World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Entry ID: NA05-2
COUNTRY: Colorado, USA
Permission
YEAR: 2005
LANGUAGE: English
TITLE: National Institute for Urban School Improvement
(NIUSI): Leadership Academies
AUTHOR/DEVELOPER: National Institute for Urban School Improvement (NIUSI)
CONTACTS/AVAILABILITY:
 All academy materials available online at: http://urbanschools.org/professional.html
 National Institute for Urban School Improvement
University of Colorado at Denver and Health Sciences Center
1380 Lawrence Street, Suite 625
Denver, CO 80204
NIUSI Phone: 303.556.3990
NIUSI Fax: 303.556.6141
NIUSI Email: niusi@cudenver.edu
Shelley Zion
Project Coordinator
shelley.zion@cudenver.edu
Elizabeth B. Kozleski
Director & Principal Investigator
elizabeth.kozleski@cudenver.edu
[About the NIUSI]
Mission
The mission of the National Institute for Urban School Improvement (NIUSI) is to support
inclusive urban schools. NIUSI works with communities and families to build their capacity for
sustainable, successful urban education. NIUSI helps develop powerful networks of urban
school districts and schools that embrace and implement a data-based, continuous
improvement approach for inclusive practices.
Products & Outcomes
NIUSI's products and outcomes include:
 Syntheses of research, policy, and reports on the linkage of general and special
education reform in urban schools;
 Action research tools for school improvement;
 Policy recommendations for achieving restructured inclusive school communities;
 Leadership Academies focused on expanding inclusive practices in urban schools
 Urban school & higher education partnerships;
 A national network of parents, education professionals, community leaders, and
advocacy groups interested in ensuring the inclusion of students with disabilities as a
component of systemic educational reform in urban school districts.
 Federal Reports, Accomplishments and Achievements
[About the Leadership Academies]
NIUSI has developed a set of leadership academies that are designed to support urban
schools as they develop inclusive teaching and learning environments for their students. Each
academy is designed as a 3-hour learning experience for building leadership teams who come
together on a regular basis to explore the process of becoming inclusive. The academies are
designed so that team members can build, implement, and explore their inclusive, urban
knowledge base together.
All academies are based on the National Institute’s assumptions that great schools:
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Use the valuable knowledge and experience that children and their families bring to
school learning.
Expand students’ like opportunities, available choices, and community
contributions.
Construct education for social justice, access, and equity.
Build on the extraordinary resources that urban communities provide for life-long
learning.
Need individuals, family, organization, communities to work together to created
future generations of possibility.
Practice scholarship by creating partnerships for action-based research and inquiry.
Shape their practice based on evidence of what results in successful learning of
each students.
Foster relationships based on care, respect, and responsibility.
Produce high achieving students.
Understand that people learn in different ways throughout their lives; great schools
respond with learning opportunities that work.
Academies are bundled into modules. These modules are our 2005 releases. As we hear from
you and others who use these modules, we will upgrade and improve our products for future
2006 and beyond versions. Don't forget to let us know what worked and what needs tuning.
[Modules/Academies]
Overview (Modules):
MODULE 1: Building Leadership Teams
MODULE 2: Mining Data
MODULE 3: Inclusive Schools
MODULE 4: Co-Teaching
MODULE 5: Assessment
Overview (Materials):
 Facilitator Manual
 Presentation Materials (Materials to use when you conduct training)
 Overview PowerPoint (Overview of the Leadership Academy; overview of a
particular academy; agenda)
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Lecturette PowerPoint
Participant Handouts
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Timecards (“10minutes” “5minutes” “1minute” signs)
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Additional material depending on the specific topics of each Academy
MODULE 1: Building Leadership Teams
Academy 1: Leading Change
Academy Objectives:
 Define Building Leadership Team Roles
 Identify Building Leadership Team Responsibilities
 Acquire strategies to run productive meetings
 Recognize change tensions
 Develop strategies for easing the change process for individuals and groups
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Agenda
 Introduction & Overview
 Activity 1: Building Leadership Team Roles and Responsibilities
In this activity, participants identify Building Leaderships Team roles and
responsibilities, and examine how each participant contributes to effective meetings.
 Lecturette 1 – Leaders’ Guide to Change
This presentation introduces participants to the different personality types (e.g.,
‘organizers’ type, ‘actors’ type, ‘analyzers’ type, ‘relaters’ type) they will face when
presenting change efforts, and describes how to communicate change efforts.
o Things to Remember:
 Develop trust.
