AAMagazineMagazinefor andfor andaboutaboutFutureFutureTeachersTeachers

THE LADDERTHE LADDER

Los Angeles Unified School DistrictLos Angeles Unified School DistrictCareer Ladder OfficeCareer Ladder Office Spring 2007Spring 2007

Rumor has it that the teaching shortage has disappeared, but I don’t think that’s true. According to Education Week, 2 million of the 3.4 million teachers in the United States will be leaving the profession in the next ten years. One part of this is due to an extremely low retention rate nationwide. The other part is due to the fact that the baby boomers are starting to retire and there are a lot of them. If you want to become a teacher, if that is your passion, go for it. LAUSD needs dedicated, credentialed teachers ready and willing to educate our children. The Career Ladder is here to help you make it happen.

With this issue of THE LADDER, we come back to the topic of special education and, yes, there is still a shortage of teachers to serve children with special needs. The Career Ladder is doing its part to ease the shortage. We support paraeducators

studying to become special education teachers and help universities recruit candidates. In 2006, with funding from the U.S. Department of Education, we initiated the Early Deciders Teacher Recruitment Program (EDTRP) which provides Early Experiences to high school Teacher Career Academy students. These are three-day events which begin with a briefi ng provided at California State University, Los Angeles, led by university faculty and LAUSD teachers. Then, the students spend two days shadowing a classroom teacher. At the end of each day, the students have the opportunity to discuss their experiences. So far, over 200 students have completed an Early Experience. Twenty-one of these students are about to graduate and begin their studies towards earning a credential. It looks like one in ten decides that special education is the fi eld for them. The others have widened their experience and at the very least are now more sensitive to the needs of children with special needs.

California State University, Los Angeles, has been a strong partner in our efforts. Dr. Diane Fazzi, the Special Education Chairperson, organized a committee which designed the Early Experiences and paid internships. Dr. Margaret Clark led the committee, bringing with her a wealth of experience and knowledge. Joseph Staub, Deborah Pandullo, and Myra Helguera, all experienced in the classroom, were the LAUSD representatives. Steve Goin and Gwenda Cuesta from the Career Ladder Offi ce rounded out the team. These efforts are being made in order to create a Career Technical Education course which will be part of the curriculum at all of the Teacher Career Academies by the 2008-2009 school year. This means that students will have the opportunity to learn about special education in a course that also fulfi lls a graduation requirement.

Lastly, I have some bittersweet news. Two years ago, I managed to convince Jacinta Brunkala to leave the Carson High School Teacher Career Academy, which she initiated ten years ago, to coordinate teacher academies citywide. I knew from the start that she would be with us a short amount of time and then would retire. Well, she retired on April 20th, but not before placing all of the academies on a strong foundation. The depth of knowledge that she brought to the task, along with her ability to work with high school faculty and administration, made it possible for her to move the programs forward and even initiate a new academy at Jefferson High School. I am sure that all of the academy coordinators and lead teachers appreciate the work that she did. We wish her well in her retirement, and we will certainly miss her.

FROM THE DIRECTORFROM THE DIRECTOR

FIRST RUNGFIRST RUNG

“...2 million of the 3.4 million teachers in the United States will be leaving the profession in the

next ten years.”

Clarifying the Role of a Co-teacher

THE LADDER

A Publication of the Career Ladder Offi ce

Los Angeles Unifi ed School District

LAUSD Board of Education

Marlene Canter, District 4, President

Marguerite Poindexter LaMotte, District 1

Mόnica Garcia, District 2

Jon Lauritzen, District 3

David Tokofsky, District 5

Julie Korenstein, District 6

Mike Lansing, District 7

David L. Brewer IIISuperintendent of Schools

Don Davis,Chief of Staff

Dan M. Isaacs,Chief Operating Offi cer

Roger L. Buschmann,Chief Human Resources Offi cer

Vivian EkchianDeputy Chief Human Resources Offi cer

Career Ladder Offi ce333 South Beaudry Avenue, 14th Floor(213) 241-4571 FAX (213) 241-8465

Email: steven.brandick@lausd.netwww.teachinla.com/ladder

THE LADDER Staff

Steven Brandick, Director

Julia Shin-Koreen, Editor-in-Chief

Shiwonda Sanford, Layout and Design

Eddie Dunzo, Layout and Design

Jacinta Brunkala, Contributing Editor

Gwenda Cuesta, Contributing Editor

Steve Goin, Contributing Editor

Joseph Ryan, Contributing Editor

Cover photo by Dave Blumenkrantz

The publication of this magazine is funded by advertising revenue.

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CONTENTSCONTENTS

SPECIAL FEATURE SPECIAL FEATURE ARTICLEARTICLE

The 9th Annual LAUSD Paraeducator

Career Ladder ConferenceHighlights

page 14

FEATURE ARTICLESFEATURE ARTICLES

Creating a Circle of Friendspage 11page 11

Fostering Independence in Students with Special Needspage 9page 9

Embracing the Concept of Inclusionpage 18page 18

Effective Inclusion in the Secondary Classroom

page 20page 20

page 22page 22

3

Stevan Skendzic, Jr., a 6th grade student at Irving Middle School, works on math with his classroom paraeducator, Ms. America Marquez, a devoted member of SEIU Local 99.

O N T H E C O V E R : S p e c i a l E d u c a t i o n

EDITORIALEDITORIALOn the Outside, Looking In

Before coming to work for the Career Ladder in late March, I spent a year as a math coach at two different elementary schools, one of which was Marlton, a special education school for the deaf. I had initially been placed there on a temporary assignment, but ended up staying for the whole school year. Never having worked with special ed. students before, I was nervous about what to expect, but I wanted to stay open-minded and, thus, embraced the challenge with open arms.

Within a few hours of my fi rst day, I had already learned some sign language phrases, and within a few days, I had made friends with students who were teaching me to communicate with them! I worked mostly with the hearing general education elementary students, but often interacted with the special ed./deaf/hard of hearing high school students in the hallways and in the main offi ce. They were just like any other students, joking with each other, sharing fashion tips, being silly, and making plans for the weekend. The students’ willingness to take me in as a friend taught me a fi rst-hand lesson on inclusion, and the impact it has on learning.

Many of the high school students and teachers were very friendly, but some simply ignored me. In the land of the deaf, I was the outsider, and there were times when I felt a deep sense of alienation, especially at faculty meetings, where most of the teachers were deaf. When the meetings were held in sign language, I would usually just look on helplessly, and try my best to understand, but at times, I felt uncomfortable and out of place.

Refl ecting on it now, being able to experience that isolation and relate it to what others must feel like when they are “outside of the circle,” was very profound and meaningful for me. Marlton is a unique school and an exceptional place for DHH children and adults to be. My experiences there further shaped my views on education and the dynamics of basic human interaction.

Over the years, I have become fascinated with pushing the boundaries of my own comfort level and trying as many new and unfamiliar things as possible while I am still alive. I think the best part of personal growth is being able to look back on something you thought was so diffi cult at fi rst, and acknowledging how far you’ve come. Now, that is an amazing feeling.

In this issue, we are graced with the wisdom of university professors, advisors, and administrators who focus on the often mystifi ed realm of special education. Their experiences illustrate the signifi cance of stepping beyond that comfort zone and thinking outside the box to ensure that inclusion and collaboration are taking place in our schools. By reading these poignant articles, it is easy to see the importance of teamwork by parents and educators, along with the essential friendship of peers in helping our special ed. students achieve independence and success. Also, we recap the highlights of our hugely successful 9th Annual Paraeducator Career Ladder Conference held on April 21st on pages 14 and 15.

As the new Editor-in-Chief of THE LADDER magazine, I, too, am slowly making my way into a new circle. I hope you enjoy the Spring 2007 issue. Thank you for your interest in education and your commitment to ALL of our students.

4

CONTRIBUTORSCONTRIBUTORS

Wendy Murawski, Ph.D., is a tenured Associate Professor and Graduate Coordinator at California State University, Northridge in the Department of Special Education. Wendy holds a Ph.D. in Special Education with an emphasis in Research, Collaboration, and Co-teaching. She has published numerous articles in the area of co-teaching, collaboration and teacher training, and was the 2004 California Teacher Educator of the Year. She is also Director of Research for the CHIME Institute.

