http://ceo.utk.edu/

1. http://ceo.utk.edu/

2. Services we provide: Inclusion/Co-Teaching Scheduling Classroom Management Practical tools & lesson planning Positive Behavior Supports *We are grant funded to provide training & support services related to these areas FREE to counties that are in our service area.

3. Purpose for today’s training: • To provide an overview of professional development services offered by CEO • TASL Accredited • Co-Teaching practices • Positive Behavior Support systems

4. What is Inclusion/Co-Teaching? Co-Teaching is an approach for bringing the best of teacher talents together to benefit all students. Co-teaching is a service delivery option where two or more professionals with equivalent licensure or status work together in one classroom. Most commonly, a special education teacher and general education teacher will teach a class together.

5. Activity 1 • Please get out your “Individual vs. Co-Teaching” grid. • Complete your thoughts of the pros and cons of co-teaching.

8. What is co-teaching? • Two certified teachers in one classroom • Both responsible for all students • Both providing instruction and classroom management • Students with disabilities receiving specialized instruction

9. How is co-teaching sometimes used ineffectively & inefficiently? • One teacher teaching, the other serving as a paraprofessional • Taking care of other duties • Showing up on an as-needed basis • Students with disabilities separated from the class

10. How Does Co-Teaching Facilitate Progress? • The general education classroom is where the general curriculum is most likely to be taught • Students can receive individualized education in the general education classroom when the principles of Universal Design for Learning guide lesson planning and instruction. • IDEA and NCLB have changed the focus on access to the general curriculum from “Where” to: • “What,” a focus on what the student is taught (curriculum mastery) AND • “How,” a focus on methods and pedagogy

11. How Does Co-Teaching Facilitate Progress? • Special education students benefit by having exposure to highly rigorous content. • General education students benefit by having more ways to learn the content.

12. Why we use collaboration and co-teaching models to meet the principles of IDEA & NCLB: • Increases instructional options • Improves program intensity & continuity • Reduces stigma for students with disabilities & provides maximum exposure to content standards • Increases support for teachers & related service specialists • Increases learning opportunities for at risk and low achieving students

13. The Six Approaches to Co-Teachingbased on the works of Dr. Marilyn Friend

14. Approaches to Co-Teaching Large Group • One Teach/One Observe • One Teach/One Assist • Team Teaching Small Group • Station Teaching • Parallel Teaching • Alternative Teaching

15. One Teach/One Observe Description: • One teacher manages overall class/discipline/instruction • One teacher systematically observes one student, small groups, or whole class to gain important information on students.

16. One Teach/One Observe • Pros: Lowest risk to both teachers. One teacher leads while other does assessment. • Cons: Some Special Education teachers “float” rather than “observe”. Students often view the Special Education teacher as paraprofessional. • Considered Pre-CoTeaching

17. One Teach/One Assist Description: • One teacher manages overall class/discipline/ instruction. • One teacher circulates, redirects students’ attention, helps individually with students.

18. One Teach/One Assist • Pros: Can be used in large & small groups. Embeds IEP goals (strategies & social skills) into content instruction. Requires little planning and is easy to implement. • Cons: Not co-teaching unless BOTH teachers take passive and active roles periodically. • Considered Pre-Co-Teaching

19. Team Teaching • Description: GE & SE teachers have joint responsibilities for teaching & assessing all content to ALLstudents.

20. Team Teaching • Pros: Capitalizes on everyone’s strengths. Large amounts of complex curriculum can be covered. Students have advantages of both teacher’s style. Students with disabilities are often indistinguishable. • Cons: Takes time to build trusting relationships. Both teachers must be proficient in content.

21. Station Teaching Description: Instruction is presented at “centers or stations”, with each station containing a different aspect of the lesson. Teachers work with small groups moving from station to station.

22. Station Teaching • Pros: Low teacher-pupil ratio. Both teachers work with all students. Each teacher has clear responsibility. • Cons: Increased noise level. All students must move at same time. Dependent upon effective planning.

23. Parallel Teaching Description: GE and SpEd divide the class into two heterogeneous groups and teach the same content at the same time. Most appropriate for drill & practice, reviews, and project work.

24. Parallel Teaching • Pros: Small teacher-pupil ratio. • Cons: Cannot be used unless both teachers are proficient in content. Noise level and activity can be very distracting.

25. Alternative Teaching Description: • One teacher manages a larger instructional group. • One teacher manages a small group pulled to the side. • Students are heterogeneously grouped. The same students are not in the same group every time.

26. Alternative Teaching • Pros: All students have access to curriculum. Essential information is front-loaded or re-taught to whomever needs it. Can also be used to provide enrichment. • Cons: Students who are repeatedly grouped for re-teaching may be stigmatized.

