Part I: Assessment 5: Plan for Leadership to Support Student Learning
Title: Co-Teaching Model for Providing Special Education Services
Name: Michelle Benke (Cotter)
1. Identify the data-based research strategies that were used to determine the vision. Use such
relevant information sources such as student assessment results, student and family
demographic data, and an analysis of community needs (ELCC 1.2).
For the past three years I have been a special education teacher at Wilderness Elementary we have had
many different models of special education services. There seemed to be no one way of providing
services and the methods changed each year as administration and staff analyzed SOL data, PALS
scores, and benchmarks scores and the data showed that we were not making any improvement in the
area of special education. Different models included a mix of inclusion/self contained and a pull out
resource model. Both general education teachers and special education teachers had difficulty with the
mix of self-contained and inclusion model as the special education teachers were spread thin
throughout the grade levels and had not time to co-plan for inclusion services. This led to many
general education teachers pushing students out for a more self contained model as it was easier.
Another year special education teachers were assigned a subject area and provided more of a resource
pull out/push in model for most students, while still having some self contained classes for the
students who were not strong enough in reading or math abilities to be moved the new resource
model. SOL data showed that while the resource model was giving better results than the self
contained/inclusion model, it wasn’t working well enough. The SOL data for reading and math for
3rd-5th grade from the 2011-2012 through the 2013-2014 school years are shown below.
After compiling and analyzing this data I looked even closer at the trend of a sub group of students as
they moved from 3rd- 5th grade. I looked at the students who began 3rd grade in 2011-2012, at this time
most of these students were in an inclusion setting with some pull out for reading skills. Most of this
same group of students moved into a more self contained setting for both math and reading in their 4th
and 5th grade years (2012-2013 & 2013-2014). The SOL pass rate of this group decreased significantly
in reading: 52% in 3rd grade, 26% in 4th grade, and 11% in 5th grade. As well as, in math: 26% in 3rd
grade, 27% in 4th grade, 11% in 5th grade.
2. Develop the vision and objectives for addressing the problem and promoting student success
(ELCC 1.1).
Using the SOL data, teacher questionnaires, and other assessment data used throughout the school
along with research on best practices for teaching students with disabilities, I came to the conclusion
that moving our school toward a full inclusion model of special education where two teachers, a
general education and special education teacher, taught side by side throughout the academic school
day providing all interventions, accommodations, and services within the general education
classroom. Research has shown that inclusion is the best method of education all students. Students
with disabilities need exposure to all grade level content and need to be educated alongside their nondisabled peers. Students with disabilities need peer models to help them gain access to the general
education curriculum. Putting students in a self contained classroom where all students are performing
below grade level expectations sets them further and further back year after year. The self contained
model of special education reduces the chances of students catching up and moving back into the
general education classroom.
Due to lack of resources in the form of special education teachers, the move toward a full-inclusion, coteaching model of special education had to be done creatively. It would not be possible to move all grade
levels kindergarten through fifth grade to this model with only four learning disabled special education
teachers and two autism teachers (one who provided self-contain autism services and an autism resource
teacher). It was decided that this co-teaching model would be piloted at the fourth and fifth grade levels to
begin with. Once data could be collected to measure the success of this implemented service model, the
program would move the third grade level as well. Students in grade three would be serviced using a
mixed model of collaborative inclusion and pull out resource services. The intend being to keep the
students in the general education classroom as much as possible, trying to mirror the co-teaching model as
closely as possible with the limited resources we have. Students in kindergarten through second grade
would also receive this model, with more interventions being provided in the special education classroom
with intentions of catching students up quickly at the lower grades ensuring that they are as close as
possible to achieving grade level standards by the time they reached third grade. The goal is to have all
students who learning disabilities close enough to grade level standards by third grade to ensure they were
capable to being educated fully in the inclusion general education co-taught classroom.
3. Develop a literature review which addresses best practices for the problem you have chosen.
Include at least 4-5 citations. Demonstrate how your literature review can be used to show an
understanding of appropriate research strategies to promote an environment for improved
student achievement (ELCC 2.3).
