International Center for Leadership in Education Model Schools Conference

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International Center for Leadership in
EducationModel Schools Conference

• Establishing a Culture of High Expectations for
  Students with Disabilities
• Co-Teaching Principles and Instructional
  Applications
• June 24, 2008
• Patty Laney,
• Director of Special Services,
• Carthage R-9 School District
• Larry Gloeckler,
• Executive Director
• Special Education Institute

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• Establishing a Culture of High Expectations for
• Students with Disabilities Through Specific
  Strategies
• Instructional Application
• Co-teaching
• Rigor and Relevance Framework
• Strategic Plan,
• Staff Development
• Implementation Plan
• Evaluation

Laney, 2008
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Conversation

• All Children Can Learn
• Not Every Child Can
• Meet General Education
• Standards,
• But More Can Than
• Weve Expected So Far,
• And Many More Can
• Than Have So Far.
• Larry Gloeckler,
• Executive Director,
• Special Education Institute

Laney, 2008
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Thoughtfully and purposefully create a culture
of high expectations among all staff for students
with disabilities. This is the first critical
step in improving student performance. Develop
new program options at the junior high focusing
on greater access to the general education
curriculum.consider co-teaching. Special
Education Review - March 2005
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• Rigorous and Relevant learning opportunities are
  not just for a select group of learners, these
  learning opportunities are for each and every
  learner.

Laney, 2008
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• We do not just prepare select students for the
  world beyond school. We prepare each and every
  student.

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• The lines between general education and special
  education have blurred.
• Tom Moore, Assistant Principal
• Carthage Junior High

Laney, 2008
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• Rigor and Relevance Framework
• And
• Co-Teaching Model

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• You cannot determine which teacher is a content
  area or a special education teacher.
• You cannot identify students by a subgroup
  definition ? Line of difference is blurred!
• The two teachers are responsible for the learning
  of one class.
• Relationship between teachers and students
• Community of learners ( a line of difference is
  not present.)

Laney, 2008
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Leading A District To Scale
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Priority!!!!!

• Staff Development Plan
• General Overview of a Co-teaching Model
  Co-teaching characteristics and approaches
• Specific training and a collaborative process to
  discuss and finalize a plan for classroom
  management, discipline,
• procedures, grading, lesson planning

• Strategic Success Plan for the First Week of
  School
• Staff Development
• Collaborative Time

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Building Credibility As Partners - Students

• Partners need to have a general understanding of
  the different types of instructional delivery
  methods associated with co-teaching.
• This understanding will allow teachers to select
  the approach for the first few weeks of school.
• Teachers must base this decision on each others
  familiarity of the content and student needs.

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Strategies for High School Students with
Disabilities in the General Education Curriculum

• Support systems and classroom strategies to
  sustain improved performance for student with
  disabilities
• School-wide issues for administrators to sustain
  improved performance
• Co-teaching approaches

Preview this publication at the Resource
Center. www.LeaderEd.com
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Strategies for High Students with Disabilities
in General Education Curriculum, International
Center for Leadership in Education, 2007

• Lead and Support

• Think and Discuss

• One teacher leads, planning the lesson content
  and presentation with some input and feedback
  from the other teacher. The other teacher plans
  for and assists with students individual
  learning and/or behavioral needs.

• Both teachers need to plan the lesson and decide
  to deliver the lesson through the lead and
  support approach.
• Tip Think about ways this approach will support
  student learning
• Question As partners, what do we need to know
  about lead and support to support learning of
  each and every learner?
• Other Names One Teach, One Assist

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Strategies for High Students with Disabilities
in General Education Curriculum, International
Center for Leadership in Education, 2007

• Station Teaching

• Think and Discuss

• Two diverse groups of students work at classroom
  stations with each teacher. Each teacher plans
  the content of her/his station based on the
  overall lesson plan. The two groups of students
  switch during the class period or the next day.

• Both teachers need to be involved in the planning
  the content of each station and decide to deliver
  instruction through the station teaching
• Tip Think about ways this approach will support
  student learning
• Question As partners , what do we need to know
  about station teaching to support learning of
  each and every learner?

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Raise Expectations for Each and Every learner
through the Rigor and Relevance Framework
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School to Real World
Evaluation make decisions
Synthesis create
Analysis think about it in parts
Application use it
Comprehension understand it
Knowledge know it
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• Face-to-Face Planning
• Before you can stand in front of students,
  partners need to make a commitment to plan (i.e.
  scheduled time, agenda, roles and minutes)
• Setting Goals
• As partners, what are your goals for your first
  year (i.e. Rigor and Relevance Framework)?
• Defining Roles
• What roles can we select based on our strengths
  in order to support student learning (i.e.
  lead/support.)?
• Individual Accountability
• Expectation to be Responsible and Accountable
  (i.e. clearly design lesson plans)
• Monitoring and Reflection
• Build trust in one another

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Thank You!
Patty Laney