Dr. Kathy Mickelson, TLEC Ms. Twila Wollenberg, MdCVES Amy Redmon, MdCVES/TLEC

1. A Case Study of Co-Teaching Between a Regular Education Teacher and a Special Education Teacher in an Elementary School Dr. Kathy Mickelson, TLEC Ms. Twila Wollenberg, MdCVES Amy Redmon, MdCVES/TLEC USA Convention 1.28.10

2. The Research Problem and Purpose • This study sought to understand what influence organizational culture (Schein, 2004) has in a school where co-teaching exists and supports an inclusive and collaborative environment where all students succeed. • Using organizational culture as my theoretical lens, Schein’s three levels of cultural analysis was used to guide the research. • Observable Artifacts • Espoused Values and Beliefs • Basic Underlying Assumptions

3. Literature Reviewed • Organizational Culture (Schein, 2004) • Inclusion of Students with Disabilities in Reg. Ed. • SPED-Reg. Ed. Teacher Collaboration • SPED and Reg. Ed. Co-Teaching

4. The Research Questions • How does a regular education teacher describe an effective co-teaching relationship between a regular education and a special education teacher in an inclusive elementary school setting? • How does a special education teacher describe an effective co-teaching relationship between a regular education and a special education teacher in an inclusive elementary school setting? • In an inclusive elementary school setting, what strategies are practiced to maintain an effective co-teaching relationship between a regular education and a special education teacher? • In an inclusive elementary school setting, what organizational conditions are present to support an effective co-teaching relationship between a regular education and a special education teacher?

5. MdCV Elementary-Quenemo

6. The Past • The student receives additional assistance (i.e. reading lab, tutoring, additional instruction, extra help,) • The student is referred for a special education evaluation • The student continues to struggle and teachers do the best they can to assist

7. Multi-Tier Model

8. Impact on General EducationChanges to System • Integration of resources • Tiered system • All students addressed • Focus on school context • Prioritized learning activities • Emphasis on research-based instructional programs and practices

9. MTSS Timeline for MdCV Elementary 2005-2006 SIG grant written Summer of ’06 attended small group reading workshop 2006-2007 District restructured K-5 building MTSS started Summer of ’07 Professional Development approximately 90% of staff attended 2/3 workshops or more 2007-2008 MTSS extended/Tiers/Groupings DIBEL’s testing started Summer of ’08 Professional Development approximately 90% of staff attended 2/3 workshops or more 2008—2009 started collaboration bi-monthly started MTSS with Math interventions Jan. 09 started AIMSWEB in Math to progress monitor 2009—2010 AIMSWEB being used more exclusively (benchmarking and progress monitoring) in the areas of reading, math, spelling, and writing

10. Percent of Economically Disadvantaged–school years 2003-09 • MdCV average 61.5% • State average 39.3%

11. KANSAS READING ASSESSMENTS 3rd Grade Percentage of students who scored at or above the state standards. • 2006 56% • 2007 93% • 2008 80% • 2009 89%

12. Percent of 5th grade students who met or exceeded standards

13. KANSAS READING ASSESSMENTS 3rd Grade- average indicator scores 2009 Median 82 2006 Median 68

14. KANSAS READING ASSESSMENTS 3rd grade Percent of Median indicators

15. KANSAS READING ASSESSMENTS 3rd Grade- average indicator scores 2006 Average score = 67 2009 Average score = 79

16. One class growth through the years on State Assessments

17. 2nd grade improvements through the years on MAP reading test

18. MAP Scores 4th grade class growth through the years-reading

19. MAP Scores….5th grade class growth through the years-reading

20. Universal Screeners • Beginning in Kindergarten • Used to determine which students need help • It’s short, quick, easy to administer probes aligned to the curriculum and measures specific skills a student has achieved • Dibels/AIMSWEB/PAST Test • Occurs 3 times per year (Fall, Winter, Spring)

21. Testing /Progress Monitor TEAM • Meets every other week • Progress Monitor bi-monthly (selected students) • BRI-monthly (each grade level)

22. Aimsweb Data:Performance of Average Students by benchmark period. Reading-Curriculum Based Measurement

23. Aimsweb Data:Performance of Average Students by benchmark period. MAZE-comprehension

24. Aimsweb progress monitoring In 9.6 weeks, ____ will achieve 32 Letter Names Correct from grade 1 Letter Naming Fluency. The rate of improvement should be 3.44 Letter Names Correct per week. The current average rate of improvement is 2.72 Letter Goal/Trend ROI 3.44/ 2.72 Goal Changes & Intervention Descriptions: 10/12/2009 - Tier II (Baseline Corrects = 1 : Goal Corrects = 32) animated alphabet/Handwriting w/o Tears 3 days X 20 min.

25. Collaboration Done bi-monthly and rotated Friday afternoon Groupings: K-1 2-3 4-5 Kids are doing activities with upper/lower grade students working on art project with theme and/or doing reading incentive with principal.

26. What Interventions Are NOT! • Preferential seating • Shortened assignments • Doing more of the same assignments • Not “Kill and Drill” with worksheets and/or paper/pencil tasks!

27. MTSS at Quenemo 90 minutes core instruction 30 minutes-everyone walks to intervention 30 minutes-remediation for the lowest performing students. This includes both general education, as well as special education students, and Title and Special Education teachers. special education typically 30 minutes of remediation

28. Study Findings

29. Key Leadership Skills • Equity for all students • Inclusive school culture • Create and maintain a PLC • Positive leader – “What will it take?” “How can I help?” “In this together” “Sense of urgency” • Supported co-teaching partnerships • Did the research – The school-wide intervention model had to meet the needs of all students • Keeps staff informed – involved them in data analysis • Collaboration time • Didn’t wait for all staff members to “give their blessing”

30. Takes More Than One Crayon In The Box! “While walking in a toy store, the day before today, I overheard a crayon box with lots of things to say. “I don’t like red” said yellow and green said “Nor do I.” And no one here likes orange, but no one knows just why. So I bought that box of crayons and took it home with me. And drew with all the colors, so the crayons could all see. That each of us is special and everyone’s unique, but it is when we get together that the picture is complete.”

31. Contact Information • Dr. Kathy Mickelson, Assistant Director • Three Lakes Educational Cooperative • kmickelson@three-lakes.org • Ms. Twila Wollenberg, Principal • Marais des Cygnes Valley Elementary School • mdcv_tw@yahoo.com • Ms. Amy Redmon, School Psychologist • Three Lakes Educational Cooperative/MdCV • aredmon@three-lakes.org