The theories of inclusion schools and the model of co-teaching have been well researched and shown
positive results in the form of student success and achievement. Federal law and legislation requires more
accountability on part of districts and schools for helping students with disabilities reach standards of
learning on large scale assessments (Acrey, Johnstone, & Milligan, 2005). By moving toward inclusive
classroom environments and co- teaching classroom practices, effective collaboration for student success
can occur. According to Marilyn Friend (2007), inclusive schools and the model of co- teaching will
provide a better education for all students, less fragmentation of programs and services, less stigma on our
students with disabilities and English language learners, and provide staff with additional supports and
professional learning opportunities from colleagues. Although some may argue that our students with
disabilities require more specialized instruction in a small group environment that just cannot be obtained
in the general education setting (Friend, 2007), the aim is to provide access to the general education
curriculum while also providing interventions and specialized instruction for students who require such
services. The goal is to be able to balance inclusion with specialized instruction for all of our students
(Burstein, Sears, Wilcoxen, Cabello, & Spagna, 2004). Research shows that “ongoing and effective team
collaboration is critical to successful inclusion.” (Lawrence- Brown, 2004, p. 57). Therefore opportunities
to work together to collaborate and professional development opportunities geared to sharing ideas and
expertise will be an integral piece of the move toward an inclusive school. Change is not always easy but
“effective collaborators are made, not born” (Lawrence- Brown, 2004, p. 57), therefore through inclusive
classrooms, scheduled time for collaboration, and ongoing professional development this common goal
can and will be met. Collaboration to provide differentiated instruction is an integral part of inclusive
classrooms as it “benefits students with a wide range of ability levels, learning styles, and cultural and
linguistic backgrounds” (Lawrence- Brown, 2004, p. 36). Research shows that differentiation is a critical
aspect of the inclusion classroom as it promotes active learning by all students, allows opportunities for
hands on, concrete, and multisensory learning; and promotes cooperative learning from students of
varying abilities levels (Lawrence- Brown, 2004). Teachers will work together to differentiate instruction
creating multi- level lessons and setting individualized goals and collaborate on accommodations and
adaptation needed for lessons (Lawrence- Brown, 2004). These differentiated lessons will be co-taught by
a team of general education and special education teacher.
Acrey, C., Johnstone, C., & Milligan, C. (2005). Using universal design to unlock the potential for
academic achievement of at risk learners. Teaching Exceptional Children, 38(2), 22-31.
Burstein, N., Sears, S., Wilcoxen, A., Cabello, & Spagna, M. (2004). Moving toward inclusive
practices. Remedial and Special Education, 25, 104-116.
Friend, M. Collaborating for student success (2007). Workshop for VASSP/ VFL, 1-58.
Lawrence- Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards- based
learning that benefits the whole class. American Secondary Education, 32(3). 34-62.
4. Describe how the vision for the problem and vision for promoting student learning will be
communicated to all stakeholders (ELCC 1.2 & 1.4).
Through the past summer I worked with administration in the beginning steps of implementing our
new model of special education. We worked to develop co- teaching teams of general and special
educators who would work as collaborative partners in this new model. Classrooms were built based
on student needs, reading levels, and by incorporating a variety of learning abilities. Parent contacts
were made to parents of students with IEP’s to explain to the parents the new model and how it would
benefit their child and we began the process of amending IEP’s to reflect the new service model. The
special education staff then sat down as a team to discuss this new model and to gain feedback from
all members of the team. We worked together to schedule services for all others students not in the cotaught classrooms to ensure that all students were receiving required services and service times were
adhered to. At the beginning of the year staff meeting I presented the new model to the staff
explaining the how the co-teaching classrooms would work, why we were making this move, and the
research behind the co-teaching method. Follow up staff developments on collaborative team teaching
would be provided at a later staff meeting. The members of the co-teaching team presented the model
to parents of all students in the classroom at Back to School Night. Members of the school board, our
district level school improvement team members, and members of the Office of Student Support
Services were invited to come and observe our co-taught classrooms and given time to speak with the
teachers about how the process was going so far.
