1 00:00:04,850 --> 00:00:11,710 Okay. Well, thank you for having me, everyone, and today, as you know, we'll be talking about 2 00:00:12,530 --> 00:00:18,950 inclusive education and what that looks like in our district for our students and our educators. 3 00:00:19,290 --> 00:00:24,570 My name is Shannon Boatwright. I am the special education content facilitator in the district, 4 00:00:25,030 --> 00:00:31,510 and I've been coaching in the district. This will be my fourth year, but I have been an educator in 5 00:00:31,510 --> 00:00:39,370 district. This is my 16th year, I believe. So I've been around for a while and been able to 6 00:00:40,530 --> 00:00:47,270 practice and implement many of the instructional practices that we'll be talking about today. So 7 00:00:47,270 --> 00:00:52,610 feel free to put questions in the chat. We will have time on afterwards for questions as well. 8 00:00:52,910 --> 00:00:58,110 And if it's burning and you want to ask while we're talking, then please feel free. 9 00:00:59,210 --> 00:01:04,590 So today we're going to talk about just inclusive education and what that is, and then we'll 10 00:01:04,590 --> 00:01:10,390 follow that up with co-teaching and what that looks like in District 65, what it is and 11 00:01:10,390 --> 00:01:16,490 what it looks like, and then how we leverage universal design for learning in our inclusive 12 00:01:16,490 --> 00:01:19,590 education for all of our students and how it benefits everyone. 13 00:01:21,370 --> 00:01:27,950 So when we talk about inclusion, what we're talking about specifically is our students 14 00:01:27,950 --> 00:01:33,930 with special needs, spending most of their time if not all of their time in the general 15 00:01:33,930 --> 00:01:42,950 education setting. And I like this visual just to give us an idea, I'm a very visual learner. 16 00:01:43,170 --> 00:01:47,250 So to give us an idea of what that looks like and I think that helps us imagine what that feels 17 00:01:47,250 --> 00:01:57,250 like a little bit as well. So the first model is exclusion and that's when being the red students 18 00:01:57,250 --> 00:02:01,250 would be the specialized students, the green students, being the general education students, 19 00:02:01,450 --> 00:02:06,810 and the special education students are kept out of the general education learning environment, 20 00:02:07,230 --> 00:02:13,730 and their learning is separate. Separation, which would be the next model, 21 00:02:14,470 --> 00:02:20,170 and that's when they're provided their education in a separate environment. So within the school, 22 00:02:20,790 --> 00:02:24,270 so exclusion would be maybe just outside of the school and a whole other environment. 23 00:02:24,270 --> 00:02:26,710 and separation would be in a different learning space. 24 00:02:27,350 --> 00:02:30,210 And sometimes that's done to just respond 25 00:02:30,210 --> 00:02:35,750 to specific disabilities, specific impairments 26 00:02:35,750 --> 00:02:39,110 and it's really isolating for the students 27 00:02:39,110 --> 00:02:40,710 with disabilities. 28 00:02:41,530 --> 00:02:42,730 And then we have integration. 29 00:02:43,130 --> 00:02:46,830 And integration is when the students are mainstream 30 00:02:46,830 --> 00:02:50,190 would be a term that many of you are probably familiar with. 31 00:02:50,490 --> 00:02:53,710 And so they're in the general education environment 32 00:02:53,710 --> 00:02:58,570 but they are still not included in a lot of what's happening with general education. 33 00:02:58,970 --> 00:03:02,590 So sometimes we'll refer to that as special education in the back of the room. 34 00:03:03,170 --> 00:03:08,510 And true inclusion is when the final model when all of the students are learning together 35 00:03:08,510 --> 00:03:14,490 and educators are working to adapt or modify what's happening in the general education environment 36 00:03:14,490 --> 00:03:16,330 so that all students have access. 37 00:03:19,380 --> 00:03:22,360 So one of the things we want to keep in mind is that all of our 38 00:03:22,360 --> 00:03:27,240 students are general education students first. One of the things that we're held to by law 39 00:03:27,240 --> 00:03:33,580 is to put students in the least restrictive environment for learning and so that begins in 40 00:03:33,580 --> 00:03:40,380 the general education environment and they are general education students first. The disabilities 41 00:03:40,380 --> 00:03:47,940 ask 2004 requires that students with disability be educated in the least restricted environment as 42 00:03:47,940 --> 00:03:52,980 I mentioned before, and that they cannot be removed solely because they need the general 43 00:03:52,980 --> 00:03:57,360 education curriculum to be modified or adapted for them. 44 00:03:57,360 --> 00:04:02,340 That is not good grounds to say, the student needs to be somewhere else and can't learn 45 00:04:02,340 --> 00:04:03,040 in this environment. 46 00:04:03,420 --> 00:04:09,040 It's our responsibility to make sure that they can access what they can access in that environment. 47 00:04:11,490 --> 00:04:17,830 Our models come into sets, partial inclusion, and for that, students can be included in the 48 00:04:17,830 --> 00:04:24,810 general education for some of the time and so they may be included for oftentimes you'll see 49 00:04:24,810 --> 00:04:31,850 students included kind of across the board for physical education for fine arts for lunch and 50 00:04:31,850 --> 00:04:37,110 for recess and then they may be included in some of the constant area classes like social studies 51 00:04:37,110 --> 00:04:43,670 and science with support supports and then some of the main core curriculum I'm depending on 52 00:04:43,670 --> 00:04:45,430 and the ability of the students. 53 00:04:45,430 --> 00:04:47,750 That's kind of a typical scenario. 54 00:04:48,130 --> 00:04:49,490 And then students would be pulled out 55 00:04:49,490 --> 00:04:50,750 for some direct instruction, 56 00:04:51,210 --> 00:04:53,230 for some specific targeted skills 57 00:04:53,690 --> 00:04:57,890 that cannot be addressed in the general education setting. 58 00:04:58,490 --> 00:05:01,070 Full inclusion is when students with IEPs receive 59 00:05:01,070 --> 00:05:03,650 all of their instruction in the general education classroom. 60 00:05:03,970 --> 00:05:06,350 And they're supported by the general education teacher 61 00:05:06,350 --> 00:05:08,130 and the special education teacher. 62 00:05:08,490 --> 00:05:09,610 And that can look different. 63 00:05:09,830 --> 00:05:10,950 That can look a couple of ways, 64 00:05:10,950 --> 00:05:17,030 depending on the plan for the student. Each plan is individualized based off of the specific 65 00:05:17,030 --> 00:05:17,910 students needs. 66 00:05:21,300 --> 00:05:25,920 There are many studies that have been done across the globe about the benefits 67 00:05:25,920 --> 00:05:31,060 of inclusion and so we're just going to look at how it benefits everyone in the environment and that's 68 00:05:31,060 --> 00:05:36,740 the beautiful thing about it and I've seen this firsthand in my experience is that the benefits for 69 00:05:36,740 --> 00:05:43,780 or how to support students in learning, teaching and learning is really phenomenal. 70 00:05:45,280 --> 00:05:50,340 So for students with diverse learning needs, and we're talking about students with IEP's 71 00:05:50,340 --> 00:05:55,340 special education students, but this also includes emerging bilingual students. 72 00:05:55,740 --> 00:06:02,660 This includes students who have not been identified or evaluated for a type of disability, but 73 00:06:02,660 --> 00:06:03,820 are still striving learners. 74 00:06:03,820 --> 00:06:06,380 And those are in all of our classrooms. 75 00:06:06,740 --> 00:06:10,460 So this benefits those specific targeted students, 76 00:06:10,460 --> 00:06:12,380 but it really benefits everyone in the classroom. 77 00:06:12,700 --> 00:06:15,900 And so it improves, it supports them academically. 78 00:06:16,560 --> 00:06:20,040 They, I'm studies have shown that they have stronger skills 79 00:06:20,040 --> 00:06:22,080 and coming out stronger skills in reading and math. 80 00:06:22,580 --> 00:06:24,360 They have improved language skills 81 00:06:24,360 --> 00:06:26,540 because they're exposed to an environment 82 00:06:26,540 --> 00:06:28,860 where typical language and conversation 83 00:06:28,860 --> 00:06:30,100 and social and our accents, 84 00:06:30,100 --> 00:06:31,580 there's a lot of it as being modeled. 85 00:06:31,580 --> 00:06:34,280 and children learn so much from their peers. 86 00:06:34,920 --> 00:06:36,760 And so you will see a lot of that. 87 00:06:37,140 --> 00:06:38,300 Higher rates of attendance. 88 00:06:38,700 --> 00:06:40,680 I think a lot of that has to do with morale 89 00:06:40,680 --> 00:06:42,360 and feeling part of the community. 90 00:06:43,300 --> 00:06:46,080 And studies also show that students who are part 91 00:06:46,080 --> 00:06:48,360 of an inclusive setting compared to students 92 00:06:48,360 --> 00:06:51,900 who were in a segregated setting performed much better 93 00:06:51,900 --> 00:06:55,400 than peers who had similar needs as they did. 94 00:06:56,080 --> 00:06:58,240 It also improves your social and emotional outcomes. 95 00:06:58,860 --> 00:07:00,920 Again, students learn so much from each other. 96 00:07:00,920 --> 00:07:06,560 and so a lot of the modeling of what school looks like and feels like the school behaviors that are expected. 97 00:07:07,780 --> 00:07:12,760 And those students are more likely, one of the things we struggle with in special education is 98 00:07:12,760 --> 00:07:20,220 involving our parents and families because just like students can feel like they're not a part of the community, 99 00:07:21,400 --> 00:07:29,600 that can triple up down to the parents. And so students who are included, their parents and families tend to be more involved in the school community, 100 00:07:29,600 --> 00:07:33,640 and those children are also more likely to be involved in school groups. 