COLLABORATIVE EFFORTS BETWEEN GENERAL AND SPECIAL EDUCATORS Lisa A. Dieker, Ph.D. University of Central Florida Lisa.dieker@ucf.edu

7 Strategies that Work Creating a School-Wide Culture Celebrating the Success of All Students Developing Interdisciplinary Collaboration Implementing Effective Co-Teaching Establishing Active Learning Environments Implementing Successful Evidence-Based Instruction Improving Grading and Assessment Which one do you struggle with the most – which area do you have the greatest success?

Reflection Which of the 7 areas are you still struggling with related to inclusive practices? What one suggestion do you have to “fix” or address the issue? What is your greatest strength that you bring to your co-teaching relationship? What is your co-teachers greatest strength? What is one thing you think you might want to target to make your co-teaching stronger? (might consider co- planning, co-instructing, co-assessing) What will you do to address # 1 and # 4?

Is anyone failing your co-taught classes? If so why? Those who cannot meet grade level standards Those who refuse to come to school Those who come and refuse to work What will you do to solve or address the problem?

NO WHINING Can share a concern – but must offer a positive solution

Generation Mobile

2075 the first grader will be in the workforce into the second half of this century...

School-Wide Consistent Flexible Page 8 write your thoughts

Consistency needed to increase collaboration Technology Access Grading Homework Team work/Co-Teaching Behavior – PBIS Active Learning – cooperative learning and peer tutoring

Collaborative Planning

Storming Norming Performing Teaming Process Storming Norming Performing

Co-Planning Co-Instructing Co-Assessing 3 Critical Components

The Plan When do we plan? How do we plan? What do we plan?

Big Idea Instructional Method Standard Assessment Modified Assessment

Type of Co-teaching Behavioral Strategies Instructional Strategies Data Collected/Notes

Some novel ideas 2 periods of co-teaching and switching roles Parallel scheduling Social skills/strategies class that is inclusive Ppt vocabulary - http://images.google.com Rhymes ‘n times - http://www.rhymesntimes.com Corporate mentors (e-mail and in person) Webcams - http://www.camcentral.com Various websites

How are you using your time? Do you use a timer? Do you spend 10 minutes on each lesson? Do you focus on the “big ideas” what some vs all students need to learn? Do you both have clear role definition? Do you save discussions about life and kid specific issues until after you plan for all students? Do you have procedural items already discussed – grading, parent contact, state and district assessments?

Collaborative Instruction

TYPES OF CO-TEACHING One Teacher lead, One teacher support Station Teaching Parallel Teaching Alternative Teaching Team Teaching Which ones aren’t you using and why?

Common Characteristics of an entire lesson Both teachers have presence in their role A climate of success for all students is created - with both teachers focusing on ALL Progress is monitored and learning assessed daily Academic and social skills are taught Objectives are clear Engaged learning time is maximized Differentiation is expected by both teachers

What percentage of the time do your students in your school spend using print?

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Oddcast.com: text to sing

KINDLE

Livescribe Pen

UDL

Multiple Means of Action and Expression Multiple Means of Engagement To expand strategic abilities The “how” of learning Multiple Means of Engagement To enhance involvement - the “why” of learning Multiple Means of Representation To increase knowledge The “what” of learning

Misperceptions

Best way to create UDL Student who cannot WALK TALK SEE HEAR BEHAVE LEARN THE WAY YOU TYPICALLY TEACH

Assume You have a student who cannot walk Who cannot talk Who cannot see Who cannot hear Who cannot behave This is universal design

Universal Design Plan Lessons http://starchild.gsfc.nasa.gov/docs/StarChild/ http://www.cast.org www.pbis.org Plan Lessons See Walk Talk Hear Behave - teach behavior is language http://www.windows.ucar.edu/

UD Origin and Definitions “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace Universal Design was originated by Ron Mace (refer to resources: http://www.design.ncsu.edu/cud/center/history/ronmace.htm) at North Carolina State University to create physical structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities. There are seven architectural Universal Design principles (refer to resources:http://www.design.ncsu.edu/cud/univ_design/princ_overview.htm that focus on increasing accessibility to physical space. Central to these principles is the providing of alternatives for users. http://www.cast.org CAST© 2003

Not one size fits all – but alternatives. Universal Design Not one size fits all – but alternatives. Designed from the beginning, not added on later. Increases access opportunities for everyone Universal Design is about providing, from the beginning, options in which people can access buildings and using products and environments of all kinds. The key purpose of UD is to create inclusive physical environments and widely usable tools.

Collaborative Assessment (expression)

Assessment – varied Grading Self-Advocacy Three things Assessment – varied Grading Self-Advocacy

. Tom Jim Respects Others and Property Positive Attitude/ Behaviour Bobby Sally Respects Others and Property . Positive Attitude/ Behaviour Completes Tasks

Grading IEP/Contract Grading Checklist Shared grading Multiple grading/rubrics Portfolio grading (student led conferences with Power Point)

Collaborative Assessment tools Observation Sample Analysis Task Analysis Inventories Probes Checklist Interviews Questionnaires Learning Environment Exhibitions Criterion-Reference Tests

All Websites on page 71 www.delicious.com/ldieker

Brown Bag Assessment Example of UDL and Assessment

Why differentiated Assessment What does “UDL” tell us? Universal Design for Learning in assessment!!!