1. INCLUSIVE ED PLC Secondary Strand December 6, 2013
Facilitated by Jennifer Gondek
TST BOCES

2. Session Learning Targets
Participants will be able to:
Identify the 6 models of co-teaching and describe the advantages and disadvantages of each model.
Access various types of Accessible Instructional Materials and provide greater access to the general education curriculum for students with disabilities.
Distinguish between accommodations and modifications provided within the classroom.
Determine academic vocabulary words to target for instruction and appropriate strategies to supports struggling learners with vocabulary acquisition.
Describe several academic vocabulary strategies to increase content area literacy skills.

3. What Co-teaching Is:
What Co-Teaching is NOT:

4. History
Access Accountability Separate Inclusive Placement Service Attendance High Expectations Accommodate/ Design for Access Modify and Participation by All

5. Access to General Education
A line graph illustrating the percentage of students with disabilities spending 80% or more of the school day in a general education classroom. Data is presented for 1989, 1994, 1997, 2001, 2005, and The x axis indicates the school year and the y axis indicates the percentage of students. 31.7% of students with disabilities in 1989, 44.8% of students with disabilities in 1994, 46.8% of students with disabilities in 1997, 48.2 % of students with disabilities in 2001, 54.2% of students with disabilities in 2005, and 60.5% of students with disabilities in 2010 spent 80% or more of the school day in a general education classroom.
Source: U.S. Department of Education, Office of Special Education Programs, Data Analysis System (DANS), OMB # : "Part B, Individuals with Disabilities Education Act, Implementation of FAPE Requirements," Table 2-2 , Sailor, W. (18 April 2002). Testimony submitted to President’s Commission on Excellence in Special Education Research Agenda Task Force.

6. Percent of School Districts Making Adequate Yearly Progress For Students with Disabilities in All Required Subjects and Grades
Percent of School Districts in NYS making AYP for SWD in all subjects/grades

7. Regents Diplomas awarded to Students with Disabilities
Year
Total State
526
623
774
864
1115
1329
1839
2257
2865
4673
5366
5877
7000
7708
Increase in Regents Diplomas awarded to SWD in NYS.

8. Integrated Co-Teaching
“A school district may include integrated co-teaching services in its continuum of services. Integrated co- teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students. The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEPs, provided that the number of students with disabilities in such classes shall not exceed 12 students, unless a variance is provided pursuant to subparagraph (i) or (ii) of this paragraph.”
200.6 g (1,2,3)

9. Share Out: What is co-teaching?
Co_Teaching as a Service Delivery Model
Co-Teaching as Instructional Techniques. BOTH

10. Stages of the Co-teaching Process
Beginning
Compromising Stage
Collaborating Stage
Turn to page 3 in packet. Read to your self. What do you notice about these stages of co-teaching?
(Gately & Gately, 2001)

11. Five Key Elements of Collaborative Teaching
Presence, Planning,
Presenting, Problem Solving, & Processing
Collaborative
Existing
Working
Instructing
Teaching
Collaborative
Presence, Planning
& Presenting
Collaborative
Presence &
Planning
2 warm bodies in a room
2 warm bodies in a room that plan together
2 warm bodies in a room that plan and deliver instruction
2 warm bodies in a room that plan, deliver instruction, problem solve and reflect together on the teaching and learning process.
Collaborative
Presence
(Gately & Gately, 2001)

12. Challenges Reported: Limited Content Knowledge (SE)
Limited Knowledge of Learning Differences (GE)
Lack of common, productive planning time
Large class sizes, caseloads, paperwork
Scheduling
Wide range of collaboration
“Closed-door Syndrome”
High-stakes Testing
Grading and Fairness Issues
Increasingly Diverse Population
Dieker & Murawski (2003) Co-Teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success.

13. My Two Cents

14. Anticipation Guide

15. 6 Basic Co-Teaching Structures: (Friend, 2005)
One teach, one drift
One teach, one observe
Team-teaching
Alternative teaching
Parallel teaching
Station teaching
One teach, one get coffee
One teach, one check
9:30-10:10 for this section.