 Lead change by focusing on the needs of your team members
and organization.
 Know your change audience.
 Practice communication skills.
 Be aware of cultural influences and personality traits that affect
communication styles.
 Finally, listen and correct your course according to feedback.
 Activity 2: Change Persuasion
In this activity, participants examine change attitudes to discover possible methods
for leading change efforts.
 Lecturette 2: Components of Effective Change
This lecturette introduces the components of effective change and how each
component is necessary for change to take place.
o Elements of Effective Change:
 Vision – without it, a change causes confusion
 Incentives - without it, a change causes slow change
 Skills - without it, a change causes anxiety
 Resources – without it, a change causes frustration
 Action Plan - without it, a change causes false starts
 Activity 3: Identifying Change Gaps
In this activity, participants use tools to implement change at their own sites.
Academy 2: Gauging Your Systemic Change Efforts
Academy Objectives:
 Identify levels of systemic change
 Explore and edit a survey tool for gathering evidence for current status at their site
 Identify targets within the levels of systemic change
 Develop strategies for leveraging change
 Analyze the structural and human side of leading change efforts
Agenda:
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Introduction and Overview
Activity 1: Systemic Change
In this activity, participants learn about the Systemic Change Framework, and
determine how to use systemic levels to instigate change.
 District effort & support
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 School organizational effort
 Professional effort
 Lecturette 1: Leveraging Change through Strategic Planning
Successful change efforts don’t just happen, they are planned. This lecturette
stresses that change efforts are iterative, and the steps are successive. But as new
developments arise, change agents must reevaluate their goals and resources to
remain focused and ultimately successful.
The Planned Change Process
 Step 1: Exploring
 Step 2: Assessment and Planning
 Step 3: Commitment Building
 Step 4: Implementing Change
 Step 5: Integrating Change
 Step 6: Assessing Progress
 Step 7: Growing
 Activity 2: Leveraging Change
In this activity participants examine effective change measures. Participants then
use an organizational tool to plan an effective change effort.
 Lecturette 2: Planning Change
After learning how to implement change, BLTs must have the skills and knowledge
to implement the process in their own schools. This lecturette introduces the use of
needs assessments and change planning processes.
Goals to Outcomes
o GOALS: NIUSI Principles
o Are we meeting this goal? (If no, move on to next question)
o What change should occur?
o OUTCOMES: Ideal outcome
PATH - Planning for Alternative Tomorrows with Hope (PATH) is a process
for planning for the future. Begin with the end in mind.
o Step 1: Ideal Outcome
o Step 2: What Change Needs to Happen?
Use these questions on your proposed change(s) to analyze its likelihood for success.
 Control: To what degree is this something that we have control to change
or address?
 Priority: How would students, family, and community members rank this
challenge in terms of priority?
 Trend: Based on the data, is this challenge likely to get worse, stay the
same or get better? What is the potential cost if not addressing it now?
 Practicality: What is the likelihood of success? Does your team have
access to known solutions? Is there expertise or support available to
address this challenge?
 Urgency: What relevance does this challenge have to your school’s
current goals or needs?
 Scope: What is the breadth and depth of benefits of addressing this
challenge? How many students would benefit if you addressed this
challenge? Which students would benefit?
 Big picture: To what extent will addressing this challenge prepare your
organization to take on more systemic or long-term goals?
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Impact: How likely are we to make a significant difference for students by
addressing this challenge?
o Step 3: Who Do We Enlist?
o Step 4: What Resources Do We Need?
o Step 5: Planning Next Steps
Activity 3: Planning and Surveying Change
In this activity, participants practice effective change measures by using survey and
planngin tools.
Academy 3: Aligning School Goals and School Work
Academy Objectives:
 Develop a continuous improvement cycle for tracking their change process
 Synthesize anecdotal, observational, and frequency evidence for making adjustments
to support positive climate for change in their building
Agenda:
 Activity 1: Evaluating Change
In this activity, participants learn techniques to evaluate change efforts.
 Lecturette 1: Evidence of Change
Use this presentation to teach participants how evidence can be used to develop a
goals progress checklist
Evidence of Change
 Anecdotal evidence
 Observational evidence
 Frequency evidence
 Activity 2: Making Progress
In this activity, participants create action plans for making change in their schools.
 Lecturette 2: Continuous Improvement
After learning how to implement change, BLTs must have the skills and knowledge to
continue the improvement process.