101 00:07:33,820 --> 00:07:38,820 So like after school programs, which typically we don't often see some of our special education 102 00:07:38,820 --> 00:07:44,000 and emerging bilinguals participate in when they're included more in the classroom environment, 103 00:07:44,120 --> 00:07:46,780 they also participate more in some of those school groups. 104 00:07:47,220 --> 00:07:54,140 And then long-term, students who are included in general education environments are more likely 105 00:07:54,140 --> 00:07:57,400 to complete secondary school and more likely to be employed. 106 00:07:57,400 --> 00:08:04,640 And a lot of that has to do with just being comfortable and knowing that they are a part 107 00:08:04,640 --> 00:08:09,700 of a community and that they are safe and that they do have something to offer because 108 00:08:09,700 --> 00:08:13,600 that is definitely something that we model and stress in that environment. 109 00:08:17,530 --> 00:08:23,050 It doesn't just benefit the students with special needs but also students, the typical learner. 110 00:08:23,330 --> 00:08:30,070 So students who are more likely to accept the situation that they're familiar with. 111 00:08:30,070 --> 00:08:41,090 So if they're familiar with having people with all sorts of needs and all sorts of diversity regardless of what that looks like in their learning environment, then it just becomes the norm for them. 112 00:08:41,550 --> 00:08:53,990 And so that they carry that on throughout life. And so what we see with students who are typical learners is just more acceptance and inclusivity in terms of how they work with other people. 113 00:08:53,990 --> 00:09:00,610 They have friendships with students with disabilities, they have more compassion and empathy as opposed to pity and feeling bad for them. 114 00:09:01,070 --> 00:09:10,990 We see in these cohorts and I was lucky enough to be part of a cohort of students that came into kindergarten as full co-taught. 115 00:09:11,630 --> 00:09:15,170 And I got to watch them go all the way through fifth grade. 116 00:09:15,170 --> 00:09:31,550 And it was that cohort of students was just so respectful of each other and we did have so much less of that bullying and teasing because difference was just part of the norm for them. It was part of the culture, so it wasn't something to reject. 117 00:09:31,550 --> 00:09:41,540 And in addition to that, because the learning environment is so inclusive of difference 118 00:09:41,540 --> 00:09:51,060 that students who are striving learners do well, students who are doing well do well 119 00:09:51,060 --> 00:09:56,840 as also because they're able to diverse by their own learning and they have opportunities 120 00:09:56,840 --> 00:09:59,320 to master things because they can teach and help others. 121 00:09:59,320 --> 00:10:02,680 and that's another way that we've learned is when we can teach someone what we know, 122 00:10:03,000 --> 00:10:05,500 that's another way to solidify mastery of the skill. 123 00:10:06,880 --> 00:10:12,940 Hey Shannon, just a quick, um, I forgot to mention when you joined that, uh, 124 00:10:13,140 --> 00:10:20,420 Manuel is interpreting, um, so if we could just remember to try to slow our, our speech for him, 125 00:10:20,600 --> 00:10:22,580 you could hate it. Thank you. 126 00:10:25,200 --> 00:10:30,360 Okay. And then, um, finally, it does not just benefit the students, 127 00:10:30,360 --> 00:10:32,860 but also the educators in the classroom. 128 00:10:33,680 --> 00:10:36,560 So in an inclusive setting, 129 00:10:36,560 --> 00:10:39,160 you're gonna be working with a variety of educators. 130 00:10:39,400 --> 00:10:40,720 It can be a special educator. 131 00:10:41,260 --> 00:10:44,180 It can be an emergent bilingual teacher. 132 00:10:44,720 --> 00:10:46,740 It can be a speech language pathologist. 133 00:10:47,200 --> 00:10:49,580 I've co-taught with social workers before. 134 00:10:50,240 --> 00:10:53,120 I've had occupational therapists come in 135 00:10:53,120 --> 00:10:55,680 during my station teaching and run stations 136 00:10:55,680 --> 00:10:56,760 during my writing class. 137 00:10:56,760 --> 00:11:02,900 So in all of that, we're really able to learn from each other and that 138 00:11:02,900 --> 00:11:07,660 just improves our instructional practice. It improves our ability to collaborate. 139 00:11:08,140 --> 00:11:11,720 We model for each other just like we're asking the students to do and looking for 140 00:11:11,720 --> 00:11:18,460 the students to model for each other. We do that as educators and it gives educators 141 00:11:18,460 --> 00:11:24,020 an opportunity to have a greater capacity to support all the students in their classroom. 142 00:11:24,020 --> 00:11:27,420 So teachers who may be in a co-teaching partnership 143 00:11:28,020 --> 00:11:32,740 one year and aren't the next year have gathered so many skills 144 00:11:32,740 --> 00:11:39,580 from co-teaching with a special educator that they are better equipped to support the students in their classroom. 145 00:11:39,840 --> 00:11:45,340 Again, whether you have an IEP or not, each class has a variety of learners in the classroom. 146 00:11:45,880 --> 00:11:50,760 And if we think about general educators as the content specialist, 147 00:11:50,760 --> 00:11:54,060 They know the content, they know the curriculum really well. 148 00:11:54,480 --> 00:11:57,060 Special educators are the learning behavior specialists. 149 00:11:57,360 --> 00:12:00,680 So we know how students learn bread best. 150 00:12:01,140 --> 00:12:03,260 And so when you put those two things together, 151 00:12:03,820 --> 00:12:06,260 we're really able to build off of each other. 152 00:12:06,420 --> 00:12:10,200 Special educators learning more about the expectations of general education, 153 00:12:10,620 --> 00:12:13,840 general educators, education educators, 154 00:12:14,000 --> 00:12:17,960 learning more about how learning happens 155 00:12:17,960 --> 00:12:22,860 and being able to modify and adapt in their classrooms for all students. 156 00:12:23,620 --> 00:12:27,180 In addition to that, there's higher expectations for students with disabilities. 157 00:12:27,840 --> 00:12:34,700 When not only do educators have higher expectations, but students end up having higher expectations for themselves. 158 00:12:35,220 --> 00:12:39,820 But studies show that IEPs that are written for students who are in inclusive settings 159 00:12:39,820 --> 00:12:45,960 tend to have higher expectations than IEPs that are written for students who are in separated settings. 160 00:12:45,960 --> 00:13:01,160 So that's another way and then it also shows that there's increased professional satisfaction having another adult in the classroom someone to bounce ideas off of someone to model positive relationship with someone to be a thought hardware. 161 00:13:01,500 --> 00:13:03,740 So that really helps I apologize. 162 00:13:05,220 --> 00:13:05,660 So 163 00:13:08,900 --> 00:13:14,220 one of the ways that we support inclusive education in District 65 is through co-teaching. 164 00:13:14,720 --> 00:13:19,580 And co-teaching is when two or more educators share a classroom to instruct a group of students. 165 00:13:19,580 --> 00:13:24,200 And like I mentioned, it could be two teachers, a general education and a special educator. 166 00:13:25,060 --> 00:13:31,040 But in my experience, there was one year where I had, it was myself, and I also had an occupational 167 00:13:31,040 --> 00:13:36,800 of therapists and the speech language without just coming in during my reading block to support 168 00:13:36,800 --> 00:13:41,460 the learners in there. It was really awesome. So it can be more than two educators. 169 00:13:45,280 --> 00:13:45,740 And when 170 00:13:45,740 --> 00:13:52,300 you're co-teaching, it's not just a teacher coming into the room to support a student or to help 171 00:13:52,300 --> 00:13:59,280 them, you know, complete a task. It really starts with the planning and preparation for the instruction. 172 00:13:59,280 --> 00:14:05,900 So true code teaching really has kind of a sacred time for planning where the teachers can work together. 173 00:14:07,060 --> 00:14:08,800 Do the work ahead of time. 174 00:14:09,360 --> 00:14:14,000 Think about what barriers to learning might occur and then prepare for those. 175 00:14:14,240 --> 00:14:16,940 And then think about how they'll be, how they'll deliver the instruction. 176 00:14:17,520 --> 00:14:19,580 And we'll look at some of the models of code teaching. 177 00:14:20,760 --> 00:14:23,120 Here are six models for code teaching. 178 00:14:23,620 --> 00:14:26,320 The first one being one teach and one observe. 179 00:14:27,020 --> 00:14:49,700 And the teacher who is observing is not just sitting back and relaxing, but it may be collecting data on on task behaviors, maybe watching the teacher model of particular instructional strategy, maybe just sitting back and noticing peer interaction. 180 00:14:50,000 --> 00:14:54,500 So usually it's for data collection of some sort is why the other teacher would be observing. 181 00:14:55,620 --> 00:14:59,980 The second model is station teaching, and as you can see, 182 00:15:00,000 --> 00:15:29,980 See, there's three tables and one teacher at two of the tables, and then a table where students are working independently. In this type of model, typically students would rotate through those stations so that they would be able to participate in what each of the teachers representing and then have an activity that's independent. Sometimes in station teaching, the two teachers will be teaching similar skills, but they may be adapted or modified for that. 183 00:15:29,980 --> 00:15:36,040 particular group. The station teaching is very effective in meeting the needs of all the students. 