16. One Teach, One Assist
One teacher is teaching, the other teacher is drifting throughout the classroom, checking for understanding or providing one-to-one instruction.
(Friend, 2005)
Scaffolding instruction, giving classroom accommodations- repeat directions, highlight, visual model,etc…., re-teaching a concept, guided practice, extra modeling, This can be beneficial, but caution that this is the model that is used most, and most ineffective. A good co-taught relationship uses ALL the strategies in a strategic way.
%20Proves%20Successful%20Concept.asp?cat=1

17. Video Clip:

18. Advantages:
Disadvantages:
Re-teaching opportunities
Unequal teaching roles
Immediate Feedback
Individual students may feel stigmatized
Formative Assessment
Distracting
Classroom Accommodations
May cause dependency on support teacher
Individualized attention.

19. Parallel Teaching
Teachers plan collaboratively and simultaneously teach the same academic content to two equal student groups (Friend, 2005)
Great for persuasive (link to CCLS) assignments. Easy for differentiation. Book Groups or Shared reading on the same topic, but different texts. Come together to share information, lead effective discussions (Classroom Discussions: by Chapin, O’Connor, & Anderson)

20. Video Clip:

21. Advantages: Disadvantages: Lower student:teacher ratio
Both teachers must know content
Individualization
Both teachers must cover same material and specificity
Strategic grouping
Timing
Separation of students
Noise/Distraction
Talk time
Teachers as equals
Accommodates teacher style

22. One Teach, One Observe
One teach, one observe occurs when one teacher teaches the whole group, and the other teacher observes the students. (Cook & Friend, 1995)
Formative assessment, behavioral observations (time-on-task, etc), looking for standards mastery, creating differentiated groups based on performance, even observing teacher for specific feedback (calling on students, wait time, etc.)

23. Video Clip:

24. Advantages:
Disadvantages:
Opportunity for data-collection
Unequal teaching roles
Allows for peer feedback
Formative Assessment

25. Team Teaching
Teachers share equally in planning and delivering all components of academic instruction. Both teachers teach a large group by standing side-by-side.
(Friend and Cook, 2006)
The most difficult to achieve, there needs to be a respect, compatibility, models teamwork, both need to master content and instructional strategies. You may hear this as the “ultimate” teaching model, but its not appropriate at all times. A good co-taught classroom incorporates ALL aspects of these models strategically.

26. Video Clip:

27. Advantages:
Disadvantages:
Both teachers seen as knowledgeable
Both teachers must know content
Models collaboration and cooperation
May not fully address needs
Different points of view
Could be distracting
Immediate clarification
Requires planning
Changing focus
Requires compatibility

28. Alternative Teaching
One teacher teaches a small group of three to eight students while the other teaches the whole class (Cook & Friend, 1995)
This needs to not look like a pull-out resource room plopped in the middle of a general ed. Classroom. Not always the same students, not always the same teacher. Be careful of this. Pull students based on standards scores, pull your high-end students for acceleration, switch roles so gen. ed teacher can have a deeper understanding of his/her students with special needs. Great for pre-teaching vocab. To your ELL kids.

29. Video Clip:

30. Advantages:
Disadvantages:
Small group/1:1 instruction
Selecting same students
Pre/Re-teaching
Using same group/same teacher
Acceleration
Feeling of isolation
More talk time
Teachers can rotate roles

31. Station Teaching
Teachers divide responsibility for instructional content. They divide the class into groups with each group working on a different activity that contributes to the attainment of one or more learning goals for all students. (Friend, 2005)
This is extremely effective personally, useful if you have another adult (paraprofessional, volunteer), Can be done during WW, RW or centers time. We’ve integrated Word Study time with rotating groups. Management is key for this to work, but well run can be extremely engaging. Best advice: avoid the fluff. You can be creative, but don’t spend your time making all of your math facts look like apples or pumpkins. Good teaching is at the heart of it. It’s what makes the difference, so spend your planning time thinking about the students, where they are, where they need to be, and how to get them there. Then have stations with solid instruction and purposeful independent activities that gets them there.
Go to special connections website, do activity to determine the video type. Hand out article for further reading :

32. Video Clip:

33. Advantages: Disadvantages: Equal teacher roles Unequal teaching roles
Lower S:T ratio
Careful planning and prep
Strategic grouping
Noise level
Separation
Timing/Pacing
Individualization
Requires strong routines and classroom management
Differentiate instruction
Allows creativity
Active learning format
Cooperation and Independence

