Transcript A Case Study of Co-Teaching Between a Regular Education
A C ASE S TUDY OF B ETWEEN A R C EGULAR O -T E EACHING DUCATION T EACHER AND A E DUCATION T S PECIAL EACHER IN AN E LEMENTARY S CHOOL
USA Convention 1.28.10
2
T
HE
R
ESEARCH
P
ROBLEM AND
P
URPOSE This study sought to understand what influence organizational culture (Schein, 2004) has in a school where co-teaching exists and supports an inclusive and collaborative environment where all students succeed.
Using organizational culture as my theoretical lens, Schein’s three levels of cultural analysis was used to guide the research.
Observable Artifacts Espoused Values and Beliefs Basic Underlying Assumptions 1/28/2010
3 L
ITERATURE
R
EVIEWED
Organizational Culture (Schein, 2004) Inclusion of Students with Disabilities in Reg. Ed.
SPED-Reg. Ed. Teacher Collaboration SPED and Reg. Ed. Co-Teaching 1/28/2010
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T
HE
R
ESEARCH
Q
UESTIONS How does a regular education teacher describe an effective co-teaching relationship between a regular education and a special education teacher in an inclusive elementary school setting? How does a special education teacher describe an effective co-teaching relationship between a regular education and a special education teacher in an inclusive elementary school setting? In an inclusive elementary school setting, what strategies are practiced to maintain an effective co-teaching relationship between a regular education and a special education teacher?
In an inclusive elementary school setting, what organizational conditions are present to support an effective co-teaching relationship between a regular education and a special education teacher?
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M
D
CV E
LEMENTARY
-Q
UENEMO 1/28/2010
6 T
HE
P
AST
The student receives additional assistance (i.e. reading lab, tutoring, additional instruction, extra help,) The student is referred for a special education evaluation The student continues to struggle and teachers do the best they can to assist 1/28/2010
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Special Education
M
ULTI
-T
IER
M
ODEL General Education Title I 1/28/2010
8
I
MPACT ON
G
ENERAL
E
DUCATION
C
HANGES TO
S
YSTEM Integration of resources Tiered system All students addressed Focus on school context Prioritized learning activities Emphasis on research-based instructional programs and practices 1/28/2010
9 2005-2006 Summer of ’06
2006-2007
Summer of ’07
2007-2008
Summer of ’08 2008—2009 Jan. 09 2009—2010
MTSS T
IMELINE FOR
M
D
CV E
LEMENTARY SIG grant written attended small group reading workshop
District restructured K-5 building MTSS started
Professional Development approximately 90% of staff attended 2/3 workshops or more
MTSS extended/Tiers/Groupings
DIBEL’s testing started Professional Development approximately 90% of staff attended 2/3 workshops or more started collaboration bi-monthly started MTSS with Math interventions started AIMSWEB in Math to progress monitor AIMSWEB being used more exclusively (benchmarking and progress monitoring) in the areas of reading, math, spelling, and writing 1/28/2010
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P
ERCENT OF
E
CONOMICALLY
D
ISADVANTAGED
–
SCHOOL YEARS
2003-09
MdCV average 61.5% State average 39.3% 1/28/2010
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KANSAS READING ASSESSMENTS
3 rd Grade
Percentage of students who scored at or above the state standards.