Rachel Friedman Narr, Ph.D., Assistant Professor, earned her Doctorate in Special Education/Deaf Education from the University of Arizona in 1999. Her research emphasis includes exploring explicit reading instruction with students who are Deaf/Hard of Hearing. Rachel has been a Speech/Language Pathologist, Program Specialist, and has taught in classrooms with DHH students.

Sally Spencer, M.A., was a special education teacher for LAUSD for more than 10 years, teaching in a variety of communities and classroom settings around the city. Since 2000, Sally has been a full time faculty member in the Department of Special Education at CSU Northridge, teaching courses in assessment, special education teaching methods, reading instruction, and collaborative processes.

Beth Lasky, Ph.D., is an Associate Professor in the Department of Special Education at California State University, Northridge. She has been training and supervising teachers for 25 years. Her other areas of interest include working with school administrators, the Strategic Instructional Model, bully prevention programs, and effective practices for inclusion. You may contact her at beth.lasky@csun.edu.

Mary “Kate” Esposito, Ph.D., is an Assistant Professor and Special Education Coordinator of the Transition to Teaching Program at CSUDH . She has a Bachelor’s degree in Elementary Education and a Master’s in Special Education from Loyola Marymount University. She earned her Doctorate in Educational Psychology from the University of Southern California. Dr. Esposito taught as a special education teacher for 10 years in southern California. She conducts and publishes research in the areas of Inclusion and Effective Teacher Preparation.

Belinda Dunnick Karge, Ph.D., is a Professor in the Department of Special Education, College of Education, at California State University, Fullerton. Her research interests include instruction, general education/special education collaboration and early intervention. She has been teaching, training and supervising general education and special education teachers for twenty years. You may contact her at bkarge@fullerton.edu.

5

COMINGSCOMINGS......

Pedro Subuyuj has been working for LAUSD for a year. His fi rst position with LAUSD was in Local District 3 at Community Magnet Elementary School, and as a summer Offi ce Technician at Cienega Elementary School. Pedro began his service with the Career Ladder offi ce in December 2006 as an Offi ce Technician. Currently, he is in charge of doing payroll, tuition reimbursement, accounts payable, budget, ordering supplies, posting calendar meetings, and more.

Tiffany Thomas is the latest addition to the Career Ladder staff and we are very lucky to have her as our new Offi ce Technician. She is currently completing a dual degree at UCLA in Philosophy and African American Studies. Previously working in the private sector, this is her fi rst time working with the Los Angeles Unifi ed School District. Tiffany brings many years of customer service experience with her and looks forward to becoming a great asset to this delightfully unifi ed department!

Steve Goin began his career with LAUSD as a summer program swimming instructor. He worked as a Resource Teacher at Irving Middle School for the last eight years. He also taught in various elementary schools in the summer in the general education setting as well as in the special education setting. Steve wore various hats at his former positions that included Math Department Chair, as well as other coordinatorships. He has joined the Career Ladder as a Teacher Advisor in the area of Special Education. It is his hope that many LAUSD graduates will become special education teachers as a result of his efforts.

The Career Ladder welcomes Julia Shin-Koreen as a Teacher Advisor. She will also be the new Editor-in-Chief of The Ladder magazine. Julia has a Bachelor’s degree in English from UC Berkeley and her Master’s degree in Education from UCLA. After several years of teaching the 4th and 5th grades at Westminster Magnet in Venice, California, she jumped at the chance to teach English at a university in South Korea. Upon returning to Los Angeles after living abroad for three years, she worked as a math coach at Wilshire Park and Marlton School, until she eventually found her way to the Career Ladder offi ce. Julia has had her writing and photography published in various local magazines as well as in other publications online. She feels that her new job here at the Career Ladder is a perfect marriage of her dedication to education and her passion for publishing. Julia is thrilled to be here!

Maria Palomares joined the Career Ladder team as our Student Aide in January 2007. She has been lending a helping hand to all of the staff by doing a little bit of everything. Maria is fi nishing up her senior year at Belmont High School and worked full-time in the Career Ladder during her off-track time. Back at school now, Maria has been working half-time and tries to keep her life balanced. This has been an ideal situation for her since the offi ce is close to her house and she has enough time to get her schoolwork done at the end of the day. She hopes to become a Registered Nurse one day.

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The Career Ladder offi ce sends its best wishes to Judy Huang, a key staff person who recently accepted a promotion as Financial Manager at South Gate Adult School. Judy was responsible for monitoring the Career Ladder budget, ensuring that its member participants received stipends and reimbursements in a timely manner. To do this, Judy became an expert at juggling numerous software programs and maintaining a communication link with the payroll department, just in case. Additionally, Judy was the staff ’s resident Chinese cuisine expert when it came to ordering food for special department events. Congratulations, Judy. Bon appetit!

After two years of outstanding service with the Career Ladder team, Anthony Silva was recently promoted to Coordinator for the Language Acquisition Branch. Anthony helped to make tremendous contributions to this department and to the soul of The Ladder magazine. As Editor-in-Chief, he moved the publication from a black and white newsletter to glossy color, increasing distribution from about 4,000 to 27,500. Anthony also acquired many advertising partnerships and recruited instructional experts to contribute articles. Setting a new precedent for the Retirement Reception and conferences by increasing sponsorship, Anthony truly made his mark. Although his talents are now being employed on a much larger scale, Anthony will always be considered a part of the Career Ladder family and he will be missed tremendously.

For the past two years, Jacinta Brunkala has been busy here at the Career Ladder helping the fourteen Teaching Career Academy coordinators with the day to day running of their Academies, a job she has loved. As the former coordinator of the Carson High School Teacher Academy, she had a great deal of fi rst hand knowledge and enjoyed sharing her expertise and helping others to start or expand the concept of the Academy. Now, after 28 years in education, she is retiring on April 20, 2007 to begin a new chapter of her life on the East Coast with her husband Jerry. We, at the Career Ladder, want to thank her not only for the work she has done with the high schools, but for all she has contributed to our department. We wish her all the best in her retirement; she will be missed!

The Career Ladder is fortunate to have Dr. Joan S. Bissell as a Friend of the Ladder. Dr. Bissell is the Associate Director for Teacher Education and Public School Programs for the California State University Chancellor’s Offi ce. She works with the campuses in the CSU Mathematics and Science Teacher Initiative and assists them in such other areas as the Ed.D in Educational Leadership. Dr. Bissell has assisted the Career Ladder with the development of mathematics and science programs, and especially our partnership with CSUDH. She also arranged for a highly successful fi nancial aid seminar which was held at Dominguez Hills last February. Based on the work that she did, we have developed a Career Ladder fi nancial aid workshop that we hope to disseminate during 2007-2008.

Dr. Bissell, we appreciate all that you have done for us and hope that our friendship lasts a long, long time!

FRIEND OF THE LADDERFRIEND OF THE LADDER

7

TOP OF THE LADDERTOP OF THE LADDER

Sylvia Figueroa

Q: How did you fi nd out about the Career Ladder?A: When I was hired as a classroom assistant, the Career Ladder’s monthly newsletter was posted on one of the bulletin boards in the teacher’s lounge at my son’s elementary school.

Q: How did being a CSPTTP scholarship recipient help you?A: When I found out I had been selected, in that moment, I made the commitment to become a teacher. At the time, I had resigned to an 8-hour secretarial position to dedicate time to my Kindergartner. Even though it was diffi cult to make ends meet with a 3-hour position, it was all worth it!

Q: Tell us about your background. Where were you raised and educated? What are some of your hobbies?A: I earned my A.A. Degree in Journalism from Los Angeles Valley College in 2000. With the help of the Career Ladder’s program and scholarship, I went on to California State University, Northridge (CSUN) and Charter Oak State College to obtain my Bachelor of Science in Child Development and Family Studies, and my Mild/Moderate Special Education Credential in 2004. I have been teaching as a special education teacher since then. I am currently enrolled in the Clear Credential/Master’s program for Special Education at CSUN. I was born and raised in San Salvador, El Salvador, Central America. In December 1975, at the

age of ten, I immigrated to the U.S. and have lived in California since. My ultimate goal is to become an Assistant Principal at an elementary, middle, or high school and write my autobiography.

Q: Why did you choose to become a Special Education teacher?A: I found myself becoming knowledgeable about IEPs (Individualized Educational Programs) due to my son’s early diagnosis: Duchenne Muscular Dystrophy, a progressive muscle deteriorating condition, which requires him to use a motorized wheelchair for mobility. Through being involved in his education, I learned about the IEP process, the IEP meetings, parents’ rights, investigating about advocacy, the least restrictive environment, annual goals, periodic objectives, addendums, three-year evaluation IEPs, and so forth. Before I knew it, I had become my son’s advocate, and that helped me get all the services he needed and meet all the right people to make his education a success. I wanted my son to be a role model, and in the end we succeeded!

