This document provides an agenda and resources for a meeting about inclusion models in secondary classrooms. It discusses six models of inclusion: one teach one observe, one teach one circulate, station teaching, parallel teaching, alternative teaching, and team teaching. Pros and cons are outlined for each model. Guidelines are provided for general education teachers and exceptional children teachers. The document also discusses IDEA, least restrictive environments, and strategies for successfully implementing inclusion, including developing trust and collaboration between teachers.

1. Jessica Palmer-Gwaltney, NCDPI
Secondary Math Instructional Coach
Shaftina Snipes, NCDPI
Secondary English Instructional Coach

2. AGENDA RESOURCES
 Introductions
 Why Inclusion?
 Create Charts
 Six Models of Inclusion
 What they look like…
 Best Applications…
 Pros/Cons…
 Building a Teaching Team
 Chart Gallery Walk
 Discuss/Reflect/Plan
 Strategies for Success
 Wrap Up
http://
www.tolerance.org/magazine/number-43-spring-2013
http://www.tolerance.org/gen-ed-special-ed

4. INDIVIDUALS WITH DISABILITIES
EDUCATION ACT (IDEA)
LEAST RESTRICTIVE
ENVIRONMENT (LRE)
NC 1501-3.1 LRE requirements
(a) General.
(1) Except as provided in NC
1501-3.5 (regarding children
with disabilities in adult
prisons),
LEAs must have in effect
policies and procedures to
ensure that all LRE
requirements contained in
sections NC 1501-3.1 through
NC 1501-3.7 are met.
(2) Each LEA must ensure that--
(i) To the maximum extent
appropriate, children with
disabilities, including children in
public or private institutions or
other care facilities, are educated
with children who are
nondisabled; and
(ii) Special classes, separate
schooling, or other removal of
children with disabilities from the
regular educational environment
occurs only if the nature or
severity of the disability is such
that education in regular classes
with the use of supplementary
aids and services cannot be
achieved satisfactorily.

5. GENERAL EDUCATION
TEACHER
EXCEPTIONAL CHILDREN
TEACHER
 Content
 Accommodations
 Differentiation
 Implementing IEP’s in their
classroom
 Providing data and input
during IEP meetings
 Collecting and
Documenting evidence on
mastery of CCSS and/or
Essential Standards
 Content
 Accommodations
 Differentiation
 Case managing students
with IEP’s
 Facilitating IEP meetings
and providing data
 Collecting and
documenting evidence on
mastery of IEP
goals/objectives

7. Six Models of Inclusion:
One Teach, One Observe
One Teach, One Circulate
Station Teaching / Rotational Teaching
Parallel Teaching
Alternative Teaching
Team Teaching / Co-Teaching

8. What does
Inclusion look
like?
Pros / How do
students benefit
from Inclusion?
Cons / Concerns /
Needs Blank for Now
With your school team, make a four-column chart about
Inclusion at your school now.
Fill in the first three columns

9. WHAT IT LOOKS LIKE
BEST APPLICATIONS
- One teacher leads the
lesson
- The other teacher notes
students’ progress on
checklists, monitoring
tools, data sheets, etc.,
- Observing teacher DOES
NOT assist struggling
students while
observing… just gathers
data.
- Collecting data on student
progress, behavior, etc.
- Preparing for IEP
meetings.
- Gathering formative
assessment data to use
later in the same lesson or
for future lessons

10. PROS CONS
 Data can be used to
plan future instruction,
create flexible groups,
identify students that
need remediation,
enrichment.
 Good starting point for
new teaching teams
 Data is an ideal start for
planning discussions
 Only one teacher available
to assist students during
the lesson.
 Requires planning and
discussion both before
and after in order to be
effective
 Can create a dynamic of
“real” teacher vs. “other”
teacher.

12. WHAT IT LOOKS LIKE BEST APPLICATIONS
- One teacher leads the lesson
- The other teacher circulates
the room assisting students
- During whole group
instruction,
- one teacher provides quiet one-
on-one support to individual
students.
- When students are working
on the same learning target
but some students have
learning gaps.
- During whole group
activities, lessons
- When students have
organizational, note taking,
on-task behavior goals etc.

