement to stimulate interest and motivation), the WHAT of learning (presenting information and content in different ways), and the HOW of learning (providing different ways for the student to express what they know. (cast.org)

What does this mean? It means that educators understand the learning differences in our student population and that we need to plan for all students to be able to learn. It means that we change up how we provide instruction and the activities we do to cause learning in order for it to be engaging and meaningful for all types of learning styles. For example, allowing some students to dictate answers versus write them out, powerpoint presentation versus essay, show a movie versus read the novel, physical model of a concept versus a test, etc. The content standard doesn't change, but the WHY, WHAT, and HOW change to meet different student learning profiles.

Executive Function and Self-Regulation: Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. (Center on the Developing Child at Harvard University)

What does this mean? These skills help us organize our behavior to plan activities, sustain attention, and persist to complete a task. They also help us to manage our emotions and monitor our thoughts in order to work more efficiently and effectively.

Twice Exceptional: The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. (National Association for Gifted Children).

What does this mean? It means people may be gifted, with high intelligence, yet also have a disability such as Attention Deficit Hyperactivity Disorder or Autism, etc. which makes learning difficult.

What we are doing

Providing time and opportunities for all staff ( general educators, special educators, administrators) to collaborate around serving students who need specific supports. CSD has recommended, provided, and/or continues to provide the following trainings for all staff:

Multi-Tiered Systems of Support
Co-Teaching
Universal Design for Learning/Goalbook
LEAP (preschool)
Strategies for teaching students with Dyslexia
Mindfulness
Collaborative and Proactive Solutions (Ross Greene)
Zones of Regulation
Social Thinking (Michelle Garcia Winner)
Intelligent Lives (Movie Trailer)

Additionally, throughout the 2019/2020 school year, we will be seeking input from students, parents and all staff through:

Thought Exchange
Interviews
Community Listening Post
The district's Community Equity Forum is expanding to include families, staff and students of diverse race, disability, gender, sexual orientation and more. This forum provides a place to listen, learn across difference, grow personally and change our system to see and serve each and every student. Through our connection with each other, we amplify voices that have been silenced or relegated to the margins.
We are expanding professional learning and practice in protocols that honor different values our students and families bring, while upholding expectations for contributing to a caring and respectful learning environment.
Where school communities have the opportunity to serve our diverse youth, staff are engaged in learning and applying strategies to support safety and belonging, and create more inclusive environments that benefit every student.

Why disAbility?

Resources:

What we are learning:

What we are doing

In the news:

Camas teacher takes top state honor

Reykdal’s Budget Prioritizes Safety, Health, Serving Students with Disabilities