Jessica Palmer-Gwaltney, NCDPISecondary Math Instructional Coach
Shaftina Snipes, NCDPISecondary English Instructional
Coach
AGENDA RESOURCES
Introductions Why Inclusion? Create Charts Six Models of Inclusion
What they look like… Best Applications… Pros/Cons…
Building a Teaching Team Chart Gallery Walk Discuss/Reflect/Plan Strategies for Success Wrap Up
http://www.tolerance.org/magazine/number-43-spring-2013/seamless-teaching
http://www.tolerance.org/gen-ed-special-ed
INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)
LEAST RESTRICTIVE ENVIRONMENT (LRE)
NC 1501-3.1 LRE requirements(a) General.(1) Except as provided in NC 1501-3.5 (regarding children with disabilities in adult prisons),LEAs must have in effect policies and procedures to ensure that all LRE requirements contained in sections NC 1501-3.1 through NC 1501-3.7 are met.
(2) Each LEA must ensure that--(i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and(ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
GENERAL EDUCATION TEACHER
EXCEPTIONAL CHILDREN TEACHER
Content Accommodations Differentiation Implementing IEP’s in
their classroom Providing data and input
during IEP meetings Collecting and
Documenting evidence on mastery of CCSS and/or Essential Standards
Content Accommodations Differentiation Case managing
students with IEP’s Facilitating IEP meetings
and providing data Collecting and
documenting evidence on mastery of IEP goals/objectives
Six Models of Inclusion:One Teach, One ObserveOne Teach, One CirculateStation Teaching / Rotational TeachingParallel TeachingAlternative TeachingTeam Teaching / Co-Teaching
What does Inclusion look like?
Pros / How do students benefit from Inclusion?
Cons / Concerns / Needs
Blank for Now
With your school team, make a four-column chart about Inclusion at your school now.
Fill in the first three columns
WHAT IT LOOKS LIKE
BEST APPLICATIONS- One teacher leads the
lesson - The other teacher notes
students’ progress on checklists, monitoring tools, data sheets, etc.,
- Observing teacher DOES NOT assist struggling students while observing… just gathers data.
- Collecting data on student progress, behavior, etc.
- Preparing for IEP meetings.
- Gathering formative assessment data to use later in the same lesson or for future lessons
PROS CONS Data can be used to
plan future instruction, create flexible groups, identify students that need remediation, enrichment.
Good starting point for new teaching teams
Data is an ideal start for planning discussions
Only one teacher available to assist students during the lesson.
Requires planning and discussion both before and after in order to be effective
Can create a dynamic of “real” teacher vs. “other” teacher.
WHAT IT LOOKS LIKE BEST APPLICATIONS
- One teacher leads the lesson
- The other teacher circulates the room assisting students
- During whole group instruction, - one teacher provides quiet
one-on-one support to individual students.
- When students are working on the same learning target but some students have learning gaps.
- During whole group activities, lessons
- When students have organizational, note taking, on-task behavior goals etc.
Students receive targeted, one-on-one support.
Assisting teacher can reteach on the spot.
Can be distracting to students and/or lead teacher during instruction.
Can be overused – make sure to switch roles and try other models.
WHAT IT LOOKS LIKE
BEST APPLICATIONS- Both teachers divide the
content into stations and students into small groups.
- Depending on class size, a third station can be created for independent practice.
- Student groups rotate from station to station to receive instruction and practice
- When the lesson or unit involves several topics/ skills.
- During unit review.- As a format for discovery
lessons.- When students need to
engage material in several different formats to make connections.
PROS
CONSCONS
Differentiation opportunities
Flexible grouping – can target instruction to the group’s level
Exposes students to multiple perspectives on the material
Can divide the planning by station activity once overall planning is complete
Groups can become predictable
Students can feel marginalized.
Less collaboration between co-teachers during instruction.
WHAT IT LOOKS LIKE
BEST APPLICATIONS
- Both teachers deliver the same instruction at the same time
- Class splits into two groups- Teachers instruct the lesson
concurrently but separately- All students are working
toward the same learning target
- Possibly at different pace/level of rigor depending on needs
- When a lower teacher-student ratio is needed for instruction
- When students can be flexibly grouped into two groups based on formative assessment data
- For students that perform better in a small-group environment but do not need a Resource setting.