184 00:15:37,520 --> 00:15:44,180 Third is parallel teaching. In that model, you would split the class into two groups, 185 00:15:44,540 --> 00:15:50,100 maybe evenly, maybe not. And the teachers are pretty much teaching the same content. 186 00:15:51,820 --> 00:15:56,200 However, it could be the exact same content. It just works better in smaller groups 187 00:15:56,200 --> 00:16:00,240 for whatever reason, or it could be slightly adapted. 188 00:16:00,600 --> 00:16:02,540 So maybe there's more visual supports. 189 00:16:03,040 --> 00:16:06,280 Maybe there are more cues and prompting. 190 00:16:06,880 --> 00:16:12,080 Maybe there are some scaffolding to lead to the skill 191 00:16:12,080 --> 00:16:13,900 that we're trying to get to in one group 192 00:16:13,900 --> 00:16:15,420 that's not happening in the other group. 193 00:16:15,680 --> 00:16:18,100 But in parallel teaching, they are teaching the same content 194 00:16:18,100 --> 00:16:19,300 to reach the same goal. 195 00:16:20,680 --> 00:16:23,920 Alternative teaching is when the class is split 196 00:16:23,920 --> 00:16:26,460 and the other group is learning something different. 197 00:16:26,760 --> 00:16:28,580 So that's when there would be a significant difference 198 00:16:28,580 --> 00:16:29,320 in what's happening. 199 00:16:29,560 --> 00:16:32,320 So for example, if I'm in a math class 200 00:16:32,320 --> 00:16:36,040 that is working on place value to the thousands, 201 00:16:36,840 --> 00:16:40,140 and I have a group that is still working on place value 202 00:16:40,140 --> 00:16:42,880 for ones and tens, in alternative teaching, 203 00:16:43,120 --> 00:16:44,040 I would pull that group. 204 00:16:44,420 --> 00:16:45,820 You still be working on place value, 205 00:16:46,000 --> 00:16:47,800 but at the instructional level of those students. 206 00:16:49,080 --> 00:16:51,480 Team teaching is when two teachers are teaching 207 00:16:51,480 --> 00:16:58,340 at the same time. That really takes a lot of planning and oftentimes a relationship that's 208 00:16:58,340 --> 00:17:03,360 kind of been established over time so that teachers can feed off of each other and really work 209 00:17:03,360 --> 00:17:07,720 together. Sometimes a teacher may be actually leading the instruction while the other one is taking 210 00:17:07,720 --> 00:17:12,820 down notes so that students can watch that teacher take down notes. Sometimes they're actually 211 00:17:12,820 --> 00:17:17,180 teaming and feeding off of each other. Sometimes they're going role playing so it can look different 212 00:17:17,180 --> 00:17:18,940 but both teachers are in front of the classroom, 213 00:17:18,980 --> 00:17:20,240 instructing at the same time. 214 00:17:21,020 --> 00:17:23,540 And then finally, one teacher and one assist. 215 00:17:24,240 --> 00:17:26,800 And so the teacher, one teacher is leading instruction. 216 00:17:27,140 --> 00:17:30,040 The other teacher is assisting by supporting students, 217 00:17:30,040 --> 00:17:31,340 maybe moving through the classroom, 218 00:17:31,520 --> 00:17:35,080 helping with on-task behavior, helping to make sure 219 00:17:35,080 --> 00:17:38,480 teacher students stay on-task, our students get started 220 00:17:38,480 --> 00:17:43,280 right away, maybe notice the thing who has it, 221 00:17:43,300 --> 00:17:45,400 who doesn't, so that they can collect some data on that. 222 00:17:45,400 --> 00:17:57,460 So the one to the system can be doing a variety of things and oftentimes teachers would switch off roles and all of these models teachers would switch off roles. 223 00:18:01,710 --> 00:18:13,450 We use student center scheduling to determine the schedules for which students would be in a code teaching model and how the educators will be able to support. 224 00:18:13,450 --> 00:18:27,030 So it's really a very detailed planning for the scheduling it involves a lot of teachers it teachers who know the students and know their needs need to be involved in this process as well. 225 00:18:27,490 --> 00:18:38,470 And the continuum looks like this so there's consultation where students just the indirect support from a special education teacher meaning they don't receive any direct instruction from the special education teacher. 226 00:18:38,470 --> 00:18:45,150 but the Gen Ed teacher would consult with this bed teacher to get ideas for how to support them best in the Gen Ed environment. 227 00:18:46,150 --> 00:18:53,570 Co-teaching light, a special educator would support the student periodically. That could be every other day, 228 00:18:53,710 --> 00:19:00,250 that could be a portion of the content area, but these students don't need that direct support all day. 229 00:19:01,730 --> 00:19:07,810 Full Co-teaching is for students who need that direct daily support in the General Education Classroom. 230 00:19:07,810 --> 00:19:14,310 to be successful. So in that model a special educator would be with would be in 231 00:19:14,310 --> 00:19:18,690 the Gen Ed class for that whole day or that particular content area that was 232 00:19:18,690 --> 00:19:24,730 being co-taught. And then finally the most restrictive environment would be when 233 00:19:24,730 --> 00:19:27,570 a student is need something just substantially different from what's 234 00:19:27,570 --> 00:19:32,550 happening in Gen Ed and they would be pulled out for some resource self-contained 235 00:19:32,550 --> 00:19:37,090 direct instruction usually for some very targeted and specific skills. 236 00:19:37,090 --> 00:19:43,910 usually foundational skills that support access to what's happening in the general education classroom. 237 00:19:44,530 --> 00:19:46,010 Hey, Shannon, there were. 238 00:19:46,350 --> 00:19:46,530 Yes. 239 00:19:47,450 --> 00:19:48,690 Oh, sorry, were you doing with that time? 240 00:19:49,410 --> 00:19:49,790 Yes. 241 00:19:50,130 --> 00:19:52,790 Okay, there were two questions about co-teaching. 242 00:19:53,090 --> 00:19:56,970 If you want to go back to the picture with the models, it might be you. 243 00:19:57,890 --> 00:19:59,670 Sorry, going wrong way. 244 00:20:00,910 --> 00:20:01,130 Okay. 245 00:20:01,950 --> 00:20:05,410 First one is which of these models are in use here? 246 00:20:06,310 --> 00:20:10,570 How do teams or the district decide which models of code teach into use? 247 00:20:13,760 --> 00:20:18,280 So all of these are in use, and when you say here I'm assuming you mean in the district, 248 00:20:18,500 --> 00:20:22,080 all of these are in use, and the teachers decide which model is used. 249 00:20:22,700 --> 00:20:26,460 And that model does not mean that this is how we do it every day. 250 00:20:26,460 --> 00:20:34,200 So, if I'm teaching in a math class, I gave you the example of the place value, and we 251 00:20:34,200 --> 00:20:40,160 would do the alternative teaching that day, but the next day, we may choose to do parallel 252 00:20:40,160 --> 00:20:46,200 teaching because, or maybe we're doing parallel teaching when we start the place value learning, 253 00:20:46,600 --> 00:20:51,740 but then because we need more models and graph-organized groups and concrete manipulations for one 254 00:20:51,740 --> 00:20:55,820 particular group, but we're doing the same content, and as we move further along, we realize 255 00:20:55,820 --> 00:21:01,580 that group needs a little bit more. So we might go to alternative teaching. In a reading class, 256 00:21:01,580 --> 00:21:07,860 I may be more likely to do some teaming so that we can model some of the strategies for reading, 257 00:21:08,440 --> 00:21:13,340 but then that we would do that for our whole group instruction. And then when it's time for the 258 00:21:13,340 --> 00:21:19,000 students to actually practice both skills, we would move into station teaching. So really, you could 259 00:21:19,000 --> 00:21:26,560 see any of these models at any given time. They do take preparation and planning. Like I said, 260 00:21:26,680 --> 00:21:30,400 it's not something that you want to just walk into the classroom that day and say, hey, today 261 00:21:30,400 --> 00:21:36,100 we're going to pair a little teach. There's a plan and that's why that planning and preparation 262 00:21:36,600 --> 00:21:39,640 is important. Does that answer that question? 263 00:21:42,740 --> 00:21:45,460 Thanks so. Okay. Yes, that was me. Yes, thank you. 264 00:21:45,460 --> 00:22:03,300 And then the next question is how is the model of alternative teaching different from main streaming also do classrooms where co teaching happens transition from one model to another or just stick to to one model, which we've kind of answered in the last question. 265 00:22:03,680 --> 00:22:11,180 Yeah, so the model would be based off of basically the concept that would guide and what our students need that would guide which model that we use. 266 00:22:11,180 --> 00:22:16,520 How does the model of alternative teaching differ from mainstreaming? 267 00:22:17,860 --> 00:22:26,180 Well, mainstreaming really is just a term that we've used a lot for students who are pushing 268 00:22:26,180 --> 00:22:28,120 into the general education environment. 269 00:22:28,440 --> 00:22:33,620 It doesn't necessarily mean that their mainstream to have a separate education in the classroom, 270 00:22:35,400 --> 00:22:39,840 although that's, I think, what people have become familiar with when they hear that term. 271 00:22:39,840 --> 00:22:47,760 So alternative teaching is, and I want to keep in mind, it doesn't necessarily mean that 272 00:22:47,760 --> 00:22:52,840 the only students, only students with IEPs are in that alternative group. 