Q: Many paraeducators are challenged by juggling work, school, and family. What advice can you give them?A: It is quite a sacrifi ce to choose a career as a teacher because, indeed, there is juggling involved. The best advice I can offer to anyone in this situation is to get organized and do one thing at a time.

Q: What would you say is the most important thing for a new teacher to do or remember?A: The most important thing for a new teacher to do or remember is: BE CONSISTENT. Being consistent has helped me become an effective teacher. Children expect discipline, consistency, and organization! They will work hard in any classroom if these things are in place. When you plan a routine and a class schedule, stick to it.

The Special Education component of the District Intern Program continues to grow in size and may soon account for half the teachers prepared each summer.

Paraeducators who are considering Special Education know that our program offers one of the best options for pursuing a teaching credential. There are two separate pre-service Orientation programs this year, beginning on May 14 and July 9.

Our program expanded last year to include Moderate-to-Severe Special Education credentials, in addition to the Mild-to-Moderate credential.

The Moderate-to-Severe credential encompasses a new range of classrooms and disabilities, in addition to the Mild-to-Moderate credential program we have offered for a number of years. Included in Moderate-to-Severe:

• Autism• Community Based Instruction• Developmental Impairment• Emotional Disturbance• Early Education• Multiple Disabilities• Mental Retardation (Severe)

Individuals interested in teaching Moderate-to-Severe Special Education through the District Intern program will apply through the same process as Mild-to-Moderate candidates: Completion of a B.A. or B.S. degree with a 2.7 GPA, passage of CBEST and CSET (Multiple Subjects), online application, and an interview with a recruiter in addition to other requirements.

The Moderate-to-Severe program was approved by the California Commission on Teacher Credentialing and was rolled out to teacher candidates last summer for the fi rst time. It is currently being offered only to new teacher applicants who do not have a credential.

The District Intern program, which has been fi lling the needs of LAUSD and teachers seeking a credential since 1984, also offers credential programs in Elementary, Bilingual Elementary (Spanish), Middle School Core, Special Ed. (Mild-to-Moderate and Moderate-to-Severe), English, Math, Biology, Chemistry, Geoscience, and Physics.

There is also a program for Credentialed Educators Now Teaching Special Ed (CENTSE), encompassing those switching from General Ed. to Special Ed.

For information on the District Intern program, call Lele Mach, Special Ed. Specialist, at 213-241-5581, or send her an email at lele.mach@lausd.net.

by Lele Mach, Special Ed. Specialist,District Intern Program

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9

by Rachel Friedmann Narr, Wendy W. Murawski, and Sally Spencer

fostering fostering

in students in students

special special needsneeds

independence independence

withwith

Although experts may disagree on the best way to deliver services to students with special needs, most will concur that the ultimate goal for all students is independence. We propose that collaboration be viewed as a primary tool for increasing students’ independence, and that it take place across a continuum of placements and services depending on the needs of a student in any given circumstance. Although educational collaboration comes in a variety of forms, Friend and Cook (2007) defi ne it simply as “two coequal parties voluntarily engaged in shared decision making as they work toward a common goal” (p.5). As such, collaboration can occur in almost any context where people are interacting; equally important, however, is the understanding that it may not be occurring, whether or not the label is applied. If adults are not truly sharing decision-making responsibilities, if their opinions are not given equal value, or if they don’t share a common set of goals, actual collaboration will not occur (Friend, 2000; Friend & Cook, 2003). All too often, schools label their programs “collaborative” without having the elements in place to guarantee that authentic partnerships exist.

The model presented here defi nes a continuum of service delivery options, all of which involve collaboration between parties and are tied closely to

placement decisions. The continuum is a dynamic model that doesn’t view a child’s placement as static—for example, a child is not designated as “an SDP student” (Special Day Program) or “a Resource student.” Instead, a student’s needs are examined separately in each of the school-related areas, the best service delivery option is chosen for each given area, and the level of collaboration needed to sustain that option is determined. The type of collaboration needed to help a student achieve maximum independence will change according to his or her strengths and needs in any given area. Though proponents of collaboration and inclusion, we recognize the various barriers often identifi ed by other experts in the fi eld (see Spencer, 2005). In fact, too many educators appear to either look to inclusion as an all-or-nothing activity, rather than focusing on it as a philosophy and a process that needs baby steps for success (Murawski, 2005). We believe that establishing a collaborative continuum is exactly what more schools need for those baby steps to occur.

Obviously, there are advantages and drawbacks to any option along the continuum. When considering various placement and service delivery alternatives, we strongly encourage collaborators to keep the whole child in mind when thinking about independence. We have identifi ed four primary domains

for consideration: academic outcomes, social and behavioral outcomes, self-esteem, and community integration. In any given setting, one domain or another may be problematic. For instance, in a special day program, a student may have high academic outcomes due to intensive, small-group instructional opportunities, but may have diminished social and/or behavioral outcomes due to a lack of appropriate role-modeling. Parents and educators must consider benefi ts and drawbacks of each carefully when making placement decisions across the continuum. Table 1 presents a sample worksheet that collaborators can use to consider each of the domains while they discuss a student’s options in the individual academic subjects. We recommend that collaborators (to include parents, special and general educators, special service providers, and the student whenever possible) discuss their concerns and ultimate goals related to each domain, in order to determine which setting is most appropriate for each of the school-related areas. Simply deciding a student is an “SDP student”, “Resource student,” or should be “fully included” is a simplistic answer to a complex issue – the issue of a student’s well-being.

In planning placements that meet a student’s specifi c needs, a variety of collaborative opportunities should be considered. If a minimally inclusive

Appendix A. Case Example of XavierXavier is a youngster just entering middle school, identified with a specific learning disability. In collaboration with his parents, it is determined that they are particularly interested in Xavier increasing his academic outcomes in Math and Language Arts, his weakest areas. On the other hand, they are also very interested in improving his social and behavioral skills and would like him to be exposed to same age, nondisabled peers as much as possible. They are concerned about his self-esteem and think it would be best if he had a strong amount of support in his weakest areas (i.e., Math and LA), while he generally feels secure in the other content areas. Xavier’s parents have also indicated an interest in community integration, and would like to see him capitalize on his interest in computers. Xavier’s math skills are at the first grade level and he requires intensive, small group instruction for math; thus, the collaborators determine he should attend the special education math class (often in the special day program) on his campus for that subject. His decoding skills are a couple years below grade level, so he will go to a learning center daily to receive remedial reading instruction alongside students with and without identified disabilities. Xavier’s listening comprehension skills are very strong, so he requires less intensive assistance in the other content areas. He will attend social studies in a general education classroom that is co-taught daily by a special education teacher, and in science, a subject of high interest to Xavier, support is available to him from a special education paraprofessional who will be present in the general education classroom three times a week. In his elective Computers class, Xavier has achieved a high level of independence, and his performance is monitored in that setting by the special education teacher via monthly “check ups” with the teacher. The Computers teacher will be able to use Xavier as a tutor for other students in the class who are not as adept as he is, thereby increasing his self-esteem.

Figure 1: The Collaboration Continuum

Xavier

Variety of needs & goals = Variety of Services But Collaboration is required throughout!

Special Education Class for Math

Learning Center Pullout for LA/Eng.

Monitored for Elective

Co-Taught Social Sciences

Supported 3x/wk Science

10

ReferencesFriend, M. (2000). Myths and misunderstandings about professional collaboration. Remedial and Special Education, 21(3), 130-132, 160.Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals (5th ed.). Boston: Allyn & Bacon.Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53.Huber, J.J. (2005). What works for me: Collaborative units for addressing multiple grade levels. Intervention in School and Clinic, 40(5), 301-308. Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta- analysis. Retrieved January 7, 2007, from http://www.co-operation.org/pages/cl- methods.html.Spencer, S. A. (2005). An interview with Dr. Lynne Cook and Dr. June Downing: The practicalities of collaboration in special education service delivery. Intervention in School and Clinic, 40(5), 296-300. Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58.Murawski, W.W. (2003). School collaboration research: Successes and diffi culties. Academic Exchange Quarterly, 7(3), 104- 108.Murawski, W. W. (2005). Addressing diverse needs through co-teaching: Take ‘baby steps!’ Kappa Delta Pi Record, 41(2), 77-82.

setting (e.g., an SDP) is determined optimal for a student for certain subjects, teachers can collaborate with service providers such as Language and Speech providers, Adaptive Physical Educators, and Occupational Therapists to provide services for the whole class, small groups, or individual students as needed to promote independence in a variety of specifi c areas. SDP teachers can collaborate with grade level general education teachers to plan fi eld trips, special units, or plays (Huber, 2005). IEP (Individualized Education Program) teams are encouraged to identify as many opportunities as possible for a student to receive inclusive experiences with the appropriate supports to ensure success.