Developing a Continuous Improvement Cycle
 Checking back in
 Adjusting strategy
 Modifying goals
Adapting behaviors
 Activity 3: Develop a Continuous Improvement Plan
In this activity, participants gain experience in order to implement continuous
improvement in their own schools.
MODULE 2: Mining Data
Academy 1: Mining Meaningful Data
Academy Objectives:
 Clarify their reasons or rationale for using data to change practice.
 Identify and align meaningful data to renew their school improvement efforts to be more
culturally responsive.
 Determine what data should be used to guide practice.
 Use school wide improvement survey and other forms of displaying outcomes to
analyze data.
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Activity 1: Mining Report Card Data
This activity gives participants an opportunity to evaluate report cards for gathering
data about school.
Lecturette 1: Mining System-wide Data
This presentation outlines issues that influence data collection and use. The
lecturette will build on Activity 1. It provides the basis for Activity 2.
“If we seek to improve student performance we must focus on the work or
learning experiences we provide to students” (Schlechty, 2002).
o QUESTION: How are the learning experiences provided by our district,
school or classrooms failing these students?
Activity 2: Diverse Instructional Data
This provides an opportunity for participants to identify various data available to
instructors for supporting change in their schools.
Lecturette 2: Identifying Evidence that will Change Practice
This lecurette outlines change issues that teachers face in the school. It provides
the basis for Activity 3.
Data Do Not Consist of Only Test Scores
o Data are the work students and teachers do every day, collected to
serve specific purposes, potential uses, and answer different questions.
Activity 3: Using Data to Support School Improvement
Strong instruction comes from accurate and timely information about individual
students. In the old paradigm, teachers taught the curriculum without the advantage
of understanding individual student needs, thus leaving out or gliding over individual
differences. In the new accountability paradigm, assessment is about continuously
improving the teachers’ performance and, ultimately, improving kids’ access and
master of content and learning skills.
Academy 2: Identifying School-Wide Patterns of Student Performance
Academy Objectives:
 Identify a set of questions that will continually guide their leadership efforts for culturally
responsive practices.
 Match the kinds of data that can be collected with those questions.
 Establish an ongoing process for measuring change effects.
 Understand the impact of progress in the building from a complex framework of change
mechanisms.
Agenda:
 Activity 1: Fishbone Activity
In this activity participants will identify and discuss issues surrounding the evidence.
 Lecturette 1: Richness and Complexity of Student Data
This lecturette includes strategies for overcoming assessment challenges facing
instructors.
 Activity 2: Understanding the Challenges: Assessing Your School’s Student
Achievement
This affords the participation the opportunity to examine daily use of data and the
challenges that such generation and use present.
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Lecturette 2: Using Student Data: Understanding The Challenges
This lecturette outlines issues that influence data collection and use. The lecturette
builds on Activity 2. It provides the basis for Activity 3.
Continuous improvement
Educators need a process for data use that supports ongoing, continuous
improvement.
Quality assessments
High-quality school-based assessment systems let educators know what
students have learned and what they have not, as well as what is being taught
effectively and what needs to be taught better.
Assessment and action research
Once teachers begin to use assessment techniques that provide information
about their classrooms, they can begin to ask questions about the effects of one
kind of practice or another.
A smorgasbord of data sources
 Existing Archival Sources
 Conventional and Inventive Sources
 Document Review
Select a balance of data sources to meet your goals!
Activity 3: Tracking Change
The activity is designed to assist participation in examining the types of changes that
might or should occur, how to identify those changes and how to incorporate them in a
school improvement schema.
Academy 3: Looking at Student Work to Target Instruction
Academy Objectives:
 Lead a protocol with faculty on student work samples.
 Assist faculty in defining goals for enhancing their teaching practice with all students.
 Aggregate information from student work sample meetings to identify new targets for
professional development, outreach to families and technical assistance to teachers or
programs within the building.
Agenda:
 Activity 1: Student Work Analysis
In this activity participants will determine the use and significance of student work in
information instructional decision making.
 Lecturette 1: Looking at Student Work
This lecturette provides a means of understanding the ways in which schools have used
inquiry and data to make decisions about classroom and school practices.
How to Analyze Multiple Sources of Data for Patterns
o Describe
o Interpret
o Reflect
 Are the Results Expected?
Assessments aren’t perfect. Be aware of the results. Are they accurately
assessing the situation? Do you need to reassess? Do you need to use a
different assessment?
 Surprises?