273 00:22:53,420 --> 00:22:56,800 Oftentimes there's other students in the classroom who need that same foundational 274 00:22:56,800 --> 00:23:02,480 support, and so that group can be made up of students who have IEPs, but students who just 275 00:23:02,480 --> 00:23:07,080 need some more foundational support in whatever that particular skill or task is. 276 00:23:07,080 --> 00:23:18,020 So I don't know that it differs from mainstreaming as much as the content and the skill determines 277 00:23:19,100 --> 00:23:22,760 if that model will be appropriate for the students in that classroom. 278 00:23:25,590 --> 00:23:26,870 That's what gives another question. 279 00:23:27,350 --> 00:23:28,870 There's two more that are coming now. 280 00:23:30,490 --> 00:23:35,990 Do you know what these same models are used as students moved from district 65 to 202? 281 00:23:37,050 --> 00:23:41,970 I don't know that for a fact. I don't know either, but I wonder if there's any parents on the 282 00:23:41,970 --> 00:23:49,510 call that have high school students. I mean these models are well-known and common, so if they are 283 00:23:51,310 --> 00:23:54,950 doing co-teaching, if this is something that they're trying to make part of their culture, 284 00:23:54,950 --> 00:23:59,030 I would imagine that yes, they are, to some extent, but I don't know to what extent. 285 00:24:02,180 --> 00:24:03,840 But we can try to find that answer out. 286 00:24:06,820 --> 00:24:12,860 how looped in our paraprofessionals or classroom aids into the inclusion space. 287 00:24:13,400 --> 00:24:19,560 Oh, so looped in. They're very important to my paraprofessionals where my right arm. 288 00:24:20,160 --> 00:24:23,100 So paraprofessionals are part of the planning process as well. 289 00:24:23,820 --> 00:24:27,720 So they could be leading a station and station teaching. 290 00:24:28,620 --> 00:24:32,500 They might not be giving the explicit instruction, 291 00:24:32,500 --> 00:24:35,940 but supporting when students are practicing the skill, 292 00:24:36,520 --> 00:24:40,360 they could be during the one teach one assist, 293 00:24:40,640 --> 00:24:42,560 a paraprofessional could also be the assist, 294 00:24:42,920 --> 00:24:44,340 moving through the classroom and supporting. 295 00:24:45,040 --> 00:24:47,980 At times, paraprofessionals could be the one observing 296 00:24:47,980 --> 00:24:49,360 if they're collecting data, 297 00:24:49,480 --> 00:24:50,960 depending on what that data is, 298 00:24:51,100 --> 00:24:53,160 that is something that they could potentially do as well. 299 00:24:56,440 --> 00:25:00,100 Parallel teaching is typically led by two educators, 300 00:25:00,100 --> 00:25:02,180 not as much by paraprofessionals. 301 00:25:03,220 --> 00:25:06,160 We wouldn't call it parapair, or paraparital teaching 302 00:25:06,160 --> 00:25:09,080 because typically they would be supporting practice 303 00:25:09,080 --> 00:25:12,580 of a skill that was already taught to the students. 304 00:25:12,580 --> 00:25:14,820 They would not actually be introducing a new skill 305 00:25:14,820 --> 00:25:17,640 which paraparital teaching would be more of the introduction 306 00:25:17,640 --> 00:25:19,980 and the teaching, the actual instruction. 307 00:25:20,620 --> 00:25:23,260 And then teaming, paraprofessionals could also be teaming. 308 00:25:23,440 --> 00:25:28,220 In many ways, they know the students more than we do 309 00:25:28,220 --> 00:25:32,920 because for some them they go to physical education with the students, they go to fine arts with 310 00:25:32,920 --> 00:25:38,080 the students, they're with the students for lunch and recess. And so they get to see them at times 311 00:25:38,080 --> 00:25:44,440 of the day when we don't. And they provide valuable information for us as educators on how to support 312 00:25:44,440 --> 00:25:50,540 the students best, not just in the classroom, but with social emotional needs and anything else that 313 00:25:50,540 --> 00:25:55,040 may be happening outside of our classroom that we're not aware of. So sometimes teaming can happen 314 00:25:55,040 --> 00:26:01,640 with them as well. I would just say that the main difference would be that explicit instruction, 315 00:26:02,880 --> 00:26:09,080 particularly introduction of a skill, would be coming from the educators. And anytime that I've 316 00:26:09,080 --> 00:26:15,800 had a pair of professional supporting students in station teaching or something like that, I make sure 317 00:26:15,800 --> 00:26:20,560 that they, I've already prepped them, we've already gone through, they know the language to use, 318 00:26:20,560 --> 00:26:25,300 they know, you know, what cues, when to cue and when not, what type of supports to use 319 00:26:25,300 --> 00:26:29,180 and et cetera, so that they're able to really support the learning. 320 00:26:32,020 --> 00:26:37,020 More questions? Let's just maybe try to do like two more, and then I know you want to talk about 321 00:26:37,020 --> 00:26:43,280 UDL, but just want to let you know I confirmed with a special director at ETHS that they do do code 322 00:26:43,280 --> 00:26:54,560 teaching but she got back to me right away and then do all district schools have 323 00:26:54,560 --> 00:27:02,040 co-taught classrooms no I wish would that be nice yeah we're working on it um and to some extent 324 00:27:02,040 --> 00:27:08,740 it is a you know one of the needs is professional development and helping to build the practice 325 00:27:08,740 --> 00:27:12,420 It's not enough to just say go co-teach, there's more to it. 326 00:27:13,360 --> 00:27:20,180 And so in some cases, you know, that's my job is to help teams to develop and to develop 327 00:27:20,960 --> 00:27:26,300 the relationship of trust and to really learn how to support each other. 328 00:27:26,420 --> 00:27:30,160 Again, we're merging a content specialist with a learning behavior specialist. 329 00:27:30,440 --> 00:27:34,540 So what does that look like in any relationship, it takes some learning and some work. 330 00:27:34,540 --> 00:27:49,480 And then two questions similar about step and rise about is there co-teaching there or is it more of the student going into the 331 00:27:49,480 --> 00:27:55,880 gendered classroom with the paraprofessional and are we working to build towards more co-teaching opportunities in those environments? 332 00:27:57,180 --> 00:27:59,420 That would be beautiful. 333 00:28:00,060 --> 00:28:03,240 that would be a long-term goal that I would imagine we have. 334 00:28:03,760 --> 00:28:09,940 I do know that set was attempting to do some co-teaching with special educators. 335 00:28:10,840 --> 00:28:14,680 So it was going to be two special educators that were co-teaching in a classroom. 336 00:28:15,180 --> 00:28:21,840 And so that's a step in the right direction because you still have two educators really building off of each other 337 00:28:21,840 --> 00:28:28,500 to create this environment for students where we're really building and learning and supporting each other. 338 00:28:28,500 --> 00:28:36,580 So it's starting, I would say, but I would say that's the Christopher O'Rourke. 339 00:28:36,760 --> 00:28:38,000 I'm sure you would confirm that. 340 00:28:38,140 --> 00:28:40,040 Yes, we would love to go in that direction. 341 00:28:40,840 --> 00:28:42,560 Yeah, and that's what we're working towards. 342 00:28:44,100 --> 00:28:48,040 The one last question on this, I know I said too, but we're going to add one more question 343 00:28:48,040 --> 00:28:50,300 because it's related to this. 344 00:28:50,380 --> 00:28:55,780 Is there any general rule of thumb on how long the special ed teacher holds students back 345 00:28:55,780 --> 00:28:59,920 when practicing alternative teaching to provide extra support on a skill. 346 00:29:01,100 --> 00:29:07,560 The question, no, there's no rule of thumb because each student is individual, 347 00:29:07,860 --> 00:29:14,320 each student learns of their own pace, each student demonstrates what they know in a different way, 348 00:29:14,340 --> 00:29:24,240 which we're going to talk about in a minute. And so I'll speak for myself. There is a balance that I'm 349 00:29:24,240 --> 00:29:38,820 looking for between mastery of specific targeted skills that are going to be important for them to build upon and other skills that I don't need them to master right now, but I need exposure to. 350 00:29:39,280 --> 00:29:45,220 So I'm not going to spend six months on telling time on an analog clock. 351 00:29:45,220 --> 00:29:49,560 when they have a digital clock they're going to have a cell phone all of our 352 00:29:49,560 --> 00:29:53,900 clocks you know when we walk around town now or digital so I'm not going to have 353 00:29:53,900 --> 00:29:59,260 them pull the side to be working on a skill like that mastery when it's not 354 00:29:59,260 --> 00:29:59,880 going to serve 355 00:30:00,000 --> 00:30:29,340 So I'm really thinking about which skills do I really need them to have mastered so that they can because they're important building block for them to go further. And which skills do I need them to have some exposure to? And well, I know that this is going to cycle back and we're going to be able to touch on it again. And I want to get them back into the learning. And just a point out with alternative teaching. In most cases, there's going to be a whole group lesson that addresses all of the students. 356 00:30:29,340 --> 00:30:33,940 And then when students, we pull out for that alternative teaching model, we're still 357 00:30:33,940 --> 00:30:37,200 going to be under the same umbrella of whatever the content is. 358 00:30:37,380 --> 00:30:43,740 It's just going to look a little bit different and be scaffolded and or modified differently 359 00:30:43,740 --> 00:30:44,560 for those groups. 