Additional opportunities for collaboration occur all along the continuum. General and special education teachers may collaborate to plan and staff a Learning Center for students with and without disabilities. Collaboration can occur between teachers as they create a schedule to ensure students do not miss out on critical information when pulled out for remediation. Collaboration can also occur between teachers and paraprofessionals to ensure the generalization of skills and to provide in-class support as appropriate (Giangreco, 2003). Finally, co-teaching between the general and special education teachers may take place, which requires signifi cant collaborative planning and assessing (Murawski, 2003). We also encourage collaboration (e.g., cooperative learning – see Johnson, Johnson & Stanne, 2000) between students with and without disabilities who are in the same classroom.

Before closing, it is important to acknowledge that “real life” may impose barriers to any collaborative effort. Experts have identifi ed several strategies that can help establish the mindset for successful collaboration: for example, educators should refer to all students as “ours” and not “yours” or “mine” (Murawski & Dieker, 2004). When creating a program, teams need to consider the four domains outlined above and constantly prioritize and re-prioritize; we emphasize here the dynamic nature of the collaborative continuum. Finally, it is critical that team members acknowledge each other’s contributions and clearly outline how they will work together throughout the year to achieve maximum outcomes for the student (Friend & Cook, 2007; Murawski & Dieker, 2004). In this way, families and educators can truly collaborate, working together toward the common goal of independence for all students, including our students with special needs.

by Jacinta Brunkala

Creating a Circle of Friends

11

Welcome to Leslie Baldwin’s classroom at Carson High School. As you enter the brightly painted red and white room, you are greeted by smiling teenage faces and shy waves of hello. Leslie is asking one of the teacher assistants to please go to Ms. Beasley’s room to pick up the cabbages that have just come in. Something very different seems to be going on here. There is defi nitely a sense of anticipation and excitement in the room.

As Ms. Baldwin introduces her visitor and explains the reason for the visit, questions start to fl y. “Are we going to Ms. Rendon’s room? Are they coming here?” She quickly answers with, “Not today, but today is movie day and we will be going to the movies later.” Being typical high school students, they are pleased with this answer.

Nothing surprising here, except that Ms. Baldwin, a Nationally Board Certifi ed Teacher and graduate of the LAUSD Special Education Intern Program, is the instructor for the Community Based Instruction class (CBI). Ms. Rendon’s students are all part of the Accelerated Teaching Career Academy (ATCA) at Carson High School.

This truly collaborative idea came to fruition with Ms. Rendon asking Ms. Baldwin to be a guest speaker on Special Education in her Child Psychology class. A number of ATCA students recently participated in a Special Education Early Deciders Teacher Recruitment Program (EDTRP) experience while in 10th grade, and because Special Education is a shortage area for LAUSD, Ms. Rendon wanted to give her students a more “in depth” experience.

Ms. Baldwin agreed to spend fourhours with the class discussing different disabilities, accommodations, modifi cations, and differentiated instructional techniques that are used in special education classes. She shared some of the individual talents and strengths of her students, so that the Academy students could relate to the person and not just to the disability. Ms. Baldwin’s students then came and spent a class period in Ms. Rendon’s room. This gave the students a chance to meet each other as teenagers fi rst and to get to know each other. Both teachers felt that this was a very important part of the experience. As Ms. Carole Mastio, Assistant Principal in charge of Special Education, said, “It breaks down barriers and concerns about being different.” She commends both teachers for their foresight and planning in putting together the experience and strongly supports their efforts. The ultimate outcome of all education, according to Ms. Mastio, is to prepare all students to be viable contributors to society. This project defi nitely fulfi lls that goal.

“The Academy students will take this experience with them into adulthood, regardless of whether or not they decide to become educators.”

As Ms. Baldwin worked with the ATCA students, she focused on how a regular education lesson might differ from one that a special education teacher might prepare. She talked about repetition, and eye contact. She discussed Individual

Educational Programs

(IEP’s) and how each IEP

determines the modifi cations for

the individual student. She also explained that for

her students, what might seem like smaller accomplishments are actually very big steps. One of the techniques she shared was the use of “sight words.” She demonstrated to the students how she uses song, visual aides, and kinesthetic moves to teach to each of the different modalities. The goal of the unit was for the ATCA students to not only have an understanding of different disabilities, but also to create lessons that they would teach to Ms. Baldwin’s students utilizing the Alternate Curriculum Guide for students with moderate to severe disabilities. She emphasized that in CBI, the ultimate goal is to have each student become as independent as possible.

Ms. Rendon then chose two areas, Social Skills and Science. Each group of ATCA students chose a standard that they would address in their lesson. For Science, the students chose to work on the fi ve senses. They developed lesson plans for a full week. Kool Aid was used as part of a kinesthetic lesson on the concept of liquid to solid. The students mixed Kool Aid in bottles, froze it into popsicles, and even used Bio colors to make ice paintings. For the sense of sound, equipment was borrowed from the band. Drums, keyboards, and a xylophone were set up in the garden area behind Room L3. Ms. Baldwin’s students were encouraged to use the instruments, and even Ms. Baldwin was surprised when one student started playing complete songs on the xylophone!

For the area of Social Skills, the ATCA students built a small scale shopping mall complete with grocery store, shoe

12

store, and burger joint in Ms. Baldwin’s classroom. “The materials were so real. We had aisles in the stores, shoe boxes, the whole thing,” said Ms. Baldwin. The Academy students were the shop keepers and the CBI students role played the customers. The Teaching Assistants helped some of the students to communicate what they wanted to purchase and also assisted them with calculating how much the purchase would cost.

On the fi nal day, the Academy students set up a sandwich shop and used it to teach a lesson called, “Making Your Own Sandwiches.” This was followed by a picnic where all the students had a chance to visit, share music, and dance. Like all great teachers, Ms. Baldwin asked for permission to keep and use the lessons herself next year! When I asked if she thought it went well, she answered, “I could retire! They amazed me. Their lesson plans were on par with what I had done in college.” High praise indeed for high school juniors.

As part of the “follow up activity,” the ATCA students and CBI students visited the Science Center at the Museum of Science, and also went to lunch at the

Hometown Buffet to continue the development of social skills. The ATCA students had a chance to see how lesson planning really works. Some were excited about parts that went well, while others refl ected on areas they felt needed improvement. Ms. Rendon explained to them that this is exactly what teachers do on a daily basis. She also felt that this was a really good learning experience because the students had the opportunity to use what they have been learning since they entered the program in 9th grade.

The best thing about this collaboration is that it is not just a one time deal. The CBI students are now a part of the Teaching Academy Small Learning Community. As second semester continues, the 11th grade ATCA students move into their internships: three in her Period 3 class and another group in her Period 5. The intern students accompany their CBI friend, along with the one-on-one T.A., to a mainstreamed class such as Foods or Ceramics. The intern’s job is to assist and make sure that their student understands and participates in the lessons. As every high school teacher knows, students are often able to get other students to understand what is happening in class better than the teacher. Both students benefi t from the friendship, and the other students in the class also have opportunities to see that students with special needs are very much like them. Several other new things are happening as well. Ms. Baldwin has started up a “Best Buddies Club,” which is an international organization founded by the Kennedy family. The club matches up students with disabilities with general education students in one-to-one friendships. Ms. Baldwin was impressed by the ATCA students, saying that she has never taught such attentive and receptive students. All the students were engaged completely in the lessons. She was thrilled that the ATCA students were able to see the person behind the disability.

Now there is a difference when Ms. Baldwin’s kids walk across campus. The sounds of, “Hello, Keith,” and the response, “Hi, Andrea,” are heard. Her students feel a part of Carson High School, a part of the Carson community, and like teenagers everywhere, they are delighted to visit with friends. As Ms. Mastio said, “It’s like that old story about dropping the pebble in the pond, the ripples keep getting bigger and bigger.” These circles of friendship will hopefully stay with the students and grow throughout their lives.