2006 56% 2007 93% 2008 80% 2009 89% 1/28/2010
12 P ERCENT OF 5 TH GRADE STUDENTS WHO MET OR EXCEEDED STANDARDS 1/28/2010
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KANSAS READING ASSESSMENTS
3 rd Grade- average indicator scores
2006
Median 68
2009
Median 82 1/28/2010
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KANSAS READING ASSESSMENTS
3rd grade Percent of Median indicators 1/28/2010
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KANSAS READING ASSESSMENTS
3 rd Grade- average indicator scores
2006
Average score = 67
2009
Average score = 79 1/28/2010
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O
NE CLASS GROWTH THROUGH THE YEARS ON
S
TATE
A
SSESSMENTS 1/28/2010
17
2
ND GRADE IMPROVEMENTS THROUGH THE YEARS ON
MAP
READING TEST 1/28/2010
18
MAP S
CORES
4
TH GRADE CLASS GROWTH THROUGH THE YEARS
-
READING 1/28/2010
19
MAP S
CORES
….5
TH GRADE CLASS GROWTH THROUGH THE YEARS
-
READING 1/28/2010
20 U
NIVERSAL
S
CREENERS
Beginning in Kindergarten Used to determine which students need help It’s short, quick, easy to administer probes aligned to the curriculum and measures specific skills a student has achieved Dibels/AIMSWEB/PAST Test Occurs 3 times per year (Fall, Winter, Spring) 1/28/2010
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T
ESTING
/P
ROGRESS
M
ONITOR
TEAM
Meets every other week Progress Monitor bi-monthly (selected students) BRI-monthly (each grade level) 1/28/2010
22 P ERFORMANCE OF
A IMSWEB
A VERAGE
D ATA :
S TUDENTS BY BENCHMARK PERIOD . R EADING -C URRICULUM B ASED M EASUREMENT 1/28/2010
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A IMSWEB D ATA :
P ERFORMANCE OF A VERAGE S TUDENTS BY BENCHMARK PERIOD . MAZ E COMPREHENSION 1/28/2010
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A
IMSWEB PROGRESS MONITORING In 9.6 weeks, ____ will achieve 32 Letter Names Correct from grade 1 Letter Naming Fluency. The rate of improvement should be 3.44 Letter Names Correct per week. The
current average rate of improvement is 2.72 Letter Goal/Trend ROI 3.44/ 2.72
Goal Changes & Intervention Descriptions: 10/12/2009 - Tier II (Baseline Corrects = 1 : Goal Corrects = 32)
animated alphabet/Handwriting w/o Tears 3 days X 20 min.
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25 C
OLLABORATION
Done bi-monthly and rotated Friday afternoon Groupings: K-1 2-3 4-5 Kids are doing activities with upper/lower grade students working on art project with theme and/or doing reading incentive with principal. 1/28/2010
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W
HAT
I
NTERVENTIONS
A
RE
NOT!
• • • • Preferential seating Shortened assignments Doing more of the same assignments
Not “Kill and Drill” with worksheets and/or paper/pencil tasks!
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27 MTSS
AT
Q
UENEMO
90 minutes core instruction 30 minutes-everyone walks to intervention 30 minutes-remediation for the lowest performing students. This includes both general education, as well as special education students, and Title and Special Education teachers.
special education typically 30 minutes of remediation 1/28/2010
28 Co-Teaching Inclusive Practices S
TUDY
F
INDINGS
Building Leadership School-Wide Differentiated Instruction Education for All Professional Development Teacher Collaboration 1/28/2010
29 K
EY
L
EADERSHIP
S
KILLS
Equity for all students Inclusive school culture Create and maintain a PLC Positive leader – “What will it take?” “How can I help?” “In this together” “Sense of urgency” Supported co-teaching partnerships Did the research – The school-wide intervention model had to meet the needs of all students Keeps staff informed – involved them in data analysis Collaboration time 1/28/2010 Didn’t wait for all staff members to “give their blessing”
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T
AKES
M
ORE
C
RAYON
I
N
T
HAN
T
HE
O
NE
B
OX
!
“While walking in a toy store, the day before today, I overheard a crayon box with lots of things to say. “I don’t like red” said yellow and green said “Nor do I.” And no one here likes orange, but no one knows just why. So I bought that box of crayons and took it home with me. And drew with all the colors, so the crayons could all see. That each of us is special and everyone’s unique, but it is when we get together that the picture is complete.” 1/28/2010
31 C
ONTACT
I
NFORMATION
Dr. Kathy Mickelson, Assistant Director Three Lakes Educational Cooperative [email protected]
Ms. Twila Wollenberg, Principal Marais des Cygnes Valley Elementary School [email protected]
Ms. Amy Redmon, School Psychologist Three Lakes Educational Cooperative/MdCV [email protected]
1/28/2010