360 00:30:47,100 --> 00:30:47,500 Okay. 361 00:30:48,220 --> 00:30:50,080 That's it for the questions for now, Shannon. 362 00:30:50,440 --> 00:30:50,720 Thank you. 363 00:30:50,860 --> 00:30:51,080 All right. 364 00:30:53,500 --> 00:30:53,920 All right. 365 00:30:54,240 --> 00:31:00,300 So, one of the ways that we're trying to support co-teaching is through universal design 366 00:31:00,300 --> 00:31:00,980 for learning. 367 00:31:00,980 --> 00:31:08,560 And universal design for learning is just a, it's based off of science and it's based off of how people learn. 368 00:31:09,520 --> 00:31:20,760 And the whole design is universal being the keyboard is to remove barriers so that all students have equal opportunity to access the learning and to be successful. 369 00:31:20,760 --> 00:31:21,940 The 370 00:31:23,990 --> 00:31:32,870 universal design works off of three principles, engagement, representation, and action and expression. 371 00:31:33,950 --> 00:31:51,970 And the idea is that there's so much learner variability in what we have in our classrooms every day, regardless of whether it's a classroom that has special education students or any other type of emerging bilinguals or any other type of striving students. 372 00:31:51,970 --> 00:31:58,330 but just all of our students in our classroom learn in a variety of ways and so they've isolated 373 00:31:58,330 --> 00:32:03,730 these three principles, engagement because students vary in the way that they engage in information, 374 00:32:04,710 --> 00:32:10,350 students vary in the way that they express their understanding of the information so how the 375 00:32:10,350 --> 00:32:16,530 information is represented and then taken in and processed by students and then action and 376 00:32:16,530 --> 00:32:20,150 expressions, so how they process it and then how they demonstrate that learning. 377 00:32:20,830 --> 00:32:26,610 So those are the three principles and I'm going to show a short video that just gives 378 00:32:26,610 --> 00:32:29,670 you some more information on UDL. 379 00:32:40,950 --> 00:32:45,130 Teacher needs to meet a curriculum goal and she's got a very diverse group of students. 380 00:32:46,250 --> 00:32:53,990 And so does this teacher and this one most do. 381 00:32:53,990 --> 00:32:59,990 So in fact, research shows that the way people learn is as unique as their fingerprints. 382 00:33:01,430 --> 00:33:03,450 What does this mean for teachers of today? 383 00:33:05,030 --> 00:33:09,270 Classrooms are highly diverse and curriculum needs to be designed from the start to meet 384 00:33:09,270 --> 00:33:09,990 this diversity. 385 00:33:12,530 --> 00:33:18,630 Universal design for learning is an approach to curriculum that minimizes barriers and maximizes 386 00:33:18,630 --> 00:33:19,870 learning for all students. 387 00:33:22,300 --> 00:33:23,840 Whoa, that's a fancy term. 388 00:33:24,580 --> 00:33:26,140 Universal design for learning. 389 00:33:26,140 --> 00:33:34,030 Let's unpack it a bit. Let's think about the word universal. By universal you 390 00:33:34,030 --> 00:33:38,810 mean curriculum that can be used and understood by everyone. Each learner in a 391 00:33:38,810 --> 00:33:45,170 classroom brings her own background, strengths, needs, and interests. 392 00:33:48,180 --> 00:33:51,580 Curriculum should provide genuine learning opportunities for each and every 393 00:33:51,580 --> 00:33:57,600 student. Now let's think about the word learning. Learning is not one thing. 394 00:33:58,500 --> 00:34:03,960 Neuroscience tells us that our brains have three broad networks, one for recognition, the 395 00:34:03,960 --> 00:34:09,980 what of learning, one for skills and strategies, the how of learning, and one for caring and 396 00:34:09,980 --> 00:34:11,940 prioritizing the why of learning. 397 00:34:12,520 --> 00:34:17,660 Students need to gain knowledge, skills, and enthusiasm for learning, and a curriculum needs 398 00:34:17,660 --> 00:34:18,940 to help them do all three. 399 00:34:19,900 --> 00:34:22,940 But every learner is unique, and one size does not fit all. 400 00:34:22,940 --> 00:34:27,020 So how do we make a curriculum that challenges and engages diverse learners? 401 00:34:28,140 --> 00:34:30,620 This is where the word design comes in. 402 00:34:31,240 --> 00:34:37,920 A universally designed building is planned to be flexible and to accommodate all kinds of users within without disabilities. 403 00:34:38,740 --> 00:34:43,560 It turns out that if you design for those in the margins, your building works better for everyone. 404 00:34:44,340 --> 00:34:49,280 Curb cuts and ramps are used by people in health chairs, people with strollers and people on bikes. 405 00:34:51,380 --> 00:34:57,120 Capturing on TV serves people who are deaf, people learning English, people in gyms, and 406 00:34:57,120 --> 00:34:59,240 spouses who get to sleep at different times. 407 00:35:00,600 --> 00:35:04,820 UDL takes this idea and applies it to the design of flexible curriculum. 408 00:35:05,520 --> 00:35:09,420 UDL goes beyond access because we need to build and support and challenge. 409 00:35:10,300 --> 00:35:15,720 So how do we use the UDL framework to make learning goals, methods, materials, and assessments 410 00:35:15,720 --> 00:35:16,940 that work for everyone? 411 00:35:17,640 --> 00:35:23,860 First ask yourself, what is my goal? What do I want my students to know, do, and care about? 412 00:35:24,640 --> 00:35:30,120 Then ask, what barriers in the classroom might interfere with my diverse students reaching these goals? 413 00:35:30,520 --> 00:35:37,680 To eliminate barriers, use the three UDL principles to create flexible paths to learning so that each student can progress. 414 00:35:38,580 --> 00:35:41,800 Number one, provide multiple means of representation. 415 00:35:41,800 --> 00:35:47,080 Present content and information in multiple media and provide varied supports. 416 00:35:47,760 --> 00:35:52,960 Use graphics and animation, highlight the critical features, activate background knowledge, 417 00:35:53,360 --> 00:35:57,020 and support vocabulary so that students can acquire the knowledge being taught. 418 00:35:57,820 --> 00:36:01,660 Number two, provide multiple means to action and expression. 419 00:36:02,720 --> 00:36:06,840 Give students plenty of options for expressing what they know and provide models, 420 00:36:06,840 --> 00:36:10,440 students, feedback, and supports for their different levels of proficiency. 421 00:36:12,040 --> 00:36:14,960 Number three, provide multiple means of engagement. 422 00:36:15,720 --> 00:36:20,880 What fires up one student won't fire up another, gives students choices to fuel their interests 423 00:36:20,880 --> 00:36:24,240 in autonomy, help them risk mistakes, and learn from them. 424 00:36:24,640 --> 00:36:27,320 If they love learning, they'll persist through challenges. 425 00:36:27,980 --> 00:36:30,700 And remember, always keep in mind the learning goal. 426 00:36:31,340 --> 00:36:35,120 Get rid of barriers caused by the curriculum, and keep the challenge rid of the laws. 427 00:36:35,120 --> 00:36:42,020 And that's it. Okay, quick recap. Show the information in different ways, allow your students 428 00:36:42,020 --> 00:36:47,040 to approach learning tasks and demonstrate what they know in different ways, and offer options 429 00:36:47,040 --> 00:36:54,020 that engage students and keep their interest. The universal design for learning equals learning opportunities 430 00:36:54,020 --> 00:36:54,660 for all. 431 00:36:56,700 --> 00:37:02,080 For more information on UDL, go to www.cast.org. 432 00:37:02,080 --> 00:37:02,940 one 433 00:37:10,400 --> 00:37:18,440 question in the chat. Okay, sorry, keep interrupting. It says these principles clearly apply to student 434 00:37:18,440 --> 00:37:26,560 populations other than kids with disabilities as well. Are your jobs limited to special ed or do 435 00:37:26,560 --> 00:37:34,200 you work with other populations as well? My job, I am the content facilitator for special education, 436 00:37:34,200 --> 00:37:37,380 So that would be my primary focus. 437 00:37:37,560 --> 00:37:40,080 However, I work closely with the 438 00:37:40,080 --> 00:37:41,740 content facilitator for humanities. 439 00:37:42,950 --> 00:37:45,540 When I am coaching right now, 440 00:37:45,620 --> 00:37:47,680 I'm coaching a couple of co teaching teams. 441 00:37:47,800 --> 00:37:49,640 So I'm working with the general educators as well. 442 00:37:50,060 --> 00:37:51,500 And as I mentioned earlier, 443 00:37:52,540 --> 00:37:56,720 as we build skill and capacity and teachers, 444 00:37:56,720 --> 00:37:58,740 then that carries on year to year. 445 00:37:59,280 --> 00:38:01,340 And we're hoping that it, you know, 446 00:38:01,380 --> 00:38:02,340 it spreads out. 447 00:38:02,340 --> 00:38:08,480 again this is something that we're doing a lot of learning around right now and we'll continue 448 00:38:08,480 --> 00:38:14,600 to do learning around and hope that it becomes part of our culture. So it is good for all classrooms 449 00:38:14,600 --> 00:38:18,380 not just the co-talk classrooms not just for special education you're absolutely right. 