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