Assessments sometimes reveal surprises. You may have thought that
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your students understood a particular issue, but the assessment shows
otherwise. Take this opportunity to use another assessment to
reevaluate this item and be sure that your students are learning what
they need to know.
 Strengths and Weaknesses?
An assessment’s data of students’ strengths and weaknesses are a good
way to evaluate your instructional strategies.
 What questions are raised from the data?
At this point, what else do you need to know? Do you need further data?
Are you ready to move forward?
Activity 2: Identifying Patterns in Data to Improve Instructions
This activity allows participants to determine how to make better use of student data.
Lecturette 2: Steps to Improve Data Use
This lecturette provides information on how to gather data from multiple sources to
positively change instruction based on reliable measures.
Enhance Credibility and Validity of Assessments
 Provide safeguards.
 Make the case.
 Don’t put all of the weight on a single test.
 Place more emphasis on comparisons of performance from year to year.
 Consider both value added and status in the system.
 Recognize, evaluate, and report.
 Put a system in place.
School Culture
 How do staff members demonstrate high expectations for all students?
Who’s Teaching and Learning?
 Is professional development valued in the school? How do teachers learn to
improve their instruction?
Questions for Schools to Help Them Use Data Well:
 How is time used in the building?
 How often do teachers examine practices?
 What kind of discussions and observations occur?
 What are the mentoring practices?
 How are topics for workshops developed
 Who does technical assistance?
Activity 3: Gathering Data to Inform Practice
The activity is designed to assist participation in immediately implementing goals for
improving instructional practice.
MODULE 3: Inclusive Schools
Academy 1: Understanding Inclusive Schooling
Academy Objectives:
 Define inclusive schooling.
 Distinguish between exemplars of inclusive and non-inclusive practices.
 Place their own schools on a continuum of growth from “on the radar screen” to
“distinguished practice.”
 Use appreciative inquiry to explore the capacities of schools to do such work.
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Agenda:
 Activity 1: What is Inclusive Education and Why Do We Do It?
This activity is designed to open up the discourse about what we mean by inclusive
education and the fundamental beliefs that undergird the continued press for a unified
system of education that brings together the work of general and special education.
Participants will be expected to assess where their schools currently are in terms of
inclusive education and interact with a series of vignettes designed to engage their
value system and beliefs about students.
 Lecturette 1 – Defining Inclusion
This lecurette covers the historical attitudes toward teaching, the new trend toward
including all students in the regular classroom, and personalizing instruction for each
student.
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Systemic Inclusion:
A process of meshing general and special education reform initiatives and strategies in
order to achieve a unified system of public education that incorporates all children and
youth as active, fully participating members of the school community; that views diversity
as the norm; and that maintains a high quality education for each student by assuring
meaningful curriculum, effective teaching, and necessary supports.
Activity 2: Pathways to Inclusive Education
Participants inteact with a series of rubrics tha tare organized around the systemic
change framework introduced in Module 1. Participants identify anecdotal evidence that
will help them place their own school’s progress towards inclusive practices.
Lecturette 2: Appreciative Inquiry
This lecturette describes appreciative inquiry and the 4 steps it includes: discover,
dream, design, and deliver.
Appreciative Inquiry:
Appreciative Inquiry was developed by David Cooperrider and Suresh Srivastva in the
1980s. The approach is based on the premise that ‘organizations change in the
direction in which they inquire.’
o Choose to see possibilities, capabilities and assets
o Focus on what's right, rather than what's wrong
o Develop questions to uncover moments of top performance
o Create the future you desire
Appreciative Inquiry vs. Problem-Solving Thinking
Problems-Solving Thinking
Appreciative Inquiry
Problems
Possibilities
“The glass is half empty”
“The glass is half full”
Problem-driven
Vision-led
Money
Meaning
Scarcity of resources
Abundance of Resources
Critical thinking
Generative thinking
Resistance
Energy
Incremental advances
Unprecedented breakthroughs
Token promises
Full-of-meaning commitments
Using others
Collaboration with others
Transactions
Relations
Professionally directed
Self-directed
Taught – as admonitions
Learned – by example
4D Model of Appreciative Inquiry
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 Discover
 Dream
 Design
 Deliver
Activity 3: Designing an Inclusive School
This activity provides an opportunity for participants to practice leading the process of
appreciative inquiry around an arena that they are familiar with. Encourage teams to
work together on this process and both engage the act and consider how they might
improve their leadership so that their whole faculty could participate.
