meeting needs of students in the era of nclb and idea ‘04 through co-teaching and universal design...
TRANSCRIPT
Meeting Needs of Students in the Era of NCLB and IDEA ‘04 through Co-Teaching and Universal Design
Suzanne Robinson, Ph.D.
University of Kansas
Agenda – Co-teachingIntroductionsOutcomes of co-teaching PD Overview of co-teachingReview of Universal Design for Learning (UDL)Five P’s of co-teaching
Presence and preparing Planning Presenting Processing Problem-solving
Plan how to incorporate co-teaching and UDL into your professional conversations and PD
Goal setting
KWL What do you know/have experienced
about co-teaching? What do you need to know to incorporate
it into your professional development and conversations about curriculum and instruction?
What have you learned that you can use in your work?
I often ask, “Identify surprising outcomes and unexpected challenges in your co-teaching experiences.”
1. Student challenge successfully addressed through co-teaching
2. Something learned from your co-teacher
3. Unexpected challenge or difficulty…hopefully overcome…
4. Benefits you’ve seen for students (be specific)
NCLB and IDEA ‘04
NCLB focuses on high standards and accountability
Through assessment of all students’ progress Through reporting school’s adequate yearly progress (AYP) Through “highly qualified teacher” requirements
IDEA focuses on access
Through access to general education settings and educational opportunities
Through expectation of coordination of the IEP with general education curriculum
Through assessment of progress in general education curriculum
The Performance Gap
Years in School
DemandsSkills and
The “Gap”
2013-2014
5 th
9 th
9 th1Yr
2Yrs
1 1/2Yrs
2 1/2Yrs
Tiered Framework of Support in Every School
5% (or so) need tertiary support
15% (or so) need secondary support
80% (or so) of students haveneeds met throughimplementation of evidence-based practices
Intensive, personalized
Focused, smaller instructional groups, pacing altered
Selection of instructionalmaterials and practiceschosen to meet student needs. Implementationwith fidelity. Prevention of learning problems or low achievement.
IDEA states…
LRE - Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily
Access to the curriculum
NCLB states the students must be taught by “highly qualified” teachers.
“Highly qualified” content teachers…
“Highly qualified” special education teachers…
Share your definitions.
Co-Teaching
Co-Teaching is a means of creating student access to the general education curriculum by two teachers teaching together, each who is highly qualified in their content area.
Co-Teaching
Cooperative teaching is a school restructuring approach in which two teachers with different expertise (a general education teacher and special educator, speech/language therapist, etc.) work in a coactive and coordinated fashion to implement evidence-based strategies to more effectively include all students into heterogeneously grouped classroom environments.
Co-teaching5 Critical Components
1. Presence and preparing
2. Planning Program planning Course planning Lesson planning
3. Presenting
4. Processing
5. Problem-solving around specific student needs
Principles of Co-Teaching1. Limits
Schools should be mindful that there are limits to theeffectiveness of the collaborative model when resources areovertaxed. Therefore, there should be a limit on the number of special education students in a collaborative class Limits, however, should not be necessarily set by percentage, or disability category. The criteria of “academically able” should be the chief consideration irrespective of disability. Numbers of special education students should be commensurate with individual classroom resources. Furthermore, collaborative classrooms should not be treated as “dumping grounds” for non-eligible special education students with special needs.
Principles of Co-Teaching
2. Multiple Service Delivery Options
Collaborative classes should be only one option available to students with disabilities. A continuum of services should exist including self-contained classes, resource rooms/learning centers, and inclusive environments. In some special cases special education students might be part of a collaborative classroom (primarily), but also attend a resource room/learning center for more intensive work. Moreover, this will allow for students with more severe disabilities to be educated in more functional educational settings.
Principles of Co-Teaching
3. Planning Time
Effective collaborative teaching is predicated on planning time for collaborative teachers. Planning times should be given priority for all schools - elementary, middle and secondary. It is thought so important that administrators should consider allowing collaborative teachers to be free of various school-wide duties (I.e., bus, lunchroom) in order to have planning time.