PROSPROS
CONSCONS Students
receive targeted instruction in a small-group environment
remain with their peers Allows for accommodations
to be embedded into the small-group instruction
All students benefit from a lower teacher-student ratio
Allows teachers to remediate/enrich the material in small groups
Grouping can be difficult students must receive
accommodations but also need to be challenged
Groups can become predictable
Students can feel marginalized make sure to change up
the groups and who teaches them
Harder to provide one-on-one support
WHAT IT LOOKS LIKE
BEST APPLICATIONS
• One teacher leads a whole group lesson to most of the class
• The other teacher pulls a smaller group to teach a different lesson
• The small (alternative) group is flexible
• Students are chosen based on recent formative assessments
• Intervention groups• Small Group
Remediation/Enrichment• Leveled reading passages
reaching the same skill at different levels
• To address differences in prior knowledge / gap skills
• Reteaching
PROS CONS Can be used for both
remediation and enrichment
Flexible groups change frequently and protect students from being pigeon holed
Reduces teacher-student ratio in the larger group as well as the small group
Students receive targeted, data-based remediation or enrichment
Requires resources at different levels to provide remediation and enrichment
Groups can become predictable – make sure to switch students, teachers and purpose of small group frequently
Requires precise timing to make sure students in the small group don’t miss out on instruction
WHAT IT LOOKS LIKE
BEST APPLICATIONS
- Two teachers deliver instruction simultaneously
- Both teachers dialogue continuously with each other and with the students
- Teachers are equal partners - Both know the content and
how to differentiate the content for diverse learners.
- When students are working toward the same learning targets at similar levels of rigor.
- When there is a high level of trust and collaboration between the two teachers.
Students benefit from the model of collaboration.
Students hear different perspectives on the same material.
Reduces the “real” teacher vs. “other” teacher issue
Requires a high level of trust and collaboration that takes time to develop.
Fewer opportunities for one-on-one or small group support since both teachers are participating in whole group instruction
Works best when students are at similar levels of mastery on the learning target, not as effective with large learning gaps.
CONSCONS
What Inclusion looks like at our school now:
Pros / What is working well:
Cons / Concerns / Needs
What we want Inclusion to look like next year:(include possible barriers/concerns)
Fill in with your school team
With your school team, fill in the fourth column of your chart.
The key with any model of inclusion is common vision and common planning – inclusion must be purposeful and intentional.
Bruce Tuckman’s model for building a successful teaching.
Usually fairly short, and may only last for the single meeting
At this stage there may be discussions about how the team will work
Can be frustrating for some members who Do not fully
understand the co-teaching process and/or
Simply want to get on with the team task.
When the “Honeymoon is over” we enter a phase of "storming"
Ways of working start to be defined
Some members may feel overwhelmed by how much there is to do, or uncomfortable with the approach being used
Some may question how worthwhile the goal of the team is, and resist taking on tasks.
This is the stage when: Many teams fail Stick with the task, but may feel that
they are on an emotional roller coaster and
relationships with other colleagues may suffer
NORMINGNORMING
PERFORMINGPERFORMING Team members come to respect one another's role within the team
They may be socializing together, and they are able to ask each other for help and provide constructive criticism.
The team develops a stronger commitment to the team goal, and you start to see good progress towards it.
There is an overlap between storming and norming behavior: the team may toggle back and
forth into typical storming stage behavior, but this eventually dies out.
When hard work leads directly to progress
Individual team members may join or leave the team without affecting the performing culture.
Being part of the team at this stage feels "easy" compared with earlier on.
Breaking up a team can be stressful for all concerned and the "adjourning" or "mourning" stage is important in reaching both team goal and personal conclusions.
With your school team, rotate from poster to poster and examine other schools’ ideas:
Reflect with your team about the information
Compare and contrast your school to theirs
Comment on what is working well in their school using “Yes, and…” to offer a suggestion, comment, guiding question on post-its
Brainstorm possible solutions to their barriers or points to consider in their planning for next year
www.edcompassblog.smarttech.com
Take your school’s poster back to your team.
Read the comments and proposed solutions, then discuss with your team: Which barriers have viable
solutions? What continues to be a barrier? What do we envision for our
school next year? Which model(s) are the best fit
for our students? Why? How will inclusion benefit our students?
What did you notice about the various charts?
What barriers can we control at the teacher level?
Which solutions seem workable? Which solutions require more support/resources?
How will Inclusion impact our students?
How do the 6 Models of Inclusion work together? Is one model enough?
Provide multiple means of representation—Present content in different ways to give students a variety of options for acquiring information and knowledge.
Provide multiple means of expression—Ensure students have a variety of ways of demonstrating what they know.
Provide multiple means of engagement—Create a stimulating learning environment by offering various ways for a student to engage, based on preferences and interests.
While watching the following clip…Reflect on what you would like to see happen in your inclusion classroom for next year? What do you need to make it happen? How does a new lens of inclusion impact your thoughts on student learning?
Questions
Comments
Feedback?
Contact Info
Teaching Tolerance: A Project of the Southern Poverty Law Center, Seamless Teaching Toolkit: 6 Co-Teaching Models for the Inclusion Classroom. http://www.tolerance.org/gen-ed-special-ed
Teaching Tolerance: A Project of the Southern Poverty Law Center, Seamless Teaching: Navigating the Inclusion Spectrum. http://www.tolerance.org/magazine/number-43-spring-2013/seamless-teaching
Scholastic – Strategies for Special Education and Inclusion Classrooms http://blogs.scholastic.com/special_ed/2008/12/six-models-for.html
MindTools: Essential Skills for an Excellent Career: Team Tools: Forming, Storming and Performing. http://www.mindtools.com/pages/article/newLDR_86.htm
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