Academy 2: Exploring Inclusive Practices in Schools
Academy Objectives:
 Articulate features of school climates and structures that facilitate inclusive education.
 Discover how to work with teams (vertical, grade level, content area) to identify staffing
and curriculum approaches for inclusive schooling.
Agenda:
 Activity 1: Snowball
In this activity, participants get warmed up to learn about inclusion. They draw on
background knowledge to discuss current issues and trends on inclusion that interest
the group at large.
 Lecturette 1: Shifts in Thinking and Practice that Support Inclusive Schooling
Use this presentation to make the connection between general education school
reforms that are consistent with a broader move to more inclusive practices in order to
really make the strong point that inclusive schools are inclusive of everybody and that
there is a lot already happening in most schools that is already consistent with being
inclusive of students with disabilities along with students from different cultures, who
speak different languages, and who have different family lives.
5 Key Shifts in Practice
o Teaching to Learning:
o Classroom Curriculum based on Focus on Learning
o Service to Support:
o Individual Practice to Group Practice:
o Reform to Continuous Improvement and Renewal:
o Parent Involvement to Family and Community Linkages
 Activity 2: Finding the Seeds of Inclusive Change in Your School
Once all the kinds of reform practices that are consistent with inclusive schools have
been called to the minds of participants, use the “Finding Seeds” handouts to help each
school team identify the “seeds of inclusive change” that exist in their school and are
ripe for nurturing.
 Lecturette 2: Using Teams to Achieve Inclusion
This lecturette introduces the value of teams and their impact on inclusive schools. It
covers three kinds of teams: vertical, grade-level and content area.
What is a teacher learning team?
A teacher learning team is a small, group of individuals joining together to
increase their capacities through new learning for the benefit of students.
What can learning teams accomplish for our school?
o Support the implementation of curricular and instructional innovations
o Integrate and give coherence to a school’s instructional practices and
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o Study research on teaching and learning and share with whole staff
o Monitor the impact of innovations on students and on changes in the
work place
3 Types of Teacher Learning Team
o Vertical Teaming
o Grade Level Teaming
o Content Area Teaming
Activity 3: Teaming Toward Goal
In this activity, participants use teaming strategies to help schools become more
inclusive.
Academy 3: Exploring Inclusive Practices in Classrooms
Academy Objectives:
 Identify features of inclusive curriculum design.
 Identify features of inclusive pedagogy.
 Identify features of inclusive classroom climates.
Agenda:
 Activity 1: Support Services
In this activity, participants identify disabilities at all levels of intensity and the services
offered for those students.
 Lecturette 1: Person-Centered Planning
Use this presentation to explain that person-centered planning is a way to bring in a
variety of people to make the best decision for a student’s education.
Making Action Plan (MAP) - What is a MAP?
 helps you get from one place to another;
 a guide;
 a way to go from here to there.
The 7 MAP Questions
 History
 Dream
 Nightmare
 Who is the student
 Strengths
 Needs
 Ideal day
Planning Alternative Tomorrows with Hope (PATH)
PATH evolved from the MAPs process. It offers an opportunity to extend the MAPs
steps and to put into place a plan of action.
Step #1 - Touching the Dream !
Step #2 - Sensing the Goal / Imagine / Tell us what happened! / Positive &
Possible
Step #3 - Grounding in the NOW
Step #4 – Enroll / Who do we need?
Step #5 - Recognizing Ways to Build Strength
Step #6 - Let’s Do It! / Charting Action for the Next Few Months
Step #7 - Planning the Next Month’s Work
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Step #8 - Committing to the First Step
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Circle of Friends (Support)
Circle 1: The Circle of Intimacy
Circle 2: The Circle of Friendship
Circle 3: The Circle of Participation
Circle 4: The Circle of Exchange
Activity 2: Facilitating a Student PATH
In this activity, participants determine a student’s support opportunities within a school.
Lecturette 2: Inclusion at the Classroom Level
This lecturette provides tips on how to provide inclusive curricula, pedagogy and
classroom climate.
o Inclusive curricula
o Inclusive instruction
o Inclusive classroom climates
o Discipline plan
o Grouping
o Assistive technology
o Collaborative teamwork
o Physical settings in classroom
Activity 3: Creating an Inclusive Classroom
In this activity, participants use strategies to create an ideal inclusive classroom based
on inclusive curricula, climate and pedagogy.