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9th Annual Paraeducator Career LadderOn Saturday April 21st, 2007, the Los Angeles Unifi ed School District held its 9th Annual Paraeducator Career Ladder Conference at the Downtown Marriott Hotel. Organized by Julia Shin-Koreen, Teacher Advisor for the

Career Ladder, the conference offered LAUSD paraeducators the unique opportunity to network with colleagues, meet with local colleges and

university recruiters, visit a variety of exhibitor tables and participate in professional development workshops presented by instructional experts, all in one action-packed day. More than 400 paraeducators, aspiring teachers,

high school students, and their parents were in attendance, and they listened attentively as Superintendent David L. Brewer delivered his inspiring and

exciting keynote address during the lunchtime proceedings.

During the Awards Ceremony, one outstanding paraeducator, Damaris Castro from Aldama Elementary, was selected as Paraeducator of the Year and

received a monetary award of $500. She was nominated by the literacy coach at her school and was duly selected amid many other qualifi ed nominees.

Also, Early Teacher Contracts and certifi cates of recognition were awarded to 296 high school students from LAUSD Teacher Career Academies. 19 of

these students also received an In-house Teacher Recruitment Program (ITRP) Scholarship which provides a $3,000 annual monetary award, a part-time

job as a district paraeducator, and ongoing guidance and support. This event culminates a four-year process where high school students complete a college

preparatory sequence of studies, apply and receive admission to a college, and declare their continued dedication and commitment to becoming a K-12

teacher.

The Los Angeles Unifi ed School District is the only district in the country to offer select high school students with early teaching contracts.

Superintendent Brewer takes the stageto speak face-to-face with the future educators of Los Angeles.

Paraeducators attend workshops; Presenter, Carlos Guzman (center)

14

Conference 2007 Highlights

Our sponsors meet with

conference participants.

Paraeducators visit Georgette Baker, a workshop presenter, at her exhibit table.

ITRP Scholarship Recipients proudly display their award plaques.

Alicia Loncar, Legislative Advocate for SEIU Local 99, gets the crowd fi red up about union support.

Paraeducator of the Year, Damaris Castro, with Career Ladder Director, Steve Brandick & Superintendent David L. Brewer.

Conference photographs by David Blumenkrantz and Jay Yarnell

“I thank the Career Ladder for guiding me as a paraeducator. I love working with children and I feel I’m making a difference in their lives.”

-Damaris Castro,Paraeducator

of the Year

Conference 2007 Highlights Photographs by David Blumenkrantz and Jay Yarnell

16

The classrooms that the students work in for the month vary in their type of setting. Some are Learning Disability (LD) resource classrooms, or Mental Retardation (MR), and others are part of different types of settings. The students stay with the same classroom for the entire four week period, but are able to refl ect as a group about the experience. This refl ection is an important part of the experience as it allows the students to air their feelings about the worksites and talk about how the different classes are similar in many ways. They begin to see that the purpose of teaching is the same no matter what the students are like. It is the teacher’s job to fi nd the tools and pathway for the student. The sharing of these experiences helps all participants in ways that their own experience alone cannot achieve.

The next thing the students discover is the importance of understanding the six California teaching standards that make up the foundation of teaching, which are considered imperative for the job of a teacher. These standards address instruction and also many other aspects of the teaching profession. With the standards fresh in their minds, the interns are better able to understand the teaching setting that they are observing. Since the internship is often the fi rst real job for many of the students, it is important that the students have a positive and successful work experience.

In the process of helping, the students develop an understanding of the reality of the educational setting. The discussion becomes more about teaching, especially in the area of special education teaching. Students discover that it takes longer to obtain a special education credential because of the great need to understand the various issues. Great needs and great fulfi llment are all a part of special education. Dr. Margaret Clark, Associate Professor at California State University, Los Angeles states, “You are never going to get rich, but (you will) get up every morning and know that (you are) doing something important.”

The process of instruction, coupled with classroom experience, helps the students gain a greater understanding of the special educational setting. At the start of the internship, the students want to fi nd out more about education, teaching, and the area of special education. Midway through the internship, the students focus on the educational process and discuss why they want to be a part of the internship program. In the end, the fact that they all still want to be part of the educational setting is what really makes this internship program special.

EducationEducationSpecial Special

by Steve Goin

It is a clear, beautiful Monday morning in March as the Early Deciders Teacher Recruitment Program (ITRP) internship begins at San Fernando High School. The room, quaint and small, seems to be tailor-made for the group that is gathering here. The students are anxious and ready to begin the process of the internship. The plans set for the day ahead are spread out like a banquet of information waiting to be devoured by the interns. A unique experience is about to unfold.

The intent of this internship is to create a fully involved experience that recreates as closely as possible a special education teaching experience. The students work in special education classrooms as teacher assistants for four weeks and are involved in the day to day activities of the classroom. Students even have to sign in and out as teachers do. The internship replicates the actual teaching experience as much as possible. Statistics have shown that the more classroom experience an individual has at any level, the more likely the future teacher will stay in teaching. The retention percentages move from fi fty percent retention, for those lacking such experience, to more than ninety percent for those with classroom experience. The same is true in special education. If individuals know what to expect, then it is easier for them to prepare for the reality of the classroom. Those who have not spent time in the special education classroom may have preconceived stereotypes, which may impact their ability to understand and address the issues.

The purpose of the internship experience is to move the interns’ thinking away from the stereotypes associated with disabilities and other aspects of special education and to focus on the reality in the classroom. The special education classroom is often misunderstood by many in education, and even more so by those outside of education.

The internship orientation starts with the understanding that misconceptions people have about students with disabilities are incorrect. The students begin to realize that they themselves have the same misconceptions which have made them hesitant about being a part of the special education world as well. Now realizing that students with disabilities are no different than any other students, this opens them up to the possibility of pursuing a teaching job in the fi eld of special education. As the interns work through this thought process, they come to have a greater understanding of the special needs students that they work with. This not only makes them feel more comfortable in the classroom, but also helps them understand and relate to the students.

*27 locations throughout LAUSD

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Call for more information:Lyndal Johnson(310)410-6402

M-F 8:15am-2:25pm

Application deadline is July 15th

Los Angeles Unifi ed School DistrictAlternative Education and Work Center

TEACHER ASSISTANT OPPORTUNITY

18

Embracing

the Conceptof Inclusion

NNumerous researchers advocate for a school wide approach where students with disabilities are not removed from general education classrooms and all supports and services are provided to enhance the learning of all children, not just the students with disabilities (Gartner & Lipsky, 2002; Halverson & Neary, 2001; Hunt, Soto, Maier, & Doering, 2003; Sailor & Roger, 2005). These authors analyze special education as a service (not a place) and feel the service must be brought to the child with special needs in the general education classroom. The philosophy of educating students alongside their peers is honorable; yet sometimes very challenging to implement. However, several Southern California schools have been successful in their implementation.

Mariposa Elementary School in Brea Unifi ed School District received the Schwab Award in 1999 for their inclusive practices. The following year they won the state Title I award for improvement of lowest performers and EL students. Their API scores jumped from a 7 in 1999 to a 10 in 2003 and 2004. The staff at Mariposa believe the philosophy behind successful special education inclusive practices at their site is based on the teacher driven model that ALL children can learn and inclusion is what society is all about. After all, we do not have banks or grocery stores for persons with disabilities, why do we have special classes? The staff at Mariposa believes the use of research based effective teaching practices is the primary reason for success in their inclusive environment. A longitudinal study was completed to compare an experimental group of students who were fully included at Mariposa Elementary from the time they were in fi rst grade to grade seven; compared to a similar control group of students who were in Special Day Classes during the same length of time. Substantial growth in reading and mathematics was seen by the students who were fully included. This led the district administration to support inclusive practices at the middle and high school levels. Brea High School recently received a Promising Practice Award from California Services for Technical Assistance and Training (CalSTAT) for their inclusion systems. Brea High School is a feeder school for all students attending Mariposa Elementary.