27. Power of 2 Video

28. What does progressing in the general curriculum mean? Progress in the General Education Curriculum Assessing student progress toward specified outcomes based on standards in the general education curriculum

29. Standards-Based Reform Progress in the General Education Curriculum • IDEA requires that students with disabilities participate AND show progress in the general curriculum • The No Child Left Behind Act (NCLB) tries to overcome low expectations by requiring states to establish content and performance standards for ALL students

30. Introduction to Individuals with Disabilities Act (IDEA) • IDEA (originally called Education of All Handicapped Students Act or PL 94-142) was first enacted in 1975 • Original intent: Open schools to all students with disabilities and ensure they had a chance to benefit from special education • Current focus: Meet student goals and outcomes

31. Specific learning disabilities (approximately 50%) Speech and/or language impairments (approximately 20%) Other health impairments Orthopedic impairments Traumatic brain injury Hearing impairments Visual impairments Emotional & Behavioral disturbance Mental retardation Multiple disabilities Deaf-blindness Autism IDEA Disability Categories Special Education and Students’ Eligibility

32. Individuals with Disabilities Education Act: Six Principles IDEA • Zero reject • Nondiscriminatory evaluation • Appropriate education • Least restrictive environment • Procedural due process • Parental and student participation

33. Six Principles of No Child Left Behind No Child Left Behind • Accountability for results • School safety • Parental choice • Teacher quality • Scientifically-based methods of teaching • Local flexibility

34. Long-Term Results • Equality of opportunity • Full participation • Independent living • Economic self-sufficiency Measured by: • High school completion rates • Post school employment rates • Overall satisfaction with life

35. Connecting the Curriculum to the Standards How does the general education curriculum benefit students with disabilities? • Establishes content and achievement standards • Develops and implements a general curriculum based on content standards • Assesses student progress in meeting the general curriculum’s performance standards

36. Making Accommodations in Assessments How does the general education curriculum benefit students with disabilities? • IEP teams must consider any accommodations needed in the assessment process • Accommodations that do not affect the content of the assessment include: • Changes in presenting information • Changes in responding • Changes in timing • Changes in setting

37. Theory of Universal Design for Learning (UDL)

38. What is Universal Design for Learning and How Does UDL Facilitate Progress? • Universal design seeks to make learning accessible to all students and is attentive to the learning environment, the learning preferences of students and the expectations for student outcomes. • Promotes flexibility in: • Representing content (curriculum materials) WHAT? • Presenting content (instruction) HOW? • Demonstrating content mastery (evaluation) HOW? • http://lessonbuilder.cast.org/learn.php

39. Progressing through the general education curriculum All students have individual learning styles and preferences. By utilizing principles of Universal Design, educators can deliver instruction to every student with specified outcomes based on standards in the general education curriculum.

40. Planning for Universal Design for Learning • Vary the ways in which the teacher communicates • Use audio and text formats • Visual representations with verbal information • Graphics, graphic organizers, and controlled vocabulary

41. Planning for Universal Design for Learning • Vary the ways that students demonstrate their knowledge • Asking a student to convert a written report to a PowerPoint® presentation • Supplementing a demonstration with visual supports • Using a taped oral report • Performing a skit solo or with others • Talking books

42. Universal Design for Learning UDL Differentiated Instruction Learning Strategies

43. Using Effective Instructional Strategies • Differentiated Instruction – Perhaps the most prevalent strategy to promote participation in and progress through the general education curriculum. This strategy modifies traditional instruction by: • Providing visual or graphic organizer • Incorporating models, demonstrations, or role play • Using teacher presentation cues to emphasize key points • Scaffolding key concepts • Getting students actively involved in the learning process using every-pupil response techniques or manipulatives

44. Using Effective Instructional Strategies • Learning Strategies “help students to learn independently and to generalize or transfer, their skills and behaviors to new situations.” • Assess how well a student can perform the skill • Point out the benefit of using learning strategies • Explain specifically what students will be able to accomplish once they know the skill • Types of Learning Strategies • Acquiring information • Storing information and remembering • Examples • The Learning ToolBox

45. Universally Designed Lessons Preparing to teach by defining the typical distribution of student ability levels in your Class Constellation. That is, up to two grade levels above/ High Achievers, up to two grade levels below/ Low Achievers, and StudentswithSpecial Needs including gifted and ESOL. Then, instructing teachers how to scaffold or level one lesson plan to meet the needs of the entire Class Constellation.

47. Connecting the Curriculum to the Standards for every level of student ability WHAT to teach/ Curriculum Establishes content and achievement standards HOW to teach/ Instruction Develops and implements a general curriculum based on content standards How to grade/ Assessment Assesses student progress in meeting the general curriculum’s performance standards 2-7

48. Presenting information to students

49. Accommodations that do not affect the content of the assessment include: Changes in presenting information- Altering the order or organization of assessment content (which should mirror the way the in which students learned the information) Changes in responding- Utilizing a computer to take tests, recorder to dictate answers, etc. Changes in timing- Extending time allowed, giving assessment in smaller pieces, different time of the day Changes in setting- Allowing students to use study carrels or to take tests in different locations than their peers

50. Supplementary Aids and Services Supplementary aids and services are supports that are provided in general education classes, special education classes, or other education-related settings to enable all children to be educated to the maximum extent. • Teacher Driven • Student Driven • Technology Driven