34. Anticipation Guide

35. Accommodations
Vs.
Modifications

36. Response
Setting
Timing
Presentation

37. LUNCH !

38. Time to Share

39. AIM

40. Accessible Instructional Materials
The Individuals with Disabilities Education Act (IDEA) requires school districts to provide accessible versions of instructional materials to students who are blind or otherwise unable to use printed materials.  Students with disabilities should receive materials in accessible formats at the same time as their peers receive their textbooks.
Large Print
Braille
Audio
Digital

41. NIMAS FILES
NIMAC
***School districts should note that there is no obligation on the part of a publisher to create NIMAS files or upload them to NIMAC unless specific language is included in the contract/purchase agreement with publishers. To search the NIMAC go tohttp://
National Instructional Materials Accessibility Standard- Publisher creates NIMAS files
National Instructional Materials Access Center-Files uploaded and stored at NIMAC
You can access files with e-readers and software (DAISY)

42. Students eligible to use materials from NIMAC
NIMAC relies on an exemption to copyright law, and as such materials are only available to elementary and secondary students who are blind, visually impaired, have a physical disability, or have a reading disability resulting from an organic dysfunction.  In addition, these students must have an individualized education program (IEP).
School districts are responsible for providing accessible instructional materials to students with disabilities who need them, regardless of whether the students are eligible for materials from NIMAC.  Schools can purchase accessible materials directly from the publisher, make their own or use materials in the public domain.
School districts should note that all students can access materials purchased directly from publishers or through other commercial options.

43. What about students that don’t qualify for NIMAC?
School districts are responsible for providing accessible instructional materials to students with disabilities who need them, regardless of whether the students are eligible for materials from NIMAC.  Schools can purchase accessible materials directly from the publisher, make their own or use materials in the public domain.

47. APPS

48. Writing Templates
in Word

49. Academic Vocabulary: The language of comprehension, academic success, and power
Created by Beth Dryer, Literacy Instructional Specialist &
Jenn Gondek, Instructional Specialist for Inclusive Education

50. Write or draw a working definition for academic vocabulary.
Brain Dump:
Dryer, B.
9/18/2018
Write or draw a working definition for academic vocabulary.

51. “Words are not just words
“Words are not just words. They are the nexus—the interface—between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford.”
Marilyn Jager Adams (2009, p. 180)

52. ambulate saunter walk 3 common to informational
Vocabulary Tiers:
3 common to informational
texts; specific to a particular domain or field of study.
ambulate
2 more likely to appear in
written texts than in speech;
appear in all sorts of texts.
saunter
One factor that influences the readability of your textbook is the number of technical, tier 3 words, that it contains. Students need more scaffolding, direct instruction, in order to “reach” those words… to access them.
Tier 3 words…[next slide]…
Tier 1- Conversational words that are likely familiar to most students.
i.e. cousin, rainbow, bumper, driveway
Tier 2- High frequency words more advanced and academic than Tier 1. Useful in other content areas.
i.e. compare, contrast, analyze, summarize
Tier 3- Low frequency words very specific to a particular content.
i.e. microprocessor, hallucinogens, isotope
1 primarily conversational
“non-academic” words.
walk

53. 0:00 – 1:30

54. Read the text for the flow/gist.
Identify and sort tier 2 and tier 3 words that most of your students are not likely to know.
Compare your word groups. Discuss outliers.
15 minutes
Tier 2
Tier 3

55. Shifting to instruction
We want to motivate kids to work with [not avoid] difficult vocabulary.
Power of practice… repetition (at least 6 exposures)… working toward transferring to own writing.
One way we can do this is by modeling how we attack unfamiliar vocabulary, how we tackled confusing words… kids think reading is always easy for us, when the reality is that it is pretty common for each of us to come across unfamiliar words, even in our own disciplines.
Life’s Literacy Lessons: Poems for Teachers by Steven Layne IRA

56. Toward Shared Practice:
Ignore
Target
2. Determine what instructional approach you think would be best to teach your students each word.
Placeholder

57. 1. Prioritize/highlight the words essential to understanding the text.
Tier 2
Tier 3
1. Prioritize/highlight the words essential to understanding the text.
3 mins

58. Let’s Try Some Strategies!