Principles of Co-Teaching
4. Program Evaluation
Collaborative teaching programs should be evaluated formally and systematically by administrators and teachers on an annual basis. In addition, views about the program should be solicited from parents of general and special education students themselves.
Principles of Co-Teaching
5. Feedback on Success
The success of collaborative teaching programs should be reported formally to the general faculty, parents, and the public. In this way the entire school community becomes knowledgeable about this school-wide program, and it engenders interest, support, and concern for the program.
Principles of Co-Teaching
6. Program Continuation
Students and their parents should be assured that the collaborative teaching program will be continued at the next grade level and at the next educational level. Elementary, middle, and high schools should cooperatively plan for a well articulated collaborative teaching program through the grades. Furthermore, they should agree on curriculum that, at a minimum will be offered in each grade level (English, math, etc.) throughout the educational continuum. Individual schools should decide whether they want to offer collaborative classes beyond those subjects.
Principles of Co-Teaching
7. Define Collaboration
There should be a minimum amount of time and effort that teaching teams spend collaborating in the classroom for a program to be called a co-teaching classroom. This criteria can be identified in hours, percentages, and meeting program goals. Absolute standards are difficult to establish. Therefore, at a minimum, criteria for “true collaboration” should be set by schools and/or teams on a a priori basis and be judged according to that standard.
Principles of Co-Teaching
8. Parent Informing
Parents whose children are in collaborative classes should have the program thoroughly explained to them prior to or at the beginning of the school year. Special education parents should have opportunities to know more about the program than information provided at IEP conferences. General education parents need information about all aspects of the program as well. Printed material should be available about the collaborative teaching system.
Principles of Co-Teaching
9. Strategic Scheduling
Scheduling is crucial to the success of the collaborative teaching model. Putting the student first should drive the process. This precept is necessary to protect the integrity of the program. Scheduling should be done after a thorough identification of individual student profiles and needs are developed. Only then can issues such as student mix, reasonable numbers, and number of collaborative teams (to name some ) be planned for adequately.
Principles of Co-Teaching
10. Voluntary Participation
It is best when teachers collaborate on a voluntary basis. When teachers are forced into collaborative roles it undermines the basis for the collaborative program in general and the collaborative relationship of the teachers in particular. Furthermore, it is important for teachers to be matched as teams with a sense of compatibility, including teaching philosophy and teacher style. However, co-teaching may be a part of a school’s continuum of supports, and teachers employed by that school or district may be expected to participate as needed.
Changing Roles and Responsibilities: Used to … Now…
Principal Teacher Special education teacher Speech language therapist Librarian/media specialist Curriculum coordinator
Co-teaching5 Critical Components
1. Presence and preparing
2. Planning Program planning Course planning Lesson planning
3. Presenting
4. Processing
5. Problem solving around specific student needs
Learn about your co-teacher…
Cooperative Teaching Discussion: Getting to know one another…
Use this agenda to begin the discussion about your co-teaching relationship.
Co-teaching5 Critical Components
1. Presence and preparing
2. Planning Program planning Course planning Lesson planning
3. Presenting
4. Processing
5. Producing solutions that facilitate student success
Course
Unit 1
Unit 2 Unit 3
Unit 4
Big idea
Is about
This unit Last unit Next unit
Fact groupsFact groups
Fact groups
Caused byRelated to
Examples of
LessonWhen What & How Who
Unit
ALL STUDENTS LEARN:Content that brings
Enduring Understanding
MOST STUDENTS ALSO LEARN;Content that is
Important to Know and Do
SOME STUDENTS ALSO LEARN:
Rich, more in-depth content
Generalization & Problem Solving
Content Manipulation
Content: Facts, Concepts,
Definitions, Propositions
Planning content emphasis
Course Knowledge
Course Knowledge
Divided into units
Course Knowledge
Divided into units and sorted by
essential for all /most should learn /extension
Planning your course…
What are the standards? What is assessed and how is it assessed? What are the critical questions students need to be able to
answer? What are the critical concepts? How is the course broken up in units? What are the consistent strategies that will become rituals for
learning in our classroom? How will we provide varied pathways to expected outcomes?
