1. Defining Co-Teaching and Inclusion
Mr. Daniel A. Clara
Ms. Donna Johnson
June 14, 2012
6/15/2018

2. Welcome! Ms. Donna Johnson, WIU Supervisor
Mr. Daniel A. Clara, Director of Pupil Services
Director of Special Education
SPC Principal
Ms. Donna Johnson, WIU Supervisor
6/15/2018

3. Introduction What is co-teaching? What is inclusion?
How does one work with the other?
How does it support student achievement?
As I mentioned previously, I provide psychological services to the Belle Vernon and Mount Pleasant Area school districts and I explain the results of standardized testing to parents and educators and have left meetings many times where I do not feel that I have explained all of the data adequately. Many times parents politely nodd their heads implying understanding………....I find that the use of a visuals (the handouts that you have can be used as a visual aid) provide many parents with a clear picture and possibly a greater understanding of the data. At some point everyone in this room has probably taken some form of standardized test……. SAT,GRE…Today, I will discuss the importance of effective communication and standardized tests……….
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4. Distinction between Co-Teaching and Inclusion
INCLUSION is relative to an individual student. Programming is specifically designed for the individual.
CO-TEACHING reflects instructional design of the entire population of the classroom.
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5. Defining Inclusion
Inclusion is relative to including an exceptional learner in the general education setting.
Modifications are made as warranted in regard to curriculum assessment and pace.
The data itself is the objective information and include the RESULTS of standardized tests.
If the educator is talking over the parents head ….the parent is not going to feel respected; therefore, not believe that the educator has the same common goal for their child which is academic success. A mutual respect between the parent and the educator is an important factor in building the relationship that will facilitate success for the child.
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6. The Goal of Inclusion
Social interaction and instructional activities with age-appropriate peers and exposure to the general education curriculum.
Most everyone has been graded using a bell curve….Refer to handout A
Standardized tests use a bell curve to provide a visual representation, provide a common distribution and help in the facilitation of data comprehension..…An important factor of the normal curve is that it enable one to calculate exactly how many cases fall between any two points under the curve
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7. Inclusion for students means…
Students of mixed abilities and needs all receive curriculum together
Well planned and designed lessons and evaluations allow feedback to guide supporting and remediating of difficult concepts
Modeling of peers and teachers in a learning environment
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9. Definition of Co-Teaching
Two or more professionals jointly delivering instruction to a diverse, or blended, group of students within the classroom.
Instructors may present together or alternate, and provide support to small or large groups, as well as individuals.
Some of the score commonly found under the bell curve include the following: The mean score is the arithmetic average of all scores in a set of acquired scores. To obtain the mean, divide the sum of all scores by the total number of scores in the set….Refer to handouts A and B
A common and important measure is the extent to which the scores deviate from the mean, the standard deviation is often used in the field of tests and measurements.
Percentile ranks are scores that permit us to determine an individual’s position in regard to the standardization sample. It is the point in a distribution at or below which the scores of a noted percentage of individuals fall…Handout A give example…also many group achievement tests are presented to parents using a % such as the Iowa Tests of Basic Skills
Standard Scores are raw scores that have been transformed to have a mean and standard deviation. SS show how far the score lies from the mean of the distribution in terms of the SD. Handout D
The WISC-III (refer to handout C) provides a subtest or scale score and has a SD of 3 and mean of 10……..subtests provide information relative to a particular domain in this assessment. This test provides a mean of 100 and a standard deviation of 15…a standard score of 100 is at the 50 percentile rank (handout A).
Z score is a type of standard score with mean of 0 and SD of 1 (refer to handout A).
T score is a standard score with a mean of 50 and SD of 10 (refer to handout A).
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10. Definition of Co-Teaching
Both professionals are responsible for the instruction of the entire population of the classroom.
General education curriculum is used with appropriate adaptations as warranted by individual student need.
All educational and psychological tests that report scores using percentile ranks or standard scores are based on the bell curve. To adequately interpret the tests results, one should know the mean and the standard deviation, as well as a specific score reported as a percentile or standard score……these are the critical components relative to the comprehension of the data, as well as understanding what the numbers mean.
Keep in mind that educational decisions are based on this information and it’s adequate interpretation…..Statistics are simply ways to measure things and to describe relationships, using numbers.
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11. The Goal of Co-Teaching
Provide the same content, pacing and requirements to the classroom population.
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12. Co-Teaching is not… One teacher teaching while the other is disengaged
One person planning alone
One teacher instructing alone
One teacher designing and grading assessments
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13. Co-Teaching: What it is…
Joint responsibility for all learners
“Our” class
Co-planning
Teaching together
Communication & trust
Mutual respect & flexibility
Supporting students and each other
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14. Why do we Co-Teach? To increase instructional options for all students
To improve program intensity and continuity
To reduce the stigma associated with exceptional learners
To increase support for instructors
To enhance our mission, which is “high quality learning for all”
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15. Skills for Successful Co-Teaching
Active listening
Problem solving
Collaborative
Teamwork
Open to new ideas
Flexibility
Respect/trust
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17. How does it look? Both teachers actively engaged
Students all receiving support as needed
Both teachers contributing to the lesson and to the evaluation
Both teachers check for student understanding
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18. What does Co-Teaching mean for Exceptional Learners?
Two teachers decide on how to deliver and measure content
Two teachers defining adaptations and modifications to assist struggling learners
Two teachers taking turns to deliver content so that all students can benefit
Two teachers defining, using common core, what all students need to learn
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19. Why is this important?
Research supports that students benefit from the Co-Teaching model when they have demonstrated difficulty with a concert or a subject
Students learn to work together to enhance both their content mastery and their socialization skills
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20. Questions? clarad@southmoreland.net
Mr. Daniel A. Clara, Director of Pupil Services K-12
Ms. Donna Johnson, WIU Supervisor
6/15/2018