MODULE 4: Co-Teaching
Academy 1: Working Together: General and Special Education
Academy Objectives:
 Identify expectations for collaboration and consultation between general and special
educators
 Explore the skills that educators need to collaborate successfully
 Examine the time needed for successful collaboration and how buildings develop
schedules that create time for collaborators to plan and evaluate together
 Examine current practice in their own buildings and identify strengths and needs
Agenda:
 Activity 1: Sharing a Classroom
This activity provides a background on co-teaching and gives participants a chance to
identify their own feelings about co-teaching.
 Lecturette 1: Making Co-teaching a Success
This lecturette is an overview of the eight components of the co-teaching relationships
as given by Susan E. Gately and Frank J. Gately Jr. It also provides an explanation of
the common co-teaching issues faced by new co-teachers.
8 Components of Co-Teaching
 Interpersonal Communication
 Physical Arrangement
 Familiarity with the Curriculum
 Curriculum Goals and Modifications
 Instructional Planning
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Instructional Presentation
Classroom Management
Assessment
Common Co-Teaching Issues
 Whose students are these?
 Who gives grades? How do we grade?
 Whose classroom management rules do we use?
 What space do I get?
 What do we tell the students?
 What do we tell the parents?
 How can we get time to co-plan?
Activity 2: Believing in Co-teaching
This activity gives participants a chance to apply their own beliefs to the co-teaching
components outlines in the lecturette.
Lecturette 2: Scheduling Co-teaching
This lecturette reviews many scheduling issues that buildings face when implementing
co-teaching.
Activity 3: Time for Co-teaching
This activity gives participants a chance to analyze their own schools and come up with
ideas on how to implement co-teaching.
Academy 2: Co-teaching Strategies
Academy Objectives:
 Identify a set of co-teaching strategies and their research base
 Distinguish between exemplar and non-exemplars of practice
 Measure co-teaching skills and identify areas for improvement
 Examine how these models can be expanded to provide blended special and general
education opportunities for students
 Analyze strategies for developing co-teaching skills and practices among their general
and special education staff
Agenda:
 Activity 1: Co-teaching: 9 Approaches
This activity gives participants opportrunity to apply the given teaching approaches.
 Lecturette 1: The Foundation of Co-teaching
This lecturette covers the pros and cons of each kind of co-teaching approach. It also
identified some of the research that has been done on co-teaching.
The 9 Co-teaching Strategies
Duet Model:
Teacher A&B: Both teachers plan and design instruction. Teachers take turns delivering
various components of the lesson.
Lead and Support Model:
Teacher A: Primary responsibility for planning a unit of instruction. Teacher B: shares in
delivery, monitoring, and evaluation.
Speak and Add/Chart Model:
Teacher A: Primary responsibility for designing and delivering. Teacher B: Adds and
expands with questions, rephrasing, anecdotes, recording key information on charts,
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transparencies, or boards.
Skill Group Model:
Teacher A&B: Both teachers share in the design and delivery of instruction. One
teacher is primarily responsible for the auditory and visual instructions, the other for
tactile and kinesthetic instruction.
Station Teaching Model:
Teacher A: Responsible for overall instruction. Teacher B: Teaches a small group
specific skills they have not mastered.
Learning Style Model:
Teacher A&B: Both teachers share in the design and delivery of instruction. One
teacher is primarily responsible for the auditory and visual instructions, the other for
tactile and kinesthetic instruction.
Parallel Teaching Model:
Teachers A&B; Both teachers plan and design. The class splits into two groups. Each
takes a group for the entire lesson.
Complementary Instruction Model:
Teacher A: Primary responsibility for delivering core content. Teacher B: Primary
responsibility for delivering related instruction in the areas of study and survival skills.
Adapting Model:
Teacher A: Primary responsibility for planning and delivering a unit of instruction.
Teacher B: Determines and provides adaptations in the moment for students who are
struggling.
Activity 2: The Case for Co-teaching
This activity gives participants a chance to co-plan.
Lecturette 2: Exemplary Co-teaching
This lecturette provides a framework for exemplary co-teaching as developed by Marilyn
Friend.
Characteristics of Exemplary Co-Teaching
Philosophy:
o Teachers are deeply committed to educating all students.
o Teachers believe that two viewpoints create a stronger instructional
environment.
o Teachers believe the possibilities are endless and that there is always
something new to learn/try to help students succeed.
Personal Characteristics:
o Teachers are flexible and forgiving of each other.
o Teachers are strong and highly competent professionals.
o Teachers have highly developed skills related to their areas of expertise
(e.g., curriculum, individualization.)