5. Describe how the objectives for addressing the problem and promoting student learning will
focus on effective organization and management of fiscal, human, and material resources,
giving priority to student learning (ELCC 3.1 & 3.2).
This plan was designed to best utilize our limited special education staff. By working to have a special
education teacher on a grade level team, as opposed to spreading them throughout different grade
levels, will help in supporting all student needs. Special education teachers will be part of grade level
planning and extending planning sessions to analyze data and to help general education teachers with
specific interventions to use with students they have concerns about. This model of assigning a special
education teacher to each grade level also gives students who may not have a IEP access to support
from special education teachers such as reading and math intervention groups. This new model of
service delivery also frees up our paraprofessional from working with the upper grades and gives us
access to use them more specifically in the lower grades. In past years one grade level may have three
different para-educators and two or three special educators all working with students on a grade level.
This caused confusion and lack of communication between what was occurring with all services being
provided. The goal is to produce a more streamlined method of service delivery where students and
grade level teams have one special education support across all content areas.
6. Describe how you will use the plan to focus on the needs of students with special and
exceptional needs (ELCC 4.2).
This entire plan is based around a focus on our student with special and exceptional needs. Co-taught
classrooms are a research based model of service delivery that has proven to have outstanding benefits
for not only the students with disabilities in the classroom, but for all of the general education students
as well. This model also allows a special education teacher to be a full time member of a grade level
team with provides other invaluable benefits. Such benefits include using the special education
teacher as a resource when other general education teachers on the team have a student for whom they
need additional interventions. Students with needs who are not classified as having a disability in all
classrooms have the opportunity to work with or receive accommodations and differentiated learning
strategies from the special education teacher.
7. Describe how the plan will be implemented. Include the vision, objectives, and timelines (ELCC
1.3).
Vision: All students with learning disabilities will be taught core academic subjects within the general
education class by utilizing a co-taught classroom model of service delivery. Students will receive
research based interventions, all IEP accommodations, and individualized learning strategies within
the general education classroom setting. By supporting all of our learners within the general education
classroom we can assure students with disabilities are being taught and held accountable for grade
level standards with support from a special education teacher. This method of service delivery will
better prepare our students with needs to meet the statewide standards for their grade level.
Timeline:
Spring 2014:
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Survey given to all general education teachers assessing thoughts of current method service
delivery, gaining insight into thoughts about inclusion, and gaining insight into the needs of
general education teachers.
Survey results were compiled and presented to administration. Research on co-teaching
methods conducted and presented to administration.
Summer 2014:
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Administration and intern team disaggregated SOL data from previous three years to evaluate
trends in special education results.
Team worked together to break down special education needs and services by grade level to
assess the possibility of 2 co-teaching classrooms in grades 4 & 5.
Needs assessment was completed and creative scheduling was worked on for grade K-3.
Co-teaching teams were handpicked and teams met to discuss the plan and how it would work
in each grade level. Classroom placements were decided.
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Special education team met with administration to discuss new service model and review
services and schedules.
Parents for students moving to full inclusion co-taught classrooms were contacted; IEP
amendments were made as necessary.
Fall 2014:
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Entire school staff updated on new service delivery model, presentation on co-teaching model
and benefits was presented to staff.
Board members and central office staff invited to visit co-teaching team classrooms.
Special education team meetings to discuss implementation of co-teaching classrooms.
1st nine week benchmark scores assessed and compared to previous year’s results.
Winter 2014/2015:
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Special education team and administration meetings to update on implantation of co-teaching
classroom.
Presentation at staff meeting to show improvements and benefits seen through co-teaching
model.
2nd nine week benchmark scores assessed and compared to previous year’s results.
Spring 2015:
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Special education team and administration meetings to update on implantation of co-teaching
classroom.
2nd nine week benchmark scores assessed and compared to previous year’s results.
Summer 2015:
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SOL data collected and compared to previous year’s results.
Co-teaching classrooms to be set up for the following year.
Needs assessment of services in kindergarten –third grade to determine if co-teaching model
can be extended to a third grade team as well.
8. Identify how you will ensure parent and community support of the plan and its implementation to
help ensure student learning and student success (ELCC 4.1).