450 00:38:18,820 --> 00:38:26,600 Can I just add something to because even though I would say other departments are also 451 00:38:27,220 --> 00:38:32,220 bringing this is becoming again a more widespread concept in the district not just within our 452 00:38:32,220 --> 00:38:38,080 department, which is wonderful because it doesn't impact all learners, but the way we have our 453 00:38:38,080 --> 00:38:43,800 new coaching model structure and our content facilitator structure is in a way that 454 00:38:44,660 --> 00:38:49,600 at the school level they're not just relying on our wonderful expert, Miss Bolt, right, 455 00:38:49,780 --> 00:38:55,620 to be the holder of all the knowledge and train everybody for trying. So Shannon has been working 456 00:38:55,620 --> 00:39:01,540 with other content facilitators and the instructional coaches for each building. They understand these 457 00:39:01,540 --> 00:39:07,120 concepts because then the idea is then that the building instructional coaches have this information 458 00:39:07,120 --> 00:39:13,980 and are able to then coach everyone in their building on these concepts. So we'll just say that, 459 00:39:14,120 --> 00:39:19,680 you know, hopefully again, we're still I think in the early stages, but through this type of supportive 460 00:39:19,680 --> 00:39:28,780 model that will be closer to school building level, hoping that we'll we'll see it become more 461 00:39:28,780 --> 00:39:30,380 ingrained in our everyday practices. 462 00:39:33,450 --> 00:39:34,910 There's another question where are the 463 00:39:34,910 --> 00:39:40,010 co-talk classrooms in the district? I don't know if you can answer that 464 00:39:40,010 --> 00:39:45,130 specifically. Gosh, because I think I think every building has co-talk classrooms. 465 00:39:46,910 --> 00:39:51,590 Definitely all of our middle schools all of our that's why we hired so many more 466 00:39:51,590 --> 00:39:56,410 special ed teachers last year was going into this school year was because we 467 00:39:56,410 --> 00:40:00,570 wanted to be able to make sure that we had some co-teaching options in the 468 00:40:00,570 --> 00:40:06,690 in the classrooms and through that student scheduling, student centered scheduling process that Shannon 469 00:40:06,690 --> 00:40:11,990 shared, that's where our buildings tried to look at their master's schedule and try to 470 00:40:12,810 --> 00:40:18,710 group students together in a way that made sense so that special education teachers could be paired 471 00:40:18,710 --> 00:40:25,170 with like a grade level versus being spread across multiple grade levels so that they could do more 472 00:40:25,170 --> 00:40:33,490 co-teaching across fewer classrooms. So again, we're continuing to build on it and to be honest, 473 00:40:33,810 --> 00:40:39,230 all of the things that we put together that we had planned for Student Center scheduling had to 474 00:40:39,230 --> 00:40:44,750 be some principles. We were able to keep, but not everything that building principles had planned 475 00:40:44,750 --> 00:40:51,910 going into this year. The schedule had to shift due to the pandemic and are all of the shifts there, 476 00:40:52,390 --> 00:40:57,150 but that is the goal to just continue to expand it. 477 00:40:57,170 --> 00:41:01,990 But I would say every building has some co-top classroom level of co-teaching. 478 00:41:02,250 --> 00:41:03,210 Yes, I agree. 479 00:41:05,970 --> 00:41:10,570 You know, I can just quickly add to one of the things that we're trying to do this year 480 00:41:10,570 --> 00:41:16,850 is to really gather more specific data in terms of what co-teaching looks like in each 481 00:41:16,850 --> 00:41:17,390 of our buildings. 482 00:41:17,570 --> 00:41:22,250 And so we do have a tool that teams are working on this spring 483 00:41:22,250 --> 00:41:31,530 to just kind of share some of the pieces of their work, like there's research out there that 484 00:41:31,530 --> 00:41:38,710 talks about the high quality indicators of implementing co-teaching. And so we've created 485 00:41:38,710 --> 00:41:44,030 this tool and later this spring we'll have information from each of our schools which will give us 486 00:41:44,030 --> 00:41:51,110 a better sense of like what's going well, where do schools and teams feel like they need more support 487 00:41:51,110 --> 00:41:57,010 and that is going to be information that we can then use for planning for next year. 488 00:41:59,260 --> 00:42:00,360 Thank you 489 00:42:03,360 --> 00:42:10,260 Shannon. So if you'll notice if you noticed in the video, they started with number 490 00:42:10,260 --> 00:42:15,420 one as representation, number two, action and destruction, and number three was engagement. 491 00:42:16,040 --> 00:42:21,860 After some time of influencing this practice, they decided or realized might be a better word that 492 00:42:21,860 --> 00:42:26,220 engagement should be number one because if we didn't have students engaged in 493 00:42:26,220 --> 00:42:30,040 the learning everything else we put in front of them was just not going to be as 494 00:42:30,040 --> 00:42:37,080 fruitful so it has changed and actually if you look down at the guidelines here 495 00:42:37,080 --> 00:42:41,160 you'll see numbers and you'll see that representation is one two and three 496 00:42:41,960 --> 00:42:46,380 action is four five and six and engagement is seven eight and nine and so that's 497 00:42:46,380 --> 00:42:50,440 why the numbers are a little bit out of order so if you were to go to the 498 00:42:50,440 --> 00:42:56,540 website, www.mudioguidelines.cast.org, or you would see this, the guidelines for UDL. 499 00:42:57,540 --> 00:43:00,160 And you've already had an overview of the three principles. 500 00:43:00,860 --> 00:43:07,820 And this would be a tool to help guide instruction help to create a plan. 501 00:43:08,420 --> 00:43:10,580 And so there's a couple ways to look at it. 502 00:43:10,900 --> 00:43:15,500 You can look at it horizontally where you'll see the tabs on the left, 503 00:43:15,500 --> 00:43:20,880 access, build and internalize and so if you look at it horizontally you can see 504 00:43:20,880 --> 00:43:26,480 that for engagement or recruiting interest we are offering ways to display 505 00:43:26,480 --> 00:43:30,880 the information for students and we are varying the ways that they can 506 00:43:30,880 --> 00:43:37,440 respond for action and expression and then these skills build as you go down 507 00:43:37,440 --> 00:43:41,760 the columns so for engagement we're starting with individual choice and 508 00:43:41,760 --> 00:43:47,600 autonomy, we're building into very the demands and the resources, we're building community 509 00:43:47,600 --> 00:43:53,240 and collaboration, and then we're working down to have students who are able to self-regulate 510 00:43:53,240 --> 00:43:58,900 who are able to have their own personal scoping skills use strategies, whether they're learning 511 00:43:58,900 --> 00:44:03,340 strategies or behavioral strategies, and then be able to self-assess and reflect. 512 00:44:04,020 --> 00:44:09,380 For representation, we're starting with how can we display information for students, we're 513 00:44:09,380 --> 00:44:16,080 on that vocabulary and the language and helping them to gain understanding of the language so 514 00:44:16,080 --> 00:44:20,560 that ultimately they will be able to comprehend the information that's put in front of them. 515 00:44:21,340 --> 00:44:26,560 For action and expression, we're varying the ways that they can respond to what they've learned, 516 00:44:27,120 --> 00:44:32,180 we're giving them different ways to express and communicate what they've learned, and then 517 00:44:32,180 --> 00:44:39,180 ultimately we want them to be able to set goals and to be able to plan and strategize for how 518 00:44:39,180 --> 00:44:46,300 they can bring those goals to fruition. As an educator, that doesn't mean I need to be only 519 00:44:46,300 --> 00:44:51,320 in access, and I need to start in access in all three areas. As I get to know my classroom, 520 00:44:51,680 --> 00:44:59,520 I may be in the build area for engagement, but in the perception area for representation. So as I'm 521 00:44:59,520 --> 00:44:59,860 Thank you. 522 00:45:00,000 --> 00:45:29,940 Planning. I'm thinking about what do my students need? Right now, I would say for one group I'm working with, we're focusing on engagement because we have students who it's the end of the school year. We've had quite the year. We have many students who just came back to in person learning while we also have the zoomies in the roomies, right? We have some students who are still at home and some students are in person and teachers having to have to concurrently teach both of those groups. So how do I keep all of the student things 523 00:45:29,940 --> 00:45:35,500 engage. So we're focusing on that engagement piece right now. Next year they may focus on 524 00:45:35,500 --> 00:45:40,620 a different area depending on the students that are in front of them. Again this is very proactive 525 00:45:40,620 --> 00:45:47,540 and so with special education, we're progress monitoring, we're using those data points to think 526 00:45:47,540 --> 00:45:53,260 about where students are and what they need for next steps. With universal design, again universal 527 00:45:53,260 --> 00:45:59,160 as for all students, I'm looking at the curriculum or the unit or the lesson and I'm thinking about 528 00:45:59,160 --> 00:46:05,280 about what barriers are there for all of my students and thinking about proactively before 529 00:46:05,280 --> 00:46:10,980 I even get to the lesson, not after I've assessed it, thinking about how I can present 530 00:46:10,980 --> 00:46:13,740 this information in a way so that all students access it. 531 00:46:15,020 --> 00:46:15,600 Question. 532 00:46:17,760 --> 00:46:25,360 So, in the chat, does UDL affect IEP accommodations, but differently, will certain things not be 533 00:46:25,360 --> 00:46:28,760 spelled out in the IEPs if they fall under UDL. 534 00:46:29,320 --> 00:46:31,640 No, everything will be spelled out in an IEP 535 00:46:31,640 --> 00:46:33,320 that needs to be in an IEP. 536 00:46:33,960 --> 00:46:37,740 So this will not take the place of any type 537 00:46:37,740 --> 00:46:39,080 of accommodations or modifications 538 00:46:39,080 --> 00:46:43,080 that a student needs in their IEP will be on there 539 00:46:43,080 --> 00:46:45,420 so that we can make sure we implement them. 540 00:46:46,820 --> 00:46:51,120 Now could UDL address some of those accommodations 541 00:46:51,120 --> 00:46:52,400 that are needed for a student? 