Corey Elementary School in Buena Park Unifi ed School District has had a successful inclusion program for the

past four years. For several years, a sprinkling of parents had requested inclusion in general education grade appropriate classrooms as the placement of choice for their children. The faculty and staff recognized that the successes of these included students and decided to explore options to provide more inclusive efforts at the site. The school set out to design a plan. In the spring of 2001, staff representatives visited several model schools that provide excellent inclusive services to children with special needs. In August 2001, a Site Leadership Committee was formed to plan steps in the school transition process. They examined full inclusion literature and began a library of resources for the faculty and staff. In October 2001, grade level meetings were held to fully discuss the impact of inclusion and freely share the pros and cons as perceived by the staff. In November 2001, the Site Leadership Committee met to review the grade level notes and chart what the school site was already doing with regards to inclusive services, special education services, and what the next steps would be if the school was to provide increased inclusive services. A common theme emerged; in every case, grade level teams discussed the excellent progress of the students that were currently included and talked about the “what if” as they provided examples of specifi c children in their grade level. The progress of the children who were already included motivated the team to continue researching and exploring models that might work at their school. After a year of planning, the school implemented an inclusive program at the beginning of the 2002-2003 school year. Immediate results were seen. The school has been honored

by Belinda Dunnick Karge and Beth Lasky

19

“... inclusion is what society is all about. After all, we do not have banks or grocery stores for persons with disabilities, why do we have special classes?”

at the state and national levels for their successes with increasing API scores and classroom improvement scores when children with disabilities are included.

CHIME Charter Elementary School, located in Woodland Hills, and its sister campus, CHIME Charter Middle School, are independent schools that provide free public education through an affi liation with the Los Angeles Unifi ed School District. The U.S. Department of Education recently recognized CHIME as a national model for full inclusion of students with disabilities. For years, the CHIME Institute has provided a fully inclusive Early Childhood Special Education (ECSE) program which is located on the Cal State University, Northridge campus. This ECSE program was so successful that an elementary school, and eventually the additional middle school, were added. The CHIME Institute prides itself on cutting-edge research and practice to support all children to achieve their maximum potential. Their website (www.chimeinstitute.org) lists several statements describing the programs, including: a caring, nurturing, intellectually challenging, community centered environment; collaboration between families and educational teams and the support for inclusive learning communities with some children in each class receiving special education services alongside their gifted and typically developing peers. The schools serve as demonstration and teacher-training sites for Cal State Northridge’s nationally acclaimed Michael D. Eisner College of Education. Last year, CHIME Charter Elementary was named “Charter School of the Year” by the California Charter Schools Association.

All three of these campuses honor the Halverson & Neary (2001) defi nition of inclusive education: “students with disabilities are supported in chronologically age-appropriate general education classes in their home schools

and receive the specialized instruction delineated by their individualized education programs (IEP’s) within the context of the core curriculum and general class activities” (pg 1). “When you see the amazing growth, both academically and socially, the students with disabilities are making in the general education classroom, alongside their general education peers, you do not even consider changing the program!” (Resource Specialist teacher, Kay Santos, 2006).

Additionally, all three campuses have educators that believe all children can learn and administrators eager to provide leadership in school wide change. Literature has documented that principals’ attitudes and their leadership as change agents greatly effect school wide reform (Lasky & Karge, 2006).

There are many resources available to support inclusive practices. However, the key to success appears to be in school wide reform; especially the sharing of student outcomes. As DuFour (2004) reports, “to create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results” (pg 6). When the results yield excellent growth academically and socially by students with disabilities, and the scores are viewed by all school personnel, the progress cannot be denied and the program is strengthened.

In addition to the references cited in this article, the following resources are recommended:

How to Reach & Teach All Students in the Inclusive Classsroom: Ready to Use Strategies, Lessons and ActivitiesS. F. Rief & J. A. HeimburgeThe Center for Applied Research in Education www.phdirect.comISBN# 0-87628-385-7

Ideas for Inclusion: The School Administrator’s Guide Beninghof, A. M. & Singer, A.L.T.Sopris West4093 Specialty PlaceLongmont, CO 80504www. sopriswest.comISBN#1-57035-042-6Successful Inclusion: Practical Strategies for Shared ResponsibilityC. A. Kochhar, L. L. West, J. M. TaymansMerrill Publisherswww.merrilleducation.comISBN# 0-13-921172-1

Successful Inclusion Strategies for Secondary and Middle School Teachers: Keys to Help Struggling Learners Access the CurriculumM.C. GoreCorwin Presswww.corwinpress.comISBN# 0-7619-3973-3

Teaching Content To All: Evidence-Based Inclusive Practices in Middle and Secondary Schools.B.K Lenz & D.D. Deshler Allyn & Baconwww.ablongman.comISBN# 2-205-39224-5

ReferencesDuFour, R. (2004). What is a professional learning community?

Educational Leadership, 61(8), 6-11.Deno, E. (1970). Special education as developmental capital.

Exceptional Children, 37, 229-237.Gartner, A. & Lipsky D. (2002). Inclusion: A service, not a place: A

whole school approach. Port Chester, New York: Dude Publishing.

Halverson, A. T. & Neary, T. (2001). Building inclusive schools: Tools and strategies for success. Boston: Allyn and Bacon Publishing.

Hunt, P., Soto, G., Maier, J., Doering, K. (2003). Collaborative teaming to support students at risk and students with severe disabilities in general education classrooms. Exceptional Children, 69(3), 315-332.

Lasky, B. & Karge, B. (2006). Meeting the needs of students with disabilities: Experience and confi dence of principals. National Association of Secondary School Principals Bulletin, 90(1), 19-36.

Sailor, W. & Roger, B. (2005). Rethinking inclusion: School wide applications. Phi Delta Kappan, 86(7), 503-509.

Santos, K. (2006, February). Collaboration between general education and special education teachers, presentation at the California Association for Resource Specialist Conference, Burbank, CA.

20

by Dawn H. Berlin and Mary C. Esposito

Effective I Inncclluussiioonn

Secondary Classrooms

in

The Education of All Handicapped Children Act of 1975 (subsequently reauthorized as the Individuals with Disabilities Education Act, 1990, 1997, and as the Individuals with Disabilities Education Improvement Act, 2004) mandates that students with disabilities be educated in the least restrictive environment (LRE). LRE, although determined on an individual basis, has become widely interpreted as the general education classroom (U.S. Department of Education, 2002). This placement emphasis, coupled with No Child Left Behind legislation calling for increased educational outcomes, suggests the number of students with disabilities “included” in the general education setting will continue to grow.

Placement in general education classrooms, while necessary, is not suffi cient. True inclusion can only be achieved when students with disabilities have full access to the general education curriculum. This often requires that general education teachers modify both their pedagogical practices and their methods of assessment. The purpose of this article is to provide secondary general educators with research-based best practices for classroom modifi cation and effective implementation of inclusion in their classrooms.

PedagogyPedagogy encompasses presentation of the curriculum as well as the strategies provided for accessing this curriculum. There are multiple methods of ensuring active participation in the standards-driven general education curriculum. One such method is “tiering” (Lewis & Doorlag, 2006), defi ned as the practice of differentiating assignments based on students’ present levels of performance (PLOP). In order to effectively

“tier,” the teacher must have a clear understanding of the students’ PLOPs. Teachers can identify students’ current levels by reviewing the students’ IEP, 504 Plan, or Passport. If general education teachers are not provided with these documents they should seek assistance from the Bridge Coordinator, Resource Specialist, or Special Day Class Teacher. These documents provide a teacher with the student’s estimated grade level profi ciency in reading, writing, and mathematics. These indices are essential tools when assigning independent practice and homework. If material above the students’ current ability level is assigned, the students will not be successful in completing the work. This is not because they don’t “want” to complete the work, but because they are unable to access the concepts presented. Examples of tiering include changing the product required, such as oral presentations instead of papers, or modifying assignments to accommodate multiple levels of concept development.

Using high-interest materials is another method of engaging all students in the curriculum. By tapping students’ funds of knowledge - their cultural and experiential resources - we can promote students’ development of a deeper connection to the content presented (Moll, Amanti, Neff, & Gonzalez, 2001). This culturally responsive pedagogy ensures a richer, more textured understanding of key concepts. By simply talking to the students about their interests, or using student interest inventories, we can uncover the knowledge they bring to the classroom and use it to inform our materials and assignments.

Graphic organizers also aid in full access to the curriculum content, particularly for students with learning disabilities.

“TRUE IINNCCLLUUSSIIOONN CAN ONLY BE ACHIEVED WHEN STUDENTS WITH DISABILITIES HAVE FULL ACCESS TO THE GENERAL

EDUCATION CURRICULUM.”