Parents of students receiving services through the co-teaching model will be updated throughout the
school year on their student’s progress. Thoughts and comments about the new model will be
collected during annual IEP meetings. Parents of all students in the co-taught classrooms will be
surveyed on their thoughts and feelings about the classroom midyear and at the end of the school year.
Board members and team members of the Office Student Support Services will be invited and
encouraged to visit the classrooms throughout the school year. End of the year data will be compiled
in a graphic form as a presentation for school staff, parents, and community. The presentation will
explain the co-teaching model, the research based benefits, how the co-teaching classrooms worked in
our school, and the data to support the use of this model of special education services.
9. Describe how the plan will be evaluated and the results used to affect future student learning to
provide an effective instructional program. You may wish to use each objective and describe how it
will be evaluated (ELCC 2.2).
This plan will be evaluated both by student results throughout the school year; benchmark results, IEP
progress, and SOL data. Results of parent and student surveys will also be taken into consideration
when evaluating overall effectiveness of the program. If data results from this school year show an
increase in test scores and IEP progress for students with disabilities within the co-taught classrooms
this model will continue to be the model of service at Wilderness for the next two consecutive school
years. The three year data will be evaluated to assess the instructional program. If this data continues
to show the growth we expect for students with disabilities, a presentation to Office of Student
Support Services will occur and request made for an additional staff member to continue to expand
this program within our school.
Part II: Assessment 5: Leadership to Support Student Learning
Reflection: (ELCC 5.2, 7.1 & 7.2)
This project has been beneficial to me as both a teacher and a leader. Since beginning my time
at Wilderness Elementary I had been questioning the ever changing models of special education and
the lack of focus on special education, not due to teachers and administrators not caring, but due to a
lack of understanding. The time has finally come where I was in a position as a teacher to leader to
have my voice be heard and was given the opportunity to try and make some changes.
Building on this project has allowed me to delve deeper into research about best practice of
special education, to learn more about what true inclusion and co-teaching should look like. I gained
valuable leadership experience by creating presentations for special education staff and the whole
school staff as well. I learned that adults are the hardest to change and real concrete evidence and
research has to be provided in order for them to begin to accept change. I also gained problem solving
skills as I worked to make this project a reality. Our school schedule and structure was not set up for
the type of special education model I was proposing to move toward. In order to make these changes
happen I had to problem solve creatively to come up with ways to utilize all our special education
staff in order to make co-teaching work in the upper grades. This was not a problem solving process I
could do alone, I had to communicate with many different general education teachers and gain insight
from those who had been at the school longer to work through my ideas and see if they were feasible
before presenting my plan to administration.
I feel that this is a very strong plan, with support from administration, most teachers and staff,
and our central office staff. The growth in students we have seen in the short nine weeks the coteaching classrooms have been running is amazing, and people are taking notice. Opening up our
classrooms to be visited by stakeholders outside of our building has helped in gaining support for the
model we are implementing. I have gotten positive feedback from members of the Office of Student
Support Services who have not been in our building yet because word about the impact this model is
making on our students is getting around very quickly. This word of mouth support is so beneficial in
helping us to continue to run this program. I have been asked to present what we are doing and how it
is working with other schools within the district in hopes that more schools will move toward this
model. It is empowering to know I am making an impact not only in my own classroom and school,
but potentially throughout my county.
This project is already making a difference in student learning within our school. Parents,
teachers, and staff are seeing positive results not only in the academics of our students with
disabilities being serviced through this model but in the academics of other students within these
classrooms as well. Other members of the grade level teams are in complete support as they too are
receiving support for struggling students within their classrooms who are not serviced through an IEP.
Through collaborative team meetings myself and the other special education teacher and able to
provide them with strategies and interventions, or use flexible grouping within the grade level to work
directly with students who need help who are not on our caseloads.
It is my hope that this project will continue to grow within our school and within our county.
My goal is to provide the best service possible for students with disabilities and to help them reach the
same standards as their non-disabled peers. I also hope that if this model does begin to spread
throughout our county, being a leader in its implantation will help me as I focus on moving into a
leadership role within our county.