Course
Unit 1
Unit 2 Unit 3
Unit 4
Big idea
Is about
This unit Last unit Next unit
Fact groupsFact groups
Fact groups
Caused byRelated to
Examples of
LessonWhen What & How Who
Planning your units…
What is the overarching idea of what will be learned?
How might content to be learned be chunked (into “fact groupings”)?
What is the “all must know”, “most must know”, “some will learn”?
What are the strategies we will use to assist learning and provide multiple pathways?
Course
Unit 1
Unit 2 Unit 3
Unit 4
Big idea
Is about
This unit Last unit Next unit
Fact groupsFact groups
Fact groups
Caused byRelated to
Examples of
LessonWhen What & How Who
Planning your lessons…
Each teacher on the “stage” every day!
How might you use different approaches to co-teaching?
How might you utilize two heads, four hands, four legs to create different pathways for students as needed?
Flexibleand
multiplemeans
ofREPRESENTATION
Flexibleand
multiplemeans of ACTION
and EXPRESSION
Flexibleand
multiplemeans
ofENGAGEMENT
#2 #3#1
Flexibleand
multiplemeans
ofREPRESENTATION
#2 #3
New information must be delivered inmany different ways
#1
Principle I:
Provide Multiple Means of Representation
(the "what" of learning)
Students differ in the ways they perceive and comprehend the information presented to them. For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), language or cultural differences, and so forth may all require a different means to approach content. Some may simply grasp information better through visual or auditory means than through printed text. In reality, no one type of representation will be optimal for all students, so providing options in representation is essential.
Flexibleand
multiplemeans
ofREPRESENTATION
Flexibleand
multiplemeans
ofACTION
and EXPRESSION
#2 #3
Learners must have multiple opportunitiesto processprocess learning through conversation
and doing.
#1
Principle II:
Provide Multiple Means of Expression
(the "how" of learning)
Students differ in the ways they are able to navigate a learning environment and express what they know. For example, individuals with significant motor disabilities (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (e.g., executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently and also demonstrate their mastery of tasks differently. Some may be able to express themselves well in writing but not orally, and vice versa. In reality, there is no one means of expression that will be optimal for all students; it is therefore essential to provide various options.
Flexibleand
multiplemeans
ofREPRESENTATION
Flexibleand
multiplemeans
ofACTION
and EXPRESSION
Flexibleand
multiplemeans
ofENGAGEMENT
#2 #3
Learners must have multiple opportunitiesto show what they know and how it applies show what they know and how it applies
(assessment of learning and meaningful applications)
#1
Principle III:
Provide Multiple Means of Engagement
(the "why" of learning)
Students differ markedly in the ways they can be engaged or motivated to learn. Some students are highly engaged by spontaneity and novelty, while others will be disengaged or even frightened by those approaches and prefer a strict routine. In reality, no one means of representation will be optimal for all students, thus, providing multiple options for engagement is essential.
Universal Design for Learning:Resources
IRIS Center
National Center on Universal Design for Learning
Let’s practice our understanding of the concept Universal Design for Learning
Concept Development
A name - the term given to a category
examples - instances of the concept
attributes - common features or characteristics of the concept
Attribute values - distinguishes between essential and non-essential attributes/characteristics
Never present…
• Planning one route to a learning outcome
• Planning one way to present information
• Planning around one resource material (one textbook)
• Planning to use one mode of assessment for all learners
Always present…
Thinking about and planning for diversity in learners proactively
Planning around research-based strategies that meet needs of students with difficulties learning as well as typical learners
Creating pathways that vary the ways in which information is represented, is engaged in by students, and/or is evaluated for student learning
Sometimes present…
Providing choices
Creating pathways that are limited and/orspecified (in other words, students are specifically assigned to certain groups or tasks)
Designing lessons which use direct instruction
Designing lessons which use inquiry
Co-teaching5 Critical Components
1. Presence and preparing
2. Planning Program planning Course planning Lesson planning
3. Presenting
4. Processing
5. Producing solutions that facilitate student success
Co-teaching structures observed in classrooms
Team teaching Parallel teaching Alternative teaching Station teaching One teach, one observe One teach, one assist
Teaming Referred to a tag-team teaching Same content, same time
When to use: When two heads are better than one When material is complex Teachers have a high sense of comfort When instructional conversation is appropriate The goal is to demonstrate interaction to
students
The General Educator (GE) gives an overview of the content while the Special Services Provider (SSP) visually supplements the presentation, making the content more concrete.