Collaborations:
o Teachers tend to use “we” language in discussing students and instruction.
o Teachers share key decisions, but complete many tasks individually.
o The contribution of each professional is equally valued, and teachers can
discuss differences without becoming defensive.
Classroom Practices:
o Classroom visitors seldom can tell which educator is a general educator and
which educator is a special educator.
o Students look to teachers equally for guidance.
o Classroom instructional practices are highly differentiated.
o Several services are unobtrusive but clearly carried out.
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o A variety of co-teaching approaches are employed.
Context:
o Teachers use allocated planning time efficiently and effectively, and they
create additional planning minutes as needed.
o Teachers recognize the place of co-teaching in a larger service delivery
system.
o Teachers make decisions on services based on student needs, not
traditional practices.
o Teachers can implement fluid service delivery.
Activity 3: Perfecting Co-teaching
Participants are given a chance to use the knowledge gained in the lecturette between
exemplary and average co-teaching skills.
Academy 3: Co-Planning Curriculum Using State Standards
Academy Objectives:
 Provide a rationale for co-curricular planning in inclusive schools
 Explore the relationship between planning for state standards-based curriculum and IEP
goals
 Tailor a set of planning processes to meet their own building context
 Identify ways to implement co-planning in their own buildings
Agenda:
 Activity 1: Segregated Planning
This is an introduction to co-planning. In this activity, participants are given a chance to
start planning a lesson individually; in the next activity, they will cooperate with another
teacher to co-plan and develop a richer lesson that includes all students in a given
classroom.
 Lecturette 1: Planning Curriculum in an Inclusive School
This lecturette describes the features of IEP and State Standards driven lesson
planning.
 Activity 2: Co-planning a Daily Lesson
This activity allows educators the opportunity to co-plan an activity on a real-life
situation.
 Lecturette 2: When Co-Planning Works
This lecturette identifies ways that teachers can find additional time to co-plan.
 Two classes team to release one teacher
 Use other adults to help cover classes
 Find funds for substitutes
 Find “volunteer substitutes”
 Use instructionally relevant videotapes or other programs to release part of
the staff
 Arrange time during school-based staff development
 Experiment with a late arrival or early dismissal day
 Stay late after school once per month
 Treat collaboration as the equitant of school committee responsibilities
 In elementary schools, divide labor for instruction to save time
 Reduce other work
 Special educators
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Activity 3: Implementing Co-planning in Your School
This activity gives participants a chance to apply the skills and knwoeldge learned in the
Academy to their own school.
MODULE 5: Assessment
Academy 1: Classroom Assessment Practices
Academy Objectives:
 Create clear learning outcomes for students and explain differences among types of
outcomes.
 List the four main approaches for assessing student learning and explain the tradeoffs
with each.
 Match assessment approaches with learning outcomes.
 Design a sound assessment
Agenda:
 Activity 1: Identifying Student Assessments
In groups, participants make a list of all the types of assessments they can identify, and
a master list for the group is created on chart paper.
 Lecturette 1: Student Learning Outcomes
This lecturette explains key features of quality outcomes and discusses different
categories such as knowledge, reasoning, skills, products, and dispositions.
Diffrerent Types of Learning Outcomes (Bloom’s Taxonomy)
Knowledge:
Knowledge refers to mastery of subject matter knowledge, such as math or
history.
Reasoning:
Reasoning refers to the ability to use knowledge and understanding to figure
things out and solve problems, such as critical thinking or analytical thinking.
Performance Skills:
Performance skills refer to the development of proficiency in carrying out an
activity such as reading aloud or playing a musical instrument.
Products:
Products refer to the ability to create products such as science fair models,
research papers, or software programs.
Dispositions:
Dispositions refer to the development of certain kinds of feelings or attitudes
such as a positive self-concept or motivation.
 Activity 2: Writing Quality Outcomes
Participants individually write one or two learning outcomes and then receive feedback
on these outcomes in groups of three.
 Lecturette 2: Assessments of Student Learning
This lecturette highlights four assessment approaches: selected response, essay,
performance, and oral communication. It also considers which assessment approach
best fits which outcome type.
