Co-Teaching in the Co-Teaching in the Inclusive ClassroomInclusive Classroom

Presented by Cathy TorbikPresented by Cathy TorbikSupervisor of Special EducationSupervisor of Special Education

Inclusion FacilitatorInclusion Facilitatorctorbik@lindenwold.k12.nj.usctorbik@lindenwold.k12.nj.us

Warm - upWarm - up

On your index card please complete the On your index card please complete the following statement:following statement:

Co-teaching is like a….Co-teaching is like a….

Please briefly explain your statement. Please briefly explain your statement.

Be prepared to share you statement.Be prepared to share you statement.

Why Inclusion? Why Inclusion?

FAPE (Free, Appropriate Public FAPE (Free, Appropriate Public Education) Education) an educational program that is individualized an educational program that is individualized

to a specific child, designed to meet that to a specific child, designed to meet that child's unique needs, provides child's unique needs, provides access to the access to the general curriculumgeneral curriculum, meets the , meets the grade-level grade-level standardsstandards established by the state, and from established by the state, and from which the child receives which the child receives educational benefiteducational benefit. .

Special Education is a Special Education is a service, not a place, and service, not a place, and

the purpose of the service the purpose of the service is to support learners in is to support learners in successfully achieving a successfully achieving a

general education.general education.Patrick SchwarzPatrick Schwarz

From Disability to Possibility: From Disability to Possibility:

The Power of Inclusive ClassroomsThe Power of Inclusive Classrooms

Inclusion is Inclusion is moremore than a set of than a set of strategies or practices, it is an strategies or practices, it is an

educational orientation that educational orientation that embraces differences and embraces differences and

values uniqueness that each values uniqueness that each learner brings to the learner brings to the

classroom.classroom.Paula Kluth Paula Kluth

You’re Going to Love this Kid!You’re Going to Love this Kid!

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ASK

LINDENWOLD SELF-CONTAINED VS. IN CLASS SUPPORT

ASK resultsASK results

55thth grade 2008 - 2009 grade 2008 - 2009

In-Class Support Grade 5 - Math Growth

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Mingori, S Ellis, A Redd, A Hubbard, M Oliver, J Odums, A McQueen, B Thomason, J Kelly, K Hackett, A Joyce, P

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Self Contained Grade 5 - NWEA Math Growth

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Benton, S Simon, T Verhoorn, A

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66thth grade 2008 - 2009 grade 2008 - 2009

In-Class Support Grade 6 - Math Growth

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Hughes, M Morales, J Bonilla, E White, C Thomas, D Syms, T Palmero, I Lawrence, J Niskala, J Reid, I Stover, T Marsh, S

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Self Contained Grade 6 - Math Growth

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Cheatum, E Jiles, K Thompson, A Antoine, Ke Coleman, C

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77thth grade 2008-2009 grade 2008-2009

In-Class Support Grade 7 - Reading Growth

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Jones, Z Huggins, A Washington, M

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Johnson, C Hernandez, E. Palilero, M Thompson, D

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Now we know why…Now we know why…

So what is it that we are supposed So what is it that we are supposed to do?to do?

Models of Co-teachingModels of Co-teaching

One Teach / One Observe One Teach / One Observe One Teach / One Assist One Teach / One Assist Alternative Teaching Alternative Teaching Parallel TeachingParallel Teaching Station Teaching Station Teaching Duet or Team Teaching Duet or Team Teaching

Okay, but what does it Okay, but what does it look like in Lindenwold? look like in Lindenwold?

ReflectionReflection

Take the perspective of being a student in Take the perspective of being a student in a co-teaching classrooma co-teaching classroom How would you know if your teachers were How would you know if your teachers were

collaborating?collaborating?• What might they say to each other?What might they say to each other?• How would the work be divided? What are their How would the work be divided? What are their

roles?roles?• How would students be arranged? Why? How would students be arranged? Why?

Best Practices in an Best Practices in an Inclusive Classroom Inclusive Classroom

Inclusion is NOT a strategy to Inclusion is NOT a strategy to help people fit into systems and help people fit into systems and

structures which exist in our structures which exist in our societies; it is about transforming societies; it is about transforming those systems and structures to those systems and structures to

make it better for everyone. make it better for everyone. Inclusion is about creating a Inclusion is about creating a

better world for everyone.better world for everyone. Diane RichlerDiane Richler

Best Practices in an Best Practices in an Inclusive Classroom Inclusive Classroom

UbDUbDDifferentiationDifferentiation

Rigor and RelevanceRigor and RelevanceLove and LogicLove and Logic

UDLUDLRTIRTI

Responsive Classroom Responsive Classroom Data to Drive Instruction Data to Drive Instruction

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Common ICS Questions/ConcernsCommon ICS Questions/Concerns

Who’s classroom is it?Who’s classroom is it? Who’s students are they? Who’s students are they?

What about content?What about content? What about tests?What about tests? What about grades?What about grades?