Team Teaching
The GE presents the basic information to the entire group, while the SSP paraphrases, clarifies, and monitors student learning.
Team Teaching
The GE presents basic information, while the SSP asks questions designed to move students into higher order thinking.
Team Teaching
PRO
CON
Instructions on some concept is carried out through a “debate” format. The class is divided into two groups, one “pro” some issue and the other “con”. The GE works with one group to help them develop their work as the SSP does the same with the other. Then both sides presents their positions.
Team Teaching
The entire class is divided into four instructional groups to carry out projects, while the two teachers rotate among the groups monitoring and supporting the students.
Team Teaching
One teach, one observe
Very purposeful - data gathering Joint data analysis
When to use: In new co-teaching situations When questions arise about students To check student progress To compare target students to others in class
The General Educator (GE) gives an overview of the content while the Special Services Provider (SSP) takes data on student on-task behaviors.
One Teach, One Observe
Station Teaching
Content and students are divided Instruction is repeated 2 or more stations
When to use: Content is complex but not hierarchical In lessons in which part of planned instruction
is review or practice When several topics comprise instruction
The GE monitors students working both individually and in small groups, while the SSP provides intensive instructions to a small group of students requiring such attention.
Alternative Teaching
After a concept has been taught, there are a number of ways in which the new information can be applied. The teachers establish seven centers. Some students work at the centers, and some work with each teacher. Students will rotate after a specified time.
Station Teaching
Parallel Teaching Simultaneous instruction Varied instructional approaches
When to use: A lower adult-student ratio is needed To foster student participation For activities (drill/practice, re-teaching, and
test review)
When the order of instruction of some content is nonessential, the students are divided into two groups with the two teachers rotating to each group to teach a different part of the content.
Parallel Teaching
The students are divided into two heterogeneous groups to receive introductory instruction in some skill or concept from each teacher in a smaller group.
Parallel Teaching
Alternative teaching One teacher has large group Other teacher has small flexible student groups Important to vary the purpose of the group
When to use: Pre-teaching, re-teaching Enrichment is desired Some students are working in a parallel curriculum Extremely high levels of mastery are expected Where mastery of concepts varies tremendously
The general educator introduces a concept or skill for students to learn and consider while the SSP meets with another group to teach applications. The groups then rotate.
Alternative Teaching
The GE presents the basic concept of the new material, while the SSP provides additional vocabulary training for students who require additional work on the specialized vocabulary of that new material.
Alternative Teaching
The entire class watches a video or guest speaker teaching some skill, especially a social skill. The GE meets with half the students in a large group to enrich and supplement that new material (e.g., How would we use this at school? At home? At work?), while the SSP supervises the other students role-playing with these new skills in dyads.
Alternative Teaching
One teach, one assist Unobtrusive assistance is provided NEVER the primary approach
When to use: The lesson lends itself to delivery by one A teacher has expertise for that lesson In new co-teaching relationships When students work needs close monitoring
For projects with “X” number of steps, students are each assigned one of the steps, and then assigned to groups such that each group will have at least one student assigned each of the steps. (several students will be assigned any given step.) The GE stays at a table and calls to her all “Step 1” students, who then go to her for instruction on that step. The process is repeated for each step, while the SSP moves about the room monitoring and clarifying.
1 1
11
2 3
4 5
2 3
4 5 2 3
4 5
2 3
4 5
One Teach, One Assist
The SSP monitors group work, while the GE provides small group enrichment work and remedial work as appropriate.
One Teach, One Assist
Co-teaching5 Critical Components
1. Presence and preparing
2. Planning Program planning Course planning Lesson planning
3. Presenting
4. Processing
5. Problem solving around specific student needs
Co-teaching5 Critical Components
1. Presence and preparing
2. Planning Program planning Course planning Lesson planning
3. Presenting
4. Processing
5. Problem solving
Exploring logistical and programmatic issues
Finding time for planning Scheduling of students/adults Numbers of students Meeting needs of students/student outcomes Grading Style differences… Others?