These visual tools can illustrate relationships between concepts, classify prior knowledge, and categorize new information. Advance organizers, such as semantic maps and anticipation guides, can prepare students for lessons by activating and focusing their prior knowledge. Other organizers, such as framed paragraphs and matrices, can assist students in integrating and applying what they have learned. Many of these organizers are available on the web (http://www.eduplace.com/graphicorganizer) or located in the textbook instructors’ manuals.

AssessmentAppropriate assessment enables teachers to evaluate both student learning and effi cacy of instruction. Many students with academic challenges can not be accurately assessed using standardized tests or summative evaluation. Research indicates several preferred methods of monitoring student progress in diverse classrooms.

Ongoing assessment values growth over time. It is a reiterative process taking place over the course of a given semester allowing for multiple opportunities, in varied contexts, for students to demonstrate understanding of the concepts presented. One type of ongoing assessment is Curriculum Based Measurement (CBM). CBM provides current information on student progress by testing students briefl y each week and graphing students’ scores. This graphic representation of student progress enables both the teacher and the students to see if performance is improving as expected. Additionally, information gained from ongoing informal assessment is a valuable tool for IEP and Section 504 development and implementation. When reporting student progress in annual IEP or 504 meetings, this information can be used to modify goals, placement options, or accommodations and modifi cations.

Alternative formats and response modes also provide the opportunity for more students with disabilities to demonstrate learning. Short answers rather than essay exams, oral rather than written tests, and collaborative rather than individual projects are just a few ways to modify in-class assessment. If we defi ne learning as change in participation over time (Rogoff, 1990) we must be prepared to assess process in addition to product. It is only through broadening our perspective of evaluation that we can actively identify demonstration of learning.

Students must also be aware of what, exactly, is being assessed. Too often grading consists of subjective judgments and vague explanations. Teachers should create rubrics for each task, or type of task, being assessed and provide clear examples of what each number on the scale represents. Providing students with a work sample of a “perfect” score and explicitly stating how the sample met each criterion is benefi cial to all students, particularly exceptional students who have a diffi cult time making inferences about teacher expectations. In written assignments, for example, the teacher might assign points for grammar, clarity, use of references, and content. For oral presentations they might look for creativity in explaining key concepts, preparation and overall command of subject matter.

Communicating the rubric to students ahead of time tells students where to focus their efforts, and ensures that the product will better conform to teacher expectations. An online source for pre-designed rubrics is: http://school.discovery.com/schrockguide/assess.html.

Because it is likely that a greater number of exceptional students will receive their education in the general education setting, general education teachers must strive to meet each student’s unique learning needs. True inclusion requires a great deal of effort on the teachers’ part. We encourage teachers to seek out knowledge either through additional coursework, independent reading, or research. Many websites such as the National Dissemination Center for Children with Disabilities (http://www.nichcy.org) offer resources for parents, teachers and students specifi c to each area of disability. We also encourage teachers to observe model inclusive classrooms on their campus. Above all, we encourage general education teachers to be fl exible with themselves and with their students. Implementing effective instruction is a craft, which only gets better with practice and self-refl ection.

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References:References:Individuals with Disabilities Education Act 42 U.S.C. 12101 et. seq.Individuals with Disabilities Education Act 42 U.S.C. 12101 et. seq.

Lewis, R. B. & Doorlag, D.H. (2006). Teaching special needs students in Lewis, R. B. & Doorlag, D.H. (2006). Teaching special needs students in general education classrooms. (7th eds.) Upper Saddle general education classrooms. (7th eds.) Upper Saddle River, N.J: Prentice Hall. River, N.J: Prentice Hall.

Moll, L., Amanti, C., Neff, D. & Gonzalez, N. (2001). Funds of knowledge Moll, L., Amanti, C., Neff, D. & Gonzalez, N. (2001). Funds of knowledge for teaching: Using a qualitative approach to connect for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, XXXI, 2, homes and classrooms. Theory Into Practice, XXXI, 2, 132-141. 132-141.

Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. social context. New York: Oxford University Press. U.S. Department of Education, Offi ce of Special Education U.S. Department of Education, Offi ce of Special Education and Rehabilitative Services (2002). 24th Annual Report to and Rehabilitative Services (2002). 24th Annual Report to Congress on the Implementation of Individuals with Congress on the Implementation of Individuals with Disabilities Education Act. Disabilities Education Act.

by Wendy W. Murawski

rrrr

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“I’m co-teaching this year. What does that mean? What’s my role?” These questions are asked by more and more teachers nationally, both those in special education and those in general education! Without meaning to sound glib, the answer is relatively simple: your role is to TEACH. Co-teaching is just what it sounds like – teaching that occurs collaboratively.

To get more specifi c, however, consider the job of a teacher. Clearly, a good teacher is someone who does more than just stand up and impart knowledge. Good teachers are those who (a) plan instruction, keeping in mind their diverse learners, (b) instruct, using strategies designed to promote active learning, and (c) assess, using the knowledge gained through assessments to plan for better instruction and increased learning. This is a diffi cult job for any one person. When students with disabilities, students with English language issues, students with unique gifts or talents, and students with other special needs are added to the mix, this job becomes complicated, at best. Hence, the need for co-teaching.

Simply put, co-teaching is when two or more educators co-plan, co-instruct, and co-assess a group of students with diverse needs in the same general education classroom (Murawski, 2003). Both teachers share the responsibility, the workload, the accolades, and the disappointments (Friend & Cook, 2007; Murawski & Dieker, 2004). The general education teacher is not supposed to be “in charge,” spending precious time trying to decide what to tell the special education teacher to do. The special education teacher is not supposed to be a “glorifi ed assistant,” wasting the talents of a trained teacher doing little more than walking around the room providing proximity control. Yet, that is what is often seen in the “co-taught” classroom (Spencer, 2005; Weiss & Lloyd, 2002). Both teachers are in the room to TEACH; each provides an area of expertise that needs to be tapped to demonstrate why they are both there in the fi rst place, rather than a single teacher or a teacher and a paraprofessional (Murawski, 2005).

If it is so simple, why then are co-teachers nationally struggling with the concept? Because collaboration is easier said than done; in fact, many situations are said to be “collaborative” and yet lack the qualities required for true collaboration (Friend, 2000). Special and general education teachers are typically trained separately and then thrown together in the same classroom and told to “play nice.” Each one wonders what they are expected to do as a co-teacher and, without training, they tend to resort to what they have seen others do or what they are most comfortable doing (Weiss & Lloyd, 2002). The general education teacher often goes back to traditional instruction and the special education teacher pulls small groups of students with special needs for remediation and re-teaching. Sure, they are in the same classroom - but nothing is really different!

What should be happening for true co-teaching to occur, and for the reported benefi ts of co-teaching to be gleaned?

thethe

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Here’s an example:Ms. Farrell, the Science teacher, meets with Mr. Hutchinson, the special educator, a week before instruction. Ms. Farrell brings in her lesson plans from last year and says, “This is what I typically do. The standards and pacing plan dictate that we cover Chapter 4 on rays. Kids have trouble understanding this.” Mr. Hutchinson smiles, “I do, too. I will have to read this chapter to remind myself, but what is the ‘big idea’ here so I know what we want to emphasize?” Ms. Farrell states, “The kids need to understand that rays travel at different lengths but ultimately at the same speed.” Mr. Hutchinson frowns: “You mean, like if one person takes one big, slow step, another person takes two medium steps and a third person takes four small, quick steps – they all end up in the same place at the same time but took different length steps?” Ms. Farrell laughingly agrees, “That’s exactly it!” Mr. Hutchinson looks at Ms. Farrell’s plans and says, “OK, why don’t we meet in two days and I’ll have a proposal for how we might teach this together. Obviously you are our content expert but I will be able to come up with strategies of how to teach the content using strategies that will engage our different learners so that the whole class can learn the content the fi rst time, rather than either of us having to re-teach it later. OK?” They agree and set a time to meet.

