Inclusive Education PLCSecondary Strand

December 6, 20138:30AM – 2:30 PM

Facilitated by Jennifer GondekInstructional Specialist for Inclusive Education

TST BOCESjgondek@tstboces.org

257-1555 x 334

Purpose: To create a community of leaders that embraces student diversity and works collaboratively to provide rigorous and supportive inclusive learning environments for all students.

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Session Objectives:

• Identify the 6 models of co-teaching and describe the advantages and disadvantages of each model.

• Access various types of Accessible Instructional Materials (AIM) 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.

Session Agenda12/6/13

8:30- 9:00- Introduction, Breakfast, and Welcome

Introduction and PLC learning targets Whip Around: Share a “Bright Spot”

9:00-9:45- Co-Teaching at the Secondary Level

“Co-Instructing at the Secondary Level: Strategies for Success” by Rice et al. My Two Cents Discussion Protocol

9:45-10:00- Break

10:00-11:00- 6 Models of Co-Teaching Video Clips and Reflection

One Teach, One Observe One Teach, One Assist Parallel Teaching Station Teaching Team Teaching Alternative Teaching

11:00-11:30- Accommodations vs. Modifications

11:30-12:30- LUNCH

12:30-12:50- Accessible Instructional Materials (AIM)

Book Share Learning Ally http://www.p12.nysed.gov/specialed/aim/

12:50 -1:30- Academic Vocabulary & Interventions

1:30-2:30- Planning Time & Session Evaluation

What Co-Teaching IS: What Co-Teaching IS NOT:

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My Two Cents Discussion Protocol

1. Participants form small groups of 4-6 people.2. Each participant receives 2 pennies. There is an empty cup placed in the

middle of the table. 3. The group is given a prompt to begin discussion. Discussion could be based

on a text, quotes, or visuals. 4. Participants take turns placing a penny in the cup and sharing his or her

thinking for up to 2 minutes. 5. As participants respond to the text or one another, they place their penny

into the cup and share their thinking.6. The discussion protocol ends when everyone has given their “two cents”

and all pennies are back into the cup.

Time: 4 people = 16 minutes

5 people = 20 minutes

6 people = 24 minutes

Developed by J. Gondek, TST BOCES (2012)

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Anticipation Guide for Co-Teaching

Before After1. In the team teaching approach to co-teaching, instruction becomes a conversation, not turn-taking.

2. Addressing the needs of the students with disabilities should be the focus in all co-taught classrooms.

3. One Teach, One Assist was the co-teaching approach observed in most co-taught classrooms and designated as the most effective.4. Within a co-taught classroom, co-teachers may assume many different roles.

5. In alternative teaching, one teacher takes responsibility for the large group while another works with the smaller group.6. The predominant role of the special educator in the co-taught classroom is often as an assistant.

7. In station teaching, the students rotate between only two stations.

8. Parallel teaching may foster greater student participation because of the lower adult to student ratio.

9. Besides incorporating various pedagogical strategies and instructional methods into a co-taught classroom, technology offers new learning options for all students.10. It is the responsibility of both co-teachers to meet the needs of the students with disabilities in the co-taught setting.

Directions: Read each statement and determine if the statement is true or false. In the box to the left of the statement, write a + if you believe the statement is true and a – if you believe the statement is false.

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One Teach, One AssistAdvantages: Disadvantages:

One Teach, One ObserveAdvantages: Disadvantages:

Team TeachingAdvantages: Disadvantages:

Parallel Teaching6

Advantages: Disadvantages:

Station TeachingAdvantages: Disadvantages:

Alternative TeachingAdvantages: Disadvantages:

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TESTING ACCOMMODATIONS VERSUS TESTING MODIFICATIONS

        A distinction that has gained widespread national acceptance in recent years is one that illustrates the differences between the terms “testing accommodations” and “testing modifications.” IDEA 2004 removed references to “modifications in administration” and now uses the term “testing accommodations” and requires that the State develop guidelines for the provision of appropriate accommodations.        Testing accommodations are changes made in the administration of the test in order to remove obstacles to the test-taking process that are presented by the disability without changing the constructs being tested. The testing accommodations most frequently required by students as indicated in their IEPs are:

       flexibility in scheduling/timing;       flexibility in the setting used for the administration of assessments;       changes in the method of presentation; and       changes in the method of response.

        Testing modifications are changes made to the testing process or to the content of the assessment itself, or provision of certain adaptive technologies or services, that affect the constructs being tested. Examples of testing modifications that affect the construct of the test:

       simplification or explanation of test questions;       reading of items designed to test the student's reading skills;       use of spell and/or grammar-checking devices on a test of the student's writing skills;

and       use of a calculator on a test of the student's computational skills. 

        The chief consequence of testing modifications is that, while students with disabilities may have increased access to the examination, the modification changes what is being tested and the student’s score may be invalid.        It is critical that CSEs consider the distinction between accommodations and modifications when determining appropriate testing accommodations for an individual student with a disability. When making decisions regarding appropriate testing accommodations for an individual student with a disability, it is important for the CSE to be familiar with the purpose and construct of the tests administered because certain accommodations may become modifications, depending on the purpose of the test. It is appropriate to indicate in the IEP the conditions of the test which would require a testing accommodation. Examples of this include:

      Tests read except for those tests or sections of tests measuring reading comprehension.

      Use of calculator except for those tests or sections of tests measuring strict calculation skills of addition, subtraction, multiplication and division.

http://www.p12.nysed.gov/specialed/publications/policy/testaccess/guidance.htm

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Fair =EqualTeacher provides notes/outlines

Provide wider lined paper for written tasks

Provide copy of highlighted text

Daily agenda checks between home/school

Ability to leave room without permission

Preferential seating near front of room

Extended time on assignments

Reduction of homework

Omitting story problems

Using alternative textbook written at lower level

Alternative books written at independent reading level

Simplified vocabulary and concepts

Grading based on pass/fail,

Grading based on work completion

Access to digital text for enlargement

Directions repeated to student 2x

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Brain Dump:Write or draw a working definition for academic vocabulary.

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Verbal-Visual Word Association

Purpose: This strategy helps students learn vocabulary words independently and retain the new terminology through personal, visual associations.

Description: Much of the vocabulary in Mathematics, Science, Social Studies and Language Arts can be represented visually. The Verbal-Visual Word Association strategy provides a method for students to make personal and visual associations to new words, increasing vocabulary retention.

Procedure:

1. Select vocabulary terms.2. Instruct students to draw a rectangle divided into four sections for

each of the terms or provide black line masters of the strategy.3. Model how to complete all four sections/boxes of the Verbal-Visual

Word Association by using a term familiar to students. The vocabulary word goes in the top left-hand square. Its definition goes in the bottom left-hand square. In the top right-hand square students should provide a visual

representation of the word. The bottom right-hand square provides space for a personal

association or characteristic.4. Encourage students to make their own personal associations and

visual representations.

Verbal and Visual Word Association (VVWA)

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Word Visual Representation

Definition Personal Association or Characteristic

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