13.  Students receive targeted, one-
on-one support.
 Assisting teacher can reteach on
the spot.
 Can be distracting to students
and/or lead teacher during
instruction.
 Can be overused – make sure to
switch roles and try other models.

14. WHAT IT LOOKS LIKE
BEST APPLICATIONS
- Both teachers divide the
content into stations and
students into small groups.
- Depending on class size, a
third station can be created
for independent practice.
- Student groups rotate from
station to station to receive
instruction and practice
- When the lesson or unit
involves several topics/
skills.
- During unit review.
- As a format for discovery
lessons.
- When students need to
engage material in several
different formats to make
connections.

15. PROS
CONSCONS
 Differentiation
opportunities
 Flexible grouping – can
target instruction to the
group’s level
 Exposes students to
multiple perspectives on
the material
 Can divide the planning
by station activity once
overall planning is
complete
 Groups can become
predictable
 Students can feel
marginalized.
 Less collaboration
between co-teachers

16. WHAT IT LOOKS LIKE
BEST APPLICATIONS
- Both teachers deliver the same
instruction at the same time
- Class splits into two groups
- Teachers instruct the lesson
concurrently but separately
- All students are working
toward the same learning
target
- Possibly at different pace/level
of rigor depending on needs
- When a lower teacher-student
ratio is needed for instruction
- When students can be flexibly
grouped into two groups based
on formative assessment data
- For students that perform better
in a small-group environment
but do not need a Resource
setting.

17. PROSPROS
CONSCONS
 Students
 receive targeted instruction in a
small-group environment
 remain with their peers
 Allows for accommodations to
be embedded into the small-
group instruction
 All students benefit from a
lower teacher-student ratio
 Allows teachers to
remediate/enrich the material
in small groups
 Grouping can be difficult
 students must receive
accommodations but also
need to be challenged
 Groups can become
predictable
 Students can feel
marginalized
 make sure to change up the
groups and who teaches them
 Harder to provide one-on-
one support

18. WHAT IT LOOKS LIKE
BEST APPLICATIONS
• One teacher leads a whole
group lesson to most of the
class
• The other teacher pulls a
smaller group to teach a
different lesson
• The small (alternative) group
is flexible
• Students are chosen based on
recent formative assessments
• Intervention groups
• Small Group
Remediation/Enrichment
• Leveled reading passages
reaching the same skill at
different levels
• To address differences in
prior knowledge / gap skills
• Reteaching

19. PROS CONS
 Can be used for both
remediation and enrichment
 Flexible groups change
frequently and protect
students from being pigeon
holed
 Reduces teacher-student ratio
in the larger group as well as
the small group
 Students receive targeted,
data-based remediation or
enrichment
 Requires resources at
different levels to provide
remediation and enrichment
 Groups can become
predictable – make sure to
switch students, teachers
and purpose of small group
frequently
 Requires precise timing to
make sure students in the
small group don’t miss out
on instruction

20. WHAT IT LOOKS LIKE
BEST APPLICATIONS
- Two teachers deliver
instruction simultaneously
- Both teachers dialogue
continuously with each
other and with the students
- Teachers are equal partners
- Both know the content and
how to differentiate the
content for diverse learners.
- When students are
working toward the same
learning targets at similar
levels of rigor.
- When there is a high level
of trust and collaboration
between the two teachers.

22.  Students benefit from
the model of
collaboration.
 Students hear different
perspectives on the
same material.
 Reduces the “real”
teacher vs. “other”
teacher issue
 Requires a high level of trust
and collaboration that takes
time to develop.
 Fewer opportunities for one-
on-one or small group
support since both teachers
are participating in whole
group instruction
 Works best when students
are at similar levels of
mastery on the learning
target, not as effective with
large learning gaps.
CONSCONS

23. What Inclusion
looks like at our
school now:
Pros / What is
working well:
Cons / Concerns /
Needs
What we want
Inclusion to look
like next year:
(include possible
barriers/concerns)
Fill in with your
school team
With your school team, fill in the fourth column of your chart.