This interaction demonstrates that both teachers are engaged in planning and both will have a role in instruction. Mr. Hutchinson does not need to be an expert in the content area; Ms. Farrell has that covered. On the other hand, if Mr. Hutchinson is able to proactively know what needs to be taught, he can have an active role in helping to come up with strategies for HOW it will be taught. Two teachers in the room allows for more creativity, more differentiation of instruction, more kinesthetic learning, more small group/cooperative learning, a greater variety of assessment techniques, and improved academics, behavior and social skills (Gately & Gately, 2001; Murawski, 2006; Rea, McLaughlin & Walther-Thomas, 2002). It does, however, mean that each co-teacher needs to be willing and able to do something different. When done well, co-teaching will result in teachers who feel rejuvenated, students with and without disabilities who are benefi ting in a variety of ways, and schools that are more collaborative in nature (Murawski, 2006; Rea, et al., 2002).

In sum, what is your role? General educators – your role is to know your content and standards and what typical learners should do in your grade and content…and to share that knowledge with your co-teacher. Special educators – your role is to know the students, their special needs, and the strategies that allow for differentiation and individualization…and to share that knowledge with your co-teacher. Ultimately, both of you have the same role: TO TEACH ALL STUDENTS USING YOUR AREAS OF EXPERTISE AND TRAINING. Go to it!

ReferencesFriend, M. (2000). Myths and misunderstandings about professional

collaboration. Remedial and Special Education, 21(3), 130-132, 160.

Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals (5th ed.). Boston: Allyn & Bacon.

Gately, S.E., & Gately, F.J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47.

Spencer, S. A. (2005). An interview with Dr. Lynne Cook and Dr. June Downing: The practicalities of collaboration in special education service delivery. Intervention in School and Clinic, 40(5), 296-300.

Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co- teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58.

Murawski, W.W. (2003). School collaboration research: Successes and diffi culties. Academic Exchange Quarterly, 7(3), 104-108.

Murawski, W. W. (2005). Addressing diverse needs through co-teaching: Take ‘baby steps!’. Kappa Delta Pi Record, 41(2), 77-82.

Murawski, W.W. (2006). Student outcomes in co-taught secondary English classes: How can we improve? Reading and Writing Quarterly, 22(3), 227-247.

Rea, P.J., McLaughlin, V.L., & Walther-Thomas, C. (2002). Outcomes for students with disabilities in inclusive and pull-out programs. Exceptional Children, 72(2), 203-222.

Weiss, M. & Lloyd, J.W. (2002). Congruence between roles and actions of secondary special educators in co-taught and special education settings. The Journal of Special Education, 36(2), 58-68.

Please submit all correspondence to:Please submit all correspondence to:Dr. Wendy W. MurawskiDr. Wendy W. Murawski

Department of Special EducationDepartment of Special EducationMichael D. Eisner College of EducationMichael D. Eisner College of EducationCalifornia State University, NorthridgeCalifornia State University, Northridge

18111 Nordhoff Street18111 Nordhoff StreetNorthridge, CA 91330-8265Northridge, CA 91330-8265

(818) 677-7037(818) 677-7037wendy.murawski@csun.eduwendy.murawski@csun.edu

California School Paraprofessional Teacher

Training Program (CSPTTP) Scholarship

Future Teacher Scholarships Available!

The California School Paraprofessional Teacher Training Program (CSPTTP) is a state-funded scholarship program that supports future K-12th grades teachers studying at local community colleges

and universities.

Participants are employed as paraprofessionals with Los Angeles Unifi ed School District and can receive up to $3,000 per year as a reimbursement for

educational expenses.

CSPTTP recipients: • pursue a career in elementary education,

special education, foreign language, secondary mathematics, science or English;

• maintain a minimum 2.75 grade point average;

• complete eighteen semester or twenty-four quarter units per academic year; and

• agree to work as an LAUSD teacher one year for each year of support received.

If you believe you qualify, forward an unoffi cial copy of your most recent college/university transcript to the

Career Ladder offi ce, attention Joe Ryan.

If you have additional questions, call Joe Ryan at (213) 241-4571.

24

Do you have questions? Contact Joe Ryan at 213-241-4571

CSPTTP TALK

Question: What is the maximum dollar amount of scholarship and loan support that is immediately available to LAUSD paraeducators planning on becoming K-12th grade teachers?Answer: Of course, there is no maximum amount IF an individual decides to seriously research and apply for scholarships and loans. However, for LAUSD paraeducators new to scholarship and loan programs, the Career Ladder’s CSPTTP scholarship is the simplest for starters.

Depending on what year an individual is registered at a college or university, CSPTTP money is signifi cant. For example, paraeducators who are freshmen at four year universities can anticipate $12,000-$15,000 ($3,000 per year), depending on whether they are enrolled in a four or fi ve year program.

Plus, there are additional CSPTTP-compatible programs with current open enrollment and reasonable requirements: • APLE – Assumption Program of Loans in Education (http://www.csac.ca.gov/doc.asp?id=111 ) offers loan forgiveness in amounts between $11,000 -$19,000 • TEAMS - the University of San Francisco’s AmeriCorps program (http://www.teamsusf.org/) which offers a maximum of $9,450 in loan credits.

Question: When can CSPTTP participants anticipate their next stipend reimbursement?Answer: CSPTTP stipend reimbursements are dispersed twice annually – each July after completing the winter/spring academic session, and each October in anticipation of the fall session.

Question: What is the most common impediment preventing CSPTTP participants from receiving their stipend reimbursement?Answer: Not completing a Performance Assessment (PA) based on the number of college/university units completed is the main reason participants don’t receive timely stipend reimbursements. For example, participants who have completed 65 semester units, but haven’t completed PAs 1 and 2, will not receive their reimbursements until they’ve done so. For more information, refer to the website link: http://www.teachinla.com/ladder/oldsite/toconvert/support_services.htm#Tuition%20Reimbursement

25

THE LADDER CLASSIFIEDS

CBEST CBEST Candidates applying to the CA Commission on Teacher Credentialing (CCTC) for any teaching credential, or services credential.

CSETCSET Candidates seeking an Education Specialist Credential, Single Subject Credential or Multiple Subject Credential who choose to demonstrate subject matter competence through examination. All Multiple Subject candidates have to take the CSET.

RICARICA Candidates seeking the Multiple Subject Teaching Credential or Education Specialist Instruction Credential.

SSATSSAT Candidates seeking a Single Subject Teaching Credential in subject areas not tested by the CSET who elect to qualify by examination must pass relevant subject matter test(s).

WHAT TESTS SHOULD I TAKE?

The following is the test schedule for the CBEST, RICA, and CSET exams. To obtain a registration

bulletin, please go to your nearest counseling office. Information can also be found on the following

websites: - http://www.cbest.nesinc.com

- http://www.rica.nesinc.com- http://www.cset.nesinc.com

TEST DATES

CBEST/RICA CSET

*APRIL 14, 2007 *JULY 21, 2007

*JUNE 16, 2007

AllAll Multiple Subject candidates who did not complete their credential program by July 1,

2002 are required to take the CSET.

DID YOU KNOW? DID YOU KNOW?

All of the forms you need are available online!

VISIT:www.teachinla.com/ladder

DID YOU KNOW?DID YOU KNOW?

The Career Ladder reimburses for:

- CBEST, CSET, and RICA test preparation courses & -the CBEST test

Santa Monica CollegeSanta Monica College

CBEST PrepCBEST Prepby Henry M. Steinman, B.A., J.D.

(310) 434-3400(310) 434-3400

$125*$125* (Three Saturdays)July 14, 21, 28July 14, 21, 28 from 9 a.m. - 4 p.m.

$65*$65* (MATH ONLY, 3rd Saturday, July 28July 28)

*Cost for books is extra

DID YOU KNOW? DID YOU KNOW? If you teach in California,

the State may help you pay back your loans.

Up to $19,000!

For information and application,visit the CSU APLECSU APLE website:

www.csusuccess.org/aplewww.csusuccess.org/aple

333 South Beaudry Ave, 14th FloorLos Angeles, CA 90017http://www.teachinla.com/ladder

FIRST CLASS U.S. POSTAGE

PAIDLOS ANGELES, CAPERMIT NO. 22194

CAREER LADDER, CAREER LADDER,

FOR MORE INFORMATION ABOUT THE FOR MORE INFORMATION ABOUT THE

INCLUDING MEMBERSHIP AND POLICIES,

PLEASE VISIT:

w w w . t e a c h i n l a . c o m / l a d d e rw w w . t e a c h i n l a . c o m / l a d d e r

THE CAREER LADDER TUITION REIMBURSEMENT DEADLINES: TUITION REIMBURSEMENT DEADLINES: WINTER 2007 DUE BY MAY 31, 2007

SPRING 2007 DUE BY SEPTEMBER 30, 2007