Assessment Categories
o Selected Responses
 Multiple choice
 True/false
 Matching
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 Short answer fill-in
 Essay assessment
 Describe
 Compare and contrast
 Persuade
 Take a particular point-of-view
 Performance Assessment
o Demonstrate a skill
o Prepare a product
 Personal communication
 Desk-side conversations
 Interviews
 Conferences
 Listening during class discussions
Activity 3: Designing Sound Assessments
Using the outcomes that participants identified in Activity 2, participants identify the
type(s) of learning they are targeting and choose an appropriate assessment approach
to design. Using the planning guide, they then describe key elements of the
assessment task. Finally, they read their assessment planning guide to another group
member, who gives responses in the form of critical questions.
Academy 2: Rubrics for Assessing Student Learning
Academy Objectives:
 Create a rubric for assessing student learning outcomes.
 Describe the process for designing a rubric.
 Apply a rubric in assessing examples of student work.
 Describe the purposes and conditions for using rubrics.
Agenda:
 Activity 1: Create a Rubric
In this whole group experience, participants go through a series of step-by-step
activities in which they create a rubric for assessing a particular outcome (i.e., students
will be able to deliver an effective public speech or oral presentation).
 Lecturette 1: Hooked on Rubrics
The pros and cons of rubrics are discussed, as well as the purpose and conditions for
creating rubrics.
 Activity 2: Applying a Rubric
The participants are given the Delaware Student Testing Program Instructional Guide to
Writing and asked to apply the rubric to samples of student work.
 Lecturette 2: Analyzing a Rubric
Several examples of rubrics of different designs, as different grade levels, and in
different content areas are presented.
 Activity 3: Designing Your Own Rubric
Participants are asked, as individuals or in groups, to identify an outcome and develop a
rubric for measuring that outcome.
Academy 3: High Quality Performance Assessment Tasks
Academy Objectives:
 Articulate important features of a high quality performance assessment task
 Critique a performance assessment task; and
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Develop performance assessment tasks.
Agenda:
 Activity 1: Analyze a Performance Task: Insect Classification
Participants will infer goals and objectives from a performance task on insect
classification.
 Lecturette 1: Designing a Quality Performance Assessment Task
This lecturette identifies questions for participants to ask themselves when designing an
assessment. It also covers possible accommodations for assessment tasks.
Questions to guide you in planning, designing, and implementing a performance
assessment task.
1. What learning outcomes are targets with this assessment?
For example, “Students will be able to write an engaging and literate personal
narrative” might be the learning target to be assessed.
2. What is the skill and/or product to be assessed?
In this example, the product to be assessed is a written text created by students
in writer’s workshop over a two-week period.
3. What is the purpose and audience for the assessment?
The purpose and audience in this example is the teacher who is seeking
evidence of her student’s achievement level in writing. The teacher will be
assessing the performance, though peers are invited to give feedback and the
students themselves are asked to rate their performance. Thus, other purposes
of the assessment are to promote students self-assessment and peer-to-peer
assessment.
4. What are the criteria and level for the performance?
The criteria are the six categories of six-trait writing and the three levels are
“developing, proficient, and advanced.”
 Activity 2: Analyzing a Performance Assessment Task: Static Electricity
In this activity, participants critique an existing performance assessment task.
 Lecturette 2: Identify Features of a Quality Performance Assessment
This lecturette covers the features of a quality performance task.
Features of Quality Performance Tasks
o Essential rather than Tangential - The task focuses on the big ideas in the
curriculum.
o Authentic rather than Contrived - The task resembles real world
endeavors.
o Rich rather than Superficial - The task generates questions and more
investigations.
o Engaging rather than Uninteresting - The task is thought-provoking and
motivating
o Active rather than Passive - The task requires active processing of
information.
o Feasible rather than Infeasible - The task must be something that can be
accomplished in the time allotted and with the resources available.
o Equitable rather than Inequitable - The task draws on and develops a
variety of ways of thinking.
o Open rather than Closed - The task offers multiple solution paths and more
than one right answer.
 Activity 3: Creating Your Own Performance Assessment Task
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This activity allows participants to create their own performance assessment task.
TARGET:  policy makers  school administrators  preschool teachers  primary ed
teachers  secondary ed teachers  higher ed teachers  sped teachers  pre-service
teachers  related service providers  families  students  community members
TOPIC:  introduction/philosophical understanding of inclusive education/getting started 
effective teaching/assessment strategies  challenging behaviors  team work, collaboration
 family/community involvement  networking  developing policy  dealing with change 
HIV/AIDS  advocacy/leadership skills  others
PHASE:  awareness raising/introduction/advocacy phase  on-going support/development
 follow-up/monitoring  others
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