Accommodations, Modifications, Accommodations, Modifications, Differentiation Differentiation (oh, my)(oh, my)

     Content ModificationContent Modification Instructional AccommodationInstructional Accommodation

  

EXPLANATIONEXPLANATION  Indicates that Indicates that whatwhat is being taught, the content, is is being taught, the content, is modified. modified. The student is expected to learn something The student is expected to learn something different than the general education standard (e.g., different than the general education standard (e.g., TEKS).  TEKS).  The instructional level or general education The instructional level or general education benchmarks or number of key concepts to be benchmarks or number of key concepts to be mastered are changed. mastered are changed.

  

Indicates changes to Indicates changes to howhow the content is:  the content is: 1)  taught, 1)  taught, 2)  made accessible, and/or  2)  made accessible, and/or  3)  assessed.3)  assessed.Accommodations do not change what the student is expected to master.  Accommodations do not change what the student is expected to master.  The objectives of the course remain intact.The objectives of the course remain intact.   

  

EXAMPLESEXAMPLES  

•  •  A locally developed course to substitute for a A locally developed course to substitute for a general education course (e.g., Life Skills courses, general education course (e.g., Life Skills courses, Functional Mathematics Functional Mathematics •  •  Selected CPIs instead of all of the CPIs for the Selected CPIs instead of all of the CPIs for the grade level course grade level course •  •  Off-level instruction and performance Off-level instruction and performance expectations in a general education setting expectations in a general education setting   

  One-on-one instruction, small group instruction, multisensory approaches, One-on-one instruction, small group instruction, multisensory approaches, extended time on projects, study guides, highlighted texts, programmed extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, etc. materials, preferential seating, immediate feedback, etc. Braille, books on tape, screen readers, interpreter, word processor, etc.  Braille, books on tape, screen readers, interpreter, word processor, etc.  Oral testing, untimed testing, extended time to complete assignments, Oral testing, untimed testing, extended time to complete assignments, shortened tests, draw a diagram, develop a model, perform the answer, etc. shortened tests, draw a diagram, develop a model, perform the answer, etc.

MODIFICATION = WhatMODIFICATION = WhatACCOMMODATION = ACCOMMODATION =

HowHow

A student with a disability is A student with a disability is not removed from the age not removed from the age

appropriate general education appropriate general education classroom solely based on classroom solely based on needed modifications to the needed modifications to the

general education curriculumgeneral education curriculum

NJAC.6A:14-4.2(a)9NJAC.6A:14-4.2(a)9

How Do We Make This How Do We Make This Work? Work?

Co-Teachers develop a Co-Teachers develop a

“WE”“WE” MentalityMentality

Teaming StagesTeaming Stages

FormingForming StormingStorming NormingNorming Performing Performing

What stage is your team in? What stage is your team in?

Getting to Know Each OtherGetting to Know Each Other

Personally Personally Instructional StylesInstructional Styles ToleranceTolerance

DisciplineDiscipline

The Power of TeachingThe Power of Teaching

If a child doesn’t know how to swim, we If a child doesn’t know how to swim, we teach.teach.If a child doesn’t know how to read, we If a child doesn’t know how to read, we teachteach..If a child doesn’t know how to multiply, we If a child doesn’t know how to multiply, we teachteach..If a child doesn’t know how to drive, we If a child doesn’t know how to drive, we teachteach..If a child doesn’t know how to behave we . . . . . . If a child doesn’t know how to behave we . . . . . .

DisciplineDisciplineExcludeExcludeLabel Label

??

Your Classroom Your Classroom Management ProfileManagement Profile

Answer the questions using the 1 – 5 Answer the questions using the 1 – 5 scale.scale.

(1= strongly disagree – 5 = strongly agree)(1= strongly disagree – 5 = strongly agree)

ScoringScoring

Add your responses to statements as Add your responses to statements as follows:follows:

Statements 1, 3, 9 = your AUTHORITATIAN styleStatements 1, 3, 9 = your AUTHORITATIAN style

Statements 4, 8, 11 = your AUTHORITATIVE styleStatements 4, 8, 11 = your AUTHORITATIVE style

Statements 6, 10, 12 = your LAISSEZ-FAIRE styleStatements 6, 10, 12 = your LAISSEZ-FAIRE style

Statements 2, 5, 7 = your INDIFFERENT style Statements 2, 5, 7 = your INDIFFERENT style

What is your style?What is your style?

How does this effect your team?How does this effect your team?

Your students? Your students?

You?You?

While team members will While team members will undoubtedly come to the group undoubtedly come to the group

with different levels of with different levels of commitment to and commitment to and

understanding of inclusion, they understanding of inclusion, they should share some core values should share some core values about learners, teaching and the about learners, teaching and the school community if they are to school community if they are to reach all students successfully.reach all students successfully.

Patrick Schwarz & Paula KluthPatrick Schwarz & Paula KluthYou’re Welcome:You’re Welcome:

Collaboration &Teaming in the Inclusive ClassroomCollaboration &Teaming in the Inclusive Classroom

Your Charge TodayYour Charge Today

Complete Topics for Co-Teachers to Complete Topics for Co-Teachers to DiscussDiscuss

Review Classroom Management StylesReview Classroom Management Styles Get to know each otherGet to know each other Complete and turn in Workshop sheetComplete and turn in Workshop sheet Begin planning First Day Begin planning First Day