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CWC Classes Willard Middle School 2015-16

CWC Classes Willard Middle School 2015-16. Definitions. Class-Within-A-Class (CWC) – a class taught by a regular educator with support for students provided by a paraprofessional

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CWC Classes Willard Middle School 2015-16

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  1. CWC ClassesWillard Middle School2015-16

  2. Definitions Class-Within-A-Class (CWC) – a class taught by a regular educator with support for students provided by a paraprofessional Paraprofessional – staff member who assists students with “academic activities, daily living skills, behavior regulation, emotional response, or social interaction” (Dover, 2009)

  3. CWC vs. Co-Teaching Co-Teaching: When two educators contract to share instructional responsibility for a single group of students who are primarily in a single classroom for teaching specific content objectives CWC: When a paraprofessional contracts to support the instruction provided by the regular educator.

  4. Roles

  5. Expectations from Admin • Paras will be working with students from bell to bell • Disclaimer - Some paras have extra duties to help students during passing times (restroom, transport, nurse, etc.) • Paras are assigned to work with specific students • How they prioritize: individual’s needs met first, then small group, then whole group if possible • When issues arise – the regular educator should address with para first, then case manager, then the Process Coordinator (Kathy Duncan), then admin

  6. Accommodations v. Modifications

  7. Accommodations v. Modifications Accommodations: instructional tools and practices that enable a student with special needs to access, more readily retain and/or demonstrate knowledge and understanding of content

  8. Accommodations v. Modifications Modifications: significant changes made to curriculum that enables a student to be successful in the general education classroom. * These change the curriculum objectives.

  9. Accommodations v. Modifications Accommodations: instructional tools and practices that enable a student with special needs to access, more readily retain and/or demonstrate knowledge and understanding of content *Para or Teacher can do these Modifications: significant changes made to curriculum that enables a student to be successful in the general education classroom. These change the curriculum objectives. *Teacher should do these

  10. Accommodations v. Modifications Accommodations: all students learn same content oral tests more time repeated directions preteaching use of calculator study guides assistive technology

  11. CWC Developing Teams

  12. Communication • Appreciate and Acknowledge Each Other • Understand that people want to feel heard more than they want you to agree with them (really listen) • Discuss intentions along with ideas/suggestions • Seek to understand, rather than to be understood • Check your Emotions!! • Use “I” statements (I feel, I need…) • Discuss the best ways to communicate with each other

  13. Planning Time • Macro-Planning Time (minimum - at the beginning of each unit) • Gen Ed – come with unit plan • Para – accommodation needs • Discuss necessary preparations and schedule • Develop Regular Structures/Patterns • Planning “on the fly” (daily) • Participation in Team Meetings

  14. Planning Time • Establish a macro-plan time • Establish common structures/patterns and assign duties • Establish some informal planning times that you are both comfortable with

  15. Preparing the Classroom • How will we create an environment that accepts both staff members and all learners? • Share concerns or apprehensions • What do you need to be pro-active about? • How will we help students see us as a team? • How will we set up the classroom to accommodate the needs of the students?

  16. Classroom Routines Determine and agree upon how to manage these important procedures/routines: • restroom use • pencil sharpening • turning in assignments • passing out papers/supplies • transitioning in/out/around the classroom • testing procedures • other issues?

  17. Discipline • Discuss classroom norms/rules/expectations • Acceptable limits of behavior • Rewards/consequences • What is each person’s responsibility in disciplining? • When/how will you communicate about individuals?

  18. Modifications/Accommodations • What mod/accom do you have issues with? • What mod/accom do you think are important and/or appropriate? • How will you determine appropriate mod/accom and come to consensus?

  19. Pet Peeves • Lay it all out on the table… • w/ students? • w/ adults in a school setting? What’s the best way to address these if they come up?

  20. Creating Parity w/ Your Partner • Do both people have space for their belongings? • Do you refer to yourselves as a team? • Do you refer to your students as “our students”? • Can both people give directions/permission without checking with the other teacher? • Do both people work with all students? • Do both people talk during instruction?

  21. References • Dover, Wendy F. (2009). The ParaEducator’s Guide to Instructional and Curricular Modifications, The Master Teacher Publisher, Manhattan, KS. • Friend, Marilyn (2008). Co-Teach!, Marilyn Friend, Inc., Greensboro, NC. • Kryza, Kathleen (2009). Practical Co-Teaching Strategies: Effective Strategies for Working Together in Today’s Inclusive Classroom (Grades 1-12), Bureau of Education and Research, Bellevue, WA.

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