542 00:46:52,940 --> 00:46:53,340 Absolutely. 543 00:46:53,940 --> 00:46:57,200 in many cases, not all, but in many cases, 544 00:46:57,580 --> 00:47:00,040 the accommodation that I'm providing for one student 545 00:47:00,040 --> 00:47:03,260 is gonna help a few other students in the classroom. 546 00:47:03,740 --> 00:47:05,500 So that's another benefit is that, 547 00:47:05,680 --> 00:47:09,600 while I'm thinking of, there's one image that I use 548 00:47:09,600 --> 00:47:12,520 for some of my other sessions talking about UDL 549 00:47:12,520 --> 00:47:14,680 where the students waiting to get in school 550 00:47:14,680 --> 00:47:16,820 and the stairs are covered with snow 551 00:47:16,820 --> 00:47:20,580 and someone is shoveling the stairs 552 00:47:21,080 --> 00:47:30,760 And there's a student in Wilshire that says, well, can you, you know, shovel the ramp and he says, what all these kids are waiting to use the stairs and he says, but if you shovel the ramp, all of us will be able to go up the ramp. 553 00:47:31,200 --> 00:47:39,520 And so it's that same design as teaching right as I provide these accommodations for some many students are going to benefit from the same accommodation. 554 00:47:39,520 --> 00:47:47,240 So I hope that answered that question. And then I see another one. How does the CCF measure the impact of UL? 555 00:47:48,580 --> 00:48:01,880 Good question. I'm actually working on that right now. Again, this is something new for us in terms of a structured approach to implementing it. So that's something that I was actually thinking about working on today is how. 556 00:48:01,880 --> 00:48:06,120 So thinking about the team that I told you, we're going to be working on engagement. 557 00:48:06,380 --> 00:48:10,900 How are we going to measure the effectiveness of the strategies that we use? 558 00:48:11,300 --> 00:48:14,040 So that's to come, that's to come. 559 00:48:15,360 --> 00:48:16,480 Well, there's one more. 560 00:48:18,920 --> 00:48:24,400 Also how are we measuring UDL, which I think will continue to problem solve that, but we do 561 00:48:24,400 --> 00:48:27,660 want to make sure that we are looking at the effectiveness of this. 562 00:48:27,660 --> 00:48:32,300 And then also their pushback from teachers about implementing UDL. 563 00:48:34,200 --> 00:48:56,900 Not so far, I think that one of the challenges is when we have new curriculum and teachers are trying to familiarize themselves with the new curriculum, then it's just an added challenge and time, I would say to then try to learn what the curriculum has. 564 00:48:56,900 --> 00:49:07,900 and then figure out how to provide and adapt that with whether it's IEP accommodations or 565 00:49:07,900 --> 00:49:16,800 modifications or UDL. So that would be the only challenge right now that I hear and see is 566 00:49:16,800 --> 00:49:21,380 that I'm learning this new curriculum, so it's a little bit difficult for me to figure out what 567 00:49:21,380 --> 00:49:26,620 works and what doesn't at this point. But other than that, no, there's no. And I wouldn't need to say 568 00:49:26,620 --> 00:49:35,240 That's pushed back. That's more of a wondering and how we work around that so and this is kind of perfect leading into this slide that. 569 00:49:36,860 --> 00:49:51,560 You know, it quality means that we're offering the same curriculum and assessment and pedagogy and challenge to all students and with the assumption that despite that learner variability that we know exists in each classroom that the outcomes should be the same. 570 00:49:51,560 --> 00:50:02,000 So by using UDL we're providing a more equitable instruction because we're making sure that all 571 00:50:02,000 --> 00:50:07,120 students have access to curriculum assessment, pedagogy, and challenge. That's appropriate for 572 00:50:07,120 --> 00:50:13,160 them and responding to the variability of the students in front of us. And so this really just 573 00:50:13,160 --> 00:50:20,040 gives us guidance on how to provide more equitable instruction for all of our students. 574 00:50:21,560 --> 00:50:27,000 And so some of the benefits of UDL is, again, it's just recognizing that each student 575 00:50:27,000 --> 00:50:32,720 is an individual and helps students to have a roadmap to proactively plan. 576 00:50:33,320 --> 00:50:41,680 And in a perfect world, because we're not thinking about, so when I'm thinking about differentiation, 577 00:50:42,440 --> 00:50:49,140 I'm typically thinking about a specific student or students who have a particular need and 578 00:50:49,140 --> 00:50:53,540 And I'm creating some sort of adaptation for them. 579 00:50:54,220 --> 00:50:58,100 With UDL, I'm thinking about barriers that are present in the curricula. 580 00:50:58,840 --> 00:51:04,120 And I'm creating an instructional plan that removes those barriers. 581 00:51:04,880 --> 00:51:14,340 So what I'm thinking is what I create for unit 4 of study sync, I'm going to be able 582 00:51:14,340 --> 00:51:18,100 to use those same strategies next year on unit 4 of study sync. 583 00:51:18,100 --> 00:51:22,620 I may have to make some slight adjustments, but because I'm proactively thinking about 584 00:51:22,620 --> 00:51:28,760 those barriers looking at the curriculum, what I'm preparing should essentially support 585 00:51:28,760 --> 00:51:33,560 all the students in my classroom from year to year with minimal variation. 586 00:51:34,380 --> 00:51:35,620 We'll see how that works out. 587 00:51:35,740 --> 00:51:36,520 We'll collect that data. 588 00:51:37,920 --> 00:51:41,780 Also it allows for the development of expert learners. 589 00:51:41,780 --> 00:51:48,880 So looking at that framework that I showed you as we move down those columns, the goal is to 590 00:51:48,880 --> 00:51:54,100 have students who are knowledgeable, students who know how to use their resources, 591 00:51:54,880 --> 00:51:59,040 students who have strong executive functioning skills and who are expert learners. 592 00:51:59,400 --> 00:52:03,000 That's really what we're teaching students. We're teaching students how to learn best because 593 00:52:03,000 --> 00:52:07,480 learning doesn't stop when they leave school, right? I'm still learning, you always still learning. 594 00:52:07,480 --> 00:52:13,180 So we're teaching them how to be expert learners and how to move from everything being external 595 00:52:13,180 --> 00:52:17,980 us giving them information and kind of, you know, they're not these empty vessels to just be pouring 596 00:52:17,980 --> 00:52:24,520 into their people who have their own sense of self and their own ideas and their own purpose. And so 597 00:52:24,520 --> 00:52:33,180 we really want to grow and water that internal motivation for them. And then finally, it fixes the 598 00:52:33,180 --> 00:52:38,640 curriculum that the learner so it's not having that deficit thinking about what children can't do 599 00:52:38,640 --> 00:52:43,960 but thinking about how this curriculum doesn't meet the needs of our learners and how we make those 600 00:52:43,960 --> 00:52:52,580 adjustments appropriately. I think I have an example of that last part relative to like say take 601 00:52:52,580 --> 00:52:58,940 a specific disability such as ADHD. So what would an example be for how that would be adjusted for? 602 00:53:00,660 --> 00:53:05,460 So for ADHD, let's just think about the representation part. 603 00:53:06,160 --> 00:53:27,480 So for a student who is not going to benefit from me just standing up and talking the whole time, maybe I'm going to have them watch a video, maybe I'm going to have them do some kind of activity or model where they can learn from their mistakes and kind of figure things out. 604 00:53:27,480 --> 00:53:33,040 it then backtrack and think and talk about it on the back end there. There may be more activities 605 00:53:33,040 --> 00:53:38,720 for movement. So in a math class, I may have some students and this is where I'm providing choice 606 00:53:38,720 --> 00:53:45,840 at this table. You can go ahead and work this out on paper. At this table, you can build a model 607 00:53:45,840 --> 00:53:53,480 of what that looks like using these materials. At this table, you may be able to draw some sort of a 608 00:53:53,480 --> 00:53:59,460 model for that. So I'm giving them different ways to express with their learning. And for 609 00:53:59,460 --> 00:54:04,160 someone with ADHD, I'm trying to keep them more engaged, give them some opportunities for 610 00:54:04,160 --> 00:54:09,520 movement and output. And really, you know, there's just a lot happening. So where can they put 611 00:54:09,520 --> 00:54:13,540 that energy and focus that energy and give them some opportunities to do that? 612 00:54:17,650 --> 00:54:23,470 I have a question. I know we're almost out of time. So, but real quick, in my experience with 613 00:54:23,470 --> 00:54:25,510 the district, which has mostly been elementary schools, 614 00:54:25,510 --> 00:54:27,210 so there hasn't really been co-teaching. 615 00:54:27,790 --> 00:54:29,330 There's never been enough planning 616 00:54:29,330 --> 00:54:31,830 between the general ed teacher and the special ed teacher. 