The FRAME RoutineKey Topic
is about…
So What? (What’s important to understand about this?)
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Main idea
Presence and preparing
Planning Presenting Processing
Problem-solving
Co-teaching
Let’s think about planning…
Course corrections may be in order…or
Teachers need to learn core curriculum and what students must master….
or
What will teachers need?
What we are attempting to accomplish…Accommodating ALL Learners
Through:1. Providing access to general education curriculum, taught by
highly qualified teachers, using evidence-based practices.2. Applying universal design, 3. with appropriate accommodations or modifications.
Where and how:• Within general education settings with evidence-based effective
instruction, accommodations or modifications, consultation, and/or co-teaching.
• Supported by extra instruction and practice in the learning center.
• Coordinated remedial or tutorial instruction in the learning center, alternate setting, program or class.
School-wide Considerations(to close the performance gap)
Instructional core Smarter standards-based curriculum planning Engaging instructional materials and activities Student-informed teaching Connected courses & coherent learning Continuum of literacy instruction
Infrastructure support Flexible scheduling Planning time Professional development time Extended learning time Smaller learning communities
System-wide learning supports Progress monitoring Data-based decision making Collaborative problem-solving Instructional coaching Professional learning
A day in the life of a consultative special education teacher (elementary)…
The school programs… School-wide literacy program School-wide behavior program Strong problem-solving team and school-wide professional development
The teacher’s schedule/tasks… Co-teach in a third and fourth grade class Supervise para-educator(s) working with students with significant needs
in general education or learning center setting Three class sessions of intensive reading support for groups of second,
fifth, and sixth graders and observe, model, demonstration teach for para working with one student with significant needs
Meets with speech-language therapist and discusses K-1 co-teaching therapist is doing and observed concerns
One class period focused on monitoring activities
A day in the life of a consultative special education teacher (secondary)…
The school programs… School-wide literacy program
Level 1: Enhanced content instruction (mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group
instructional methods)Level 3: Intensive strategy instruction (mastery of specific
strategies using 8-stage instructional sequence; individual Strategic Tutoring)
Level 4: Intensive basic skill instruction (development of literacy skills entry at the 4th grade level).
Level 5: Specialized/personalized intervention (mastery of language underpinnings of curriculum content, learning
strategy instruction, personalized support.)
School-wide behavior program Strong instructional leadership team and school-wide professional development
A day in the life of a consultative special education teacher (secondary) cont…
The teachers’ schedule
Co-teaching in the core subjects in 9th and 10th grade Learning center sections focused on strategy instruction
and strategic tutoring Life-skills, vocational preparation sections Transition coordination for students in community-based
programs Meeting with or planning for para-educators for
planning/training/data analysis/feedback Participation with or on various teams
CHANGE
CONFUSION
ANXIETY
FRUSTRATION
RESISTANCE
TREADMILL
VISION
VISION
VISION
VISION
VISION
SKILLS
SKILLS
SKILLS
SKILLS
SKILLS
INCENTIVES
INCENTIVES
INCENTIVES
RESOURCES
INCENTIVES
INCENTIVES
RESOURCES
RESOURCES
RESOURCES
ACTION
PLAN
RESOURCES
ACTION
PLAN
ACTION
PLAN
ACTION
PLAN
ACTION
PLAN
Questions to consider…
1. What is the vision for your school’s program? Picture what components it will encompass, what staff will do (roles) and how it will operate?
Questions to consider…(cont.)
2. What skills will teachers/staff need to develop? How might we accomplish this training?
Questions to consider…(cont.)
3. What incentives might support staff in making necessary changes? (all change requires effort and time maintaining an old program while developing, initiating, and refining the new program/way of working.)
Questions to consider…(cont.)
4. What new resources are needed? How will existing resources be reallocated or reorganized?
Questions to consider…(cont.)
5. Develop an action plan. Outline when, what, who will be involved in change efforts.
When What Who Where