1. COLLABORATIVE EFFORTS BETWEEN GENERAL AND SPECIAL EDUCATORS
Lisa A. Dieker, Ph.D.
University of Central Florida

2. 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?

3. 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?

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?

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

6. Generation Mobile

8. 2075
the first grader will be in the workforce into the second half of this century...

9. School-Wide
Consistent
Flexible
Page 8 write your thoughts

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

12. Collaborative
Planning

13. Storming Norming Performing
Teaming Process
Storming Norming Performing

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

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

16. Big Idea
Instructional Method
Standard Assessment
Modified Assessment

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

18. Some novel ideas 2 periods of co-teaching and switching roles
Parallel scheduling
Social skills/strategies class that is inclusive
Ppt vocabulary -
Rhymes ‘n times -
Corporate mentors ( and in person)
Webcams -
Various websites

19. 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?

20. Collaborative Instruction

22. 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?

23. 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

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

25. 2654

26. Oddcast.com: text to sing

27. KINDLE

28. Livescribe Pen

29. UDL

30. 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

31. Misperceptions

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

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

34. Universal Design Plan Lessons
Plan Lessons
See
Walk
Talk
Hear
Behave - teach behavior is language

36. 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: 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: that focus on increasing accessibility to physical space. Central to these principles is the providing of alternatives for users.
CAST© 2003

37. 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.

38. Collaborative Assessment (expression)

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

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

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

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

43. All Websites on page 71

44. Brown Bag Assessment Example of UDL and Assessment

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