617 00:54:32,550 --> 00:54:34,370 And so our successful years were generally 618 00:54:34,370 --> 00:54:36,330 when those two teachers kind of went out of their way 619 00:54:36,330 --> 00:54:37,570 to find that time on their own, 620 00:54:38,230 --> 00:54:40,150 or at least our most successful years in that day, 621 00:54:40,250 --> 00:54:42,590 they were, have you guys made changes 622 00:54:42,590 --> 00:54:44,590 to how that's done now with the elementary schools 623 00:54:44,590 --> 00:54:47,950 to enable, you know, so teachers don't have to 624 00:54:47,950 --> 00:54:50,430 like sort of carve it out in their lunch or extra time. 625 00:54:50,430 --> 00:55:00,570 Yes. So the work we did last summer was we worked with someone who really focused on meeting 626 00:55:00,570 --> 00:55:04,830 with each school and having that student center schedule so that the slide that I showed 627 00:55:04,830 --> 00:55:09,890 you that talks about consultation, co-teaching, like co-teaching, the students, the teachers 628 00:55:09,890 --> 00:55:16,330 who knew those students plugged in, which students needed what level of support. And then we started 629 00:55:16,330 --> 00:55:19,810 there, the students with the greatest need, we started there. And then we built the schedule 630 00:55:19,810 --> 00:55:27,430 around them. And in that schedule, it was imperative that the teachers had planning time within 631 00:55:27,430 --> 00:55:33,550 the school day. So yes, we made sure that they had protected planning time for those teams 632 00:55:33,550 --> 00:55:40,650 who were full teaching. And so, you know, it does take some really intricate and creative planning 633 00:55:40,650 --> 00:55:45,450 because you do have teachers who are co-teaching with multiple grades and maybe co-teaching with 634 00:55:45,450 --> 00:55:47,930 two teachers, and I need time with both teachers. 635 00:55:48,230 --> 00:55:49,750 And so we really had to build that up. 636 00:55:50,010 --> 00:55:54,170 As mentioned earlier, the pandemic happens, you know, 637 00:55:54,310 --> 00:55:56,730 things change so we didn't get to implement those models 638 00:55:57,110 --> 00:55:58,310 the way that they were designed, 639 00:55:58,690 --> 00:56:00,590 but we do have a really good framework 640 00:56:00,590 --> 00:56:02,430 for how to do that moving forward. 641 00:56:02,650 --> 00:56:05,050 And yes, I agree with you completely that is, 642 00:56:05,250 --> 00:56:06,970 there's no co-teaching without co-planning. 643 00:56:08,530 --> 00:56:10,070 I have a question if that's okay. 644 00:56:10,990 --> 00:56:12,710 I kind of have the opposite question 645 00:56:12,710 --> 00:56:19,050 And then as the ADHD question I have an autistic eight year old who is very, very easily overwhelmed, 646 00:56:20,050 --> 00:56:25,310 you know, overwhelmed by the number of kids in the classroom, overwhelmed by the number of steps in a task, 647 00:56:25,530 --> 00:56:29,110 in a task overwhelmed by, you know, what's coming next and thinking about that. 648 00:56:29,650 --> 00:56:31,790 You know, when you're thinking about UDLs, why do you address that? 649 00:56:34,140 --> 00:56:35,100 That's a good question. 650 00:56:35,100 --> 00:56:41,160 And my mind first goes to the classroom structures, 651 00:56:42,300 --> 00:56:44,500 outside of the actual instruction, 652 00:56:44,700 --> 00:56:46,440 but the classroom structures and routines 653 00:56:46,440 --> 00:56:49,120 that we would be supportive of your child, 654 00:56:49,740 --> 00:56:51,860 and would build around those. 655 00:56:52,220 --> 00:56:55,460 And so when I think about UDL and coupling those ideas, 656 00:56:56,000 --> 00:57:00,740 I would be thinking about how UDL can fit 657 00:57:00,740 --> 00:57:02,520 into my structure and routine. 658 00:57:02,520 --> 00:57:14,630 So, for example, I would always have two choices for how students can demonstrate their learning. 659 00:57:15,010 --> 00:57:29,490 Or I would always have an option to how the information is represented so that I'm not changing and switching things up too often and causing anxiety. 660 00:57:29,490 --> 00:57:45,750 So that's kind of off the top of my head, I think that that would be the case where we kind of have to merge that differentiation and universal design for a student who has more specific needs to make sure that we are removing barriers but still providing what that student needs. 661 00:57:46,130 --> 00:57:55,910 So more visual support, more checklist, more kind of orders of operations of how we're going to go through this particular lesson and how things are going to be done. 662 00:57:55,910 --> 00:58:01,430 so making sure that it's presented in an organized way so that they know what to expect. 663 00:58:02,590 --> 00:58:09,870 To build on Jacqueline's question, can you address, is there specific, is there training that 664 00:58:09,870 --> 00:58:15,350 the Gen Ed teachers in these co-taught classrooms receive about specific disabilities? Because I know 665 00:58:15,350 --> 00:58:22,170 there's very little in teacher prep programs and college about, you know, like from my experience, 666 00:58:22,170 --> 00:58:30,590 It's dyslexia or ADHD that people are just learning these things on the fly in their job. 667 00:58:30,790 --> 00:58:35,070 So can you talk a little bit about if there is any specific training for the code teachers? 668 00:58:36,590 --> 00:58:43,590 I think in many cases that comes from the pairing of the code teaching team, that the special 669 00:58:43,590 --> 00:58:48,610 educator, again, being the learning behavior specialist is the one who would help grow the 670 00:58:48,610 --> 00:58:53,790 capacity of the general education teacher, being the one who's the expert on different learning 671 00:58:53,790 --> 00:58:59,750 behaviors. So I don't know if either the directors want to address that, but I would say in most 672 00:58:59,750 --> 00:59:05,890 cases, it would be that pairing where a lot of that learning would happen for the general 673 00:59:05,890 --> 00:59:11,270 education here, unless the district were offering some professional development around something 674 00:59:11,270 --> 00:59:16,450 that was specific and they were able to partake in that or wanted to do some learning independently 675 00:59:16,450 --> 00:59:25,650 on their own. I would just add that I know as new like curriculons are rolled out that thinking 676 00:59:25,650 --> 00:59:31,770 about how to differentiate or support all students in the classroom like it's not specific to 677 00:59:31,770 --> 00:59:37,010 just supporting students with disabilities but thinking about supporting various learners. That's 678 00:59:37,010 --> 00:59:43,610 part of those types of training. We do have a professional development coordinator now. Actually, 679 00:59:43,610 --> 00:59:46,890 So we were just talking today about next year's learning lineup 680 00:59:46,890 --> 00:59:50,490 and thinking more about how we can continue to work 681 00:59:50,490 --> 00:59:54,970 to not operate in silos, but integrate our learning experiences 682 00:59:54,970 --> 00:59:57,630 for our generally teachers and our special teachers. 683 00:59:58,070 --> 00:59:59,830 So I think... 684 01:00:00,820 --> 01:00:07,740 I accept for the new teacher orientation, Ms. boatwright, where you do give that presentation 685 01:00:07,740 --> 01:00:14,440 to all the new agenda teachers who are starting specifically about supporting students with disabilities 686 01:00:14,440 --> 01:00:20,120 in their classroom. I can't think of another training this year that we did specifically 687 01:00:20,120 --> 01:00:27,140 for agenda teachers outside of what was built into some of the curriculum trainings, but it 688 01:00:27,140 --> 01:00:33,460 It is something that we know is a need because we do want to continue to emphasize that the 689 01:00:33,460 --> 01:00:39,580 Jenna teacher is a big part of the students experience and we are looking for shared ownership 690 01:00:39,580 --> 01:00:43,780 and they have to take some responsibility for that and can't rely solely on a special 691 01:00:43,780 --> 01:00:45,360 teacher to do all of those things. 692 01:00:46,920 --> 01:00:51,460 So like what Shannon said, a lot of it does happen naturally through that collaboration and 693 01:00:51,460 --> 01:00:57,520 and I think through coaching, but we want to try to keep it so that it's not separated 694 01:00:57,520 --> 01:00:58,420 and more integrated. 695 01:00:59,480 --> 01:01:05,720 We do a few years back, there are some teacher leaders who presented at different schools 696 01:01:05,720 --> 01:01:10,620 on autism, I presented at different schools on trauma informed teaching, so there have 697 01:01:10,620 --> 01:01:19,020 been some occasions like that where more specific disabilities have been addressed, but great. 698 01:01:23,220 --> 01:01:28,160 Well, it is a little past our time, and I do want to be respectful of everybody. 699 01:01:29,340 --> 01:01:34,200 I want to thank you, Ms. Foltri, for sharing your expertise with all of us tonight. 700 01:01:34,200 --> 01:01:41,980 I think this was really informative and helpful, and I will save the recording, 701 01:01:42,300 --> 01:01:45,480 and I can share it with this group in my summary email. 702 01:01:45,700 --> 01:01:49,520 We now have 40 people signed up on our email list, so I just checked, 703 01:01:49,520 --> 01:01:58,520 So I will send a summary email. How will we tomorrow that just outline the again includes the parent interest form and 704 01:01:59,240 --> 01:02:10,500 The nomination form and just some of our next steps. The congratulations. This group of people are the start of our the district 65 first CPAC. So 705 01:02:10,500 --> 01:02:14,160 Thank you for being here and thank you for being a part of it. 706 01:02:14,720 --> 01:02:16,560 Thank you for your presentation. That was great. 707 01:02:16,560 --> 01:02:24,020 appreciate it. My pleasure. Thank you for having me. All right. Thank you 708 01:02:24,020 --> 01:02:25,500 everybody. I will end the recording.