24.  The key with any model of
inclusion is common
vision and common
planning – inclusion must
be purposeful and
intentional.
 Bruce Tuckman’s model
for building a successful
teaching.

26.  Usually fairly short,
and may only last for
the single meeting
 At this stage there
may be discussions
about how the team
will work
 Can be frustrating for
some members who
 Do not fully
understand the co-
teaching process
and/or
 Simply want to get on
with the team task.

27.  When the “Honeymoon is over” we
enter a phase of "storming"
 Ways of working start to be defined
 Some members may feel
overwhelmed by how much there is
to do, or uncomfortable with the
approach being used
 Some may question how worthwhile
the goal of the team is, and resist
taking on tasks.
 This is the stage when:
 Many teams fail
 Stick with the task, but may feel that they
are on an emotional roller coaster and
 relationships with other colleagues may
suffer

29. NORMINGNORMING
PERFORMINGPERFORMING Team members come to respect
one another's role within the team
 They may be socializing together,
and they are able to ask each other
for help and provide constructive
criticism.
 The team develops a stronger
commitment to the team goal, and
you start to see good progress
towards it.
 There is an overlap between
storming and norming behavior:
 the team may toggle back and forth
into typical storming stage
behavior, but this eventually dies
out.
 When hard work leads directly to
progress
 Individual team members may
join or leave the team without
affecting the performing culture.
 Being part of the team at this
stage feels "easy" compared with
earlier on.
 Breaking up a team can be
stressful for all concerned and
the "adjourning" or "mourning"
stage is important in reaching
both team goal and personal
conclusions.

30. With your school team, rotate
from poster to poster and
examine other schools’ ideas:
 Reflect with your team about the
information
 Compare and contrast your school
to theirs
 Comment on what is working well
in their school using “Yes, and…” to
offer a suggestion, comment,
guiding question on post-its
 Brainstorm possible solutions to
their barriers or points to consider
in their planning for next year

31. www.edcompassblog.smarttech.com

32.  Take your school’s poster back
to your team.
 Read the comments and
proposed solutions, then discuss
with your team:
 Which barriers have viable
solutions?
 What continues to be a barrier?
 What do we envision for our school
next year?
 Which model(s) are the best fit for
our students? Why? How will
inclusion benefit our students?

33.  What did you notice about the
various charts?
 What barriers can we control at the
teacher level?
 Which solutions seem workable?
Which solutions require more
support/resources?
 How will Inclusion impact our
students?
 How do the 6 Models of Inclusion
work together? Is one model enough?

34. Provide multiple means of representation—
Present content in different ways to give
students a variety of options for
acquiring information and knowledge.
Provide multiple means of expression—
Ensure students have a variety of ways
of demonstrating what they know.
Provide multiple means of engagement—
Create a stimulating learning
environment by offering various ways
for a student to engage, based on
preferences and interests.

35. While watching the following clip…
Reflect on what you would like to see
happen in your inclusion classroom for
next year? What do you need to make it
happen? How does a new lens of inclusion
impact your thoughts on student learning?

37. Questions
Comments
Feedback?
Contact Info

38.  Teaching Tolerance: A Project of the Southern Poverty Law
Center, Seamless Teaching Toolkit: 6 Co-Teaching Models for
the Inclusion Classroom. http://www.tolerance.org/gen-ed-
special-ed
 Teaching Tolerance: A Project of the Southern Poverty Law
Center, Seamless Teaching: Navigating the Inclusion Spectrum.
http://www.tolerance.org/magazine/number-43-spring-
2013/seamless-teaching
 Scholastic – Strategies for Special Education and Inclusion
Classrooms
http://blogs.scholastic.com/special_ed/2008/12/six-models-
for.html
 MindTools: Essential Skills for an Excellent Career: Team Tools:
Forming, Storming and Performing.
http://www.mindtools.com/pages/article/newLDR_86.htm