Meeting Needs of Students in the Era of NCLB and IDEA ‘04 through Co-Teaching and Universal Design...

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 GapThe Performance Gap

Years in School

SkillsDemands

/

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-Teaching

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.


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.


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.


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.


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.


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.


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.


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.


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.


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




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.




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

KnowledgeCourse Unit

Thinking About the Curriculum...

A Unit Critical Ideas Define the Content of a Unit

Enduring Understanding

Important to Know and Do

Worth Being Familiar With

A UnitALL

MOST

SOME

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



Fact groups

Caused byRelated to

Examples of


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



Fact groups

Caused byRelated to

Examples of


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?

If we fail to plan, we plan to fail.

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.

UDL planning

Representation Action and

Expression

Engagement

Universal Design for Learning:Resources

IRIS Center

National Center on Universal Design for Learning

http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm

http://www.udlcenter.org/aboutudl/udlguidelines#p1_g1.1

http://www.udlcenter.org/aboutudl/udlguidelines#p1_g1.1

A Tool for Learning

The Concept Diagram

A Concept Diagram

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

A Concept Diagram

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

Lesson (workshop) 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.


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.


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.


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




3. Presenting

4. Processing

5. Problem solving around specific student needs

Let’s evaluate your co-teaching…

Familiarize yourself with a number of tools…




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

Exploring people challenges…

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?


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.)


4. What new resources are needed? How will existing resources be reallocated or reorganized?


5. Develop an action plan. Outline when, what, who will be involved in change efforts.

When What Who Where

FINAL REFLECTIONS

Meeting Needs of Students in the Era of NCLB and IDEA ‘04 through Co-Teaching and Universal Design...

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