the definition and benefits hastings on hudson...yes. the ict classroom is a general education...

Integrated CoTeaching (ICT): The Definition and Benefits

Presented by:

Jessica Enright-Polanish jessica@gr-inclusivegroup.com

Hastings on Hudson

PTSA + SEPTA

January2017

About G+R Inclusive Group

•  Education consulting agency specializing in inclusive education •  Providing professional development to public schools, charter

schools, and districts for over 15 years (including every district and borough in New York City and many districts in Westchester)

•  Hands-on, intensive Instructional Coaching services working directly with teacher teams, as well as administrators, to address the challenges of today’s diverse classrooms alongside the demands of standardized testing and Common Core Standards

•  Toolbox of strategies, resources and solutions designed to support collaboration, co-planning, co-teaching and differentiation for all students while maintaining high expectations for all learners

We maintain the vision that all children deserve, and benefit from,

a fully inclusive school community and that no teacher is as successful alone

as when she or he collaborates with colleagues.

Integrated Co-Teaching… FAQs

What is ICT? Integrated Co-Teaching is a classroom in which a general education and a special education teacher jointly provide instruction to a class that has students with and without disabilities. The General Education and Special Education teacher meet to co-plan and prepare lessons, activities and projects that are multi-sensory and differentiated. Together, both teachers deliver instruction to ALL students employing a range of teaching strategies. What is the maximum number of students with IEPs? (IEPs = Individual Education Program for students with disabilities.) The maximum number of students with disabilities in an ICT class is no more than 12 students. What is the rationale for Integrated Co-Teaching? •  Meets the needs of state and federal requirements for the continuum of services •  Provides individualized attention to ALL students to achieve Common Core

Learning Standards •  Reduces the stigma of pull-out Special Education programs •  Creates positive social interactions, promotes inclusion and diversity

h-p://www.hewle--woodmere.net/cms/lib03/NY01000519/Centricity/Domain/29/20120522095107.pdfh"p://www.nycenet.edu/NR/rdonlyres/69D78629-9B1B-4247-A23B-C09B581AFAB1/6454/ConEnuumofServices.pdf

Integrated Co-Teaching… FAQs

What are the benefits of an ICT classroom? •  Increased overall student achievement and decreased behavior problems •  For students with disabilities:

•  Improvement in standardized testing, social and communication skills •  Increased interaction with peers •  Achieve more and higher-quality IEP Goals •  Better prepared for post-school experiences •  Expanded personal interests and knowledge of the word (preparation for

adulthood) •  For students without disabilities:

•  Greater acceptance and valuing of individual differences •  Enhanced self-esteem •  Genuine capacity for friendships

•  For students without disabilities who are struggling: •  Benefit from review, practice and feedback

•  ALL students: •  Benefit from smaller student to teacher ratio + small group instruction •  Benefit from more individualized attention and more

opportunities to participate and engage in meaningful work

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OrchardRidgeDrive,Suite200,Gaithersburg,MD20878)

Integrated Co-Teaching… FAQs

Do the ICT classrooms follow the same curriculum? Yes. The ICT classroom is a general education classroom- following the same common core standards, pacing, and calendar as the other classrooms on the grade. What does it mean if my child is placed in an ICT classroom as a General Education student? It is not indicative of any concerns! The General Education population of an ICT classroom is created similarly to the other Gen Ed classrooms- it is built heterogeneously and represents a mix of the students on the grade overall. Will my child remain on the Gen Ed side of an ICT classroom for multiple years? No. If your child is in an ICT classroom it does not necessarily mean that he/she will be in ICT again the following year. However, given that there is one ICT classroom per grade (in elementary), there is a good chance your child may be in an ICT classroom more than once during their K-4th years.

www.engageNY.org

Promoting Inclusion of Students with Disabilities

New York State Board of Regents

November 2015

www.engageny.orgh"ps://www.regents.nysed.gov/common/regents/files/P12-Inclusion%20.pdf

Students engage in self-advocacy and are involved in determining their own educational goals and plan.

Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.

Teachers design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.

Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.

Schools provide multi-tiered systems of behavioral and academic support.

Schools provide high quality inclusive programs and activities.

Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

BLUEPRINT FOR IMPROVED RESULTS FOR STUDENTS WITH DISABILITIES

Key Principles

2 www.engageny.orgh"ps://www.regents.nysed.gov/common/regents/files/P12-Inclusion%20.pdf

Individuals with Disabilities Education Improvement Act of 2004

“Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.”

7 www.engageny.orgh"ps://www.regents.nysed.gov/common/regents/files/P12-Inclusion%20.pdf

Defining High Quality Inclusion

• instruction and configuration of classrooms and activities include both students with and without disabilities;

• students with disabilities are held to high expectations for achievement;

• special education and general education teachers intentionally plan teaching lessons to promote the participation and progress of students with disabilities in learning and social activities;

• individualized accommodations, supports and specially-designed instruction are provided to students with disabilities to participate and progress in regular education classes and activities; and

• evidence-based services and supports are used to foster the cognitive, communication, physical, behavioral and social-emotional development of students with disabilities.

High quality

inclusive settings

would be defined to mean that:

48

This proposed definition is consistent with the definition/components of high quality inclusion as provided in the U.S. Department of Education policy statement on Inclusion of Children with Disabilities in Early Childhood Programs

http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf. www.engageny.orgh"ps://www.regents.nysed.gov/common/regents/files/P12-Inclusion%20.pdf

GoldMansour and Rutherford Coaching 2009

The Co-Teaching Models…

1. One Teach/One Observe

2. One Teach/One Support

3. Parallel Teaching

4.  Station Teaching

5.  Team Teaching

6. Alternative Teaching -Dr.MarilynFriendandLynneCook

One Teach, One Observe

One Teach, One Support

Parallel Teaching

Station Teaching

Teacher Directed Group

Activity #1

Teacher Directed Group

Activity #2

Student Directed Group

Independent Activity # 3

Station Teaching

Team Teaching

Alternative Teaching

How do Co-Teachers choose a Model?

FracGonswith

manipulaGvesnextweek?

Parallelgroupswouldbegreat!

o  Content to be covered

o  Learning activities and materials to be used

o  Space and timing

o  Student needs and learning profiles

o  Keep in mind that Parallel and Station Teaching should be used the most often.

info@gr-inclusivegroup.com

www.gr-inclusivegroup.com

Thank you!