Drew Echelson

8/14/2019 Drew Echelson

1/26

1

Tucker a117 Team:

Drew Echelson, Principal & Section Leade

Stefanie Pushies, Teache

Liz Shaw Spitz, Teache

Barbara Tanner, HGSE student

Beverly Halpern, Intern

Rebecca Vyduna, Intern

EFFICACY OF THE CO-TAUGHT MODELOF INCLUSION AT THE TUCKER SCHOO

MAY 1ST,


2/26

2

TODAYS PRESENTATIONTODAYS PRESENTATIONTODAYS PRESENTATIONTODAYS PRESENTATION

Overview of theOverview of theSchoolSchool

Description ofDescription ofthe Co-taughtthe Co-taughtModelModel

Our ResearchOur Research

Our FindingsOur Findings

AcknowledgemeAcknowledgementsnts


3/26

3

OVERVIEW OF THE TUCKEROVERVIEW OF THE TUCKER

OVERVIEW OF THE TUCKER187 Blue Hills Parkway, Milton, MA


4/26

4

The Tucker is the

smallest school in

the district, yet has

the highest

enrolment of free

and reduced lunch.

The Tucker is also

more diverse than

any other school in

the district.

The Tucker has

made AYP in all

areas in 2007.

BackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackgroundBackground


5/26

5

DemographicsDemographics


6/26

6

Achievement ProfileAchievement ProfileThe Tucker has made significant improvement over the past year.In all grade levels, the Tucker has made AYPIn all subgroups, the Tucker has made AYPSimilar trends exist in grades 3 as compared to the graphs below.Grade 5 has shown less improvement in 2006-2007


7/267

District Context

Model was first implemented in the district in SY 2005-2006 at the Glover

School.

at the Tucker in SY 2007-2008

Currently, district has 6 Co-taught classroomsbetween Glover and Tucker

There are a variety of substantially separateclassrooms throughout the district.

LEAP, REACH, H.S. ACHIEVELEAP, REACH, H.S. ACHIEVE Students withsignificant and multiple disabilities

Language BasedLanguage Based speech and language

STEPSTEP Structured Therapeutic EducationalProgram

ABAABA Children on autism s ectrum


8/268

Co-TaughtClassroo

Basic Elements (1st Grade)

GeneralEducation

Samecurriculum andpace

Title I, ELL,OT, PT, andSpeech pull-

out/push-in


9/269

GUIDING QUESTIONS:GUIDING QUESTIONS:

FOCUS QUESTION : WHAT IS THEEFFICACY OF THE CO-TAUGHT MODEL OFINCLUSION AT TUCKER SCHOOL?

What does achievement data tell us?How has the model affected the schoolculture?What are the models strengths and

weaknesses?


10/2610

INTERVIEWS

12 ParentsOf co-taught students withIEPs

Of co-taught studentswithout IEPs

PTO members

4 co-taught teachers3 administrators

Co-authored interviewquestions aimed atconsistency inquestioning allconstituents.

Variety of lessonsbeing taught in co-

taught Kindergartenand First gradeclassrooms.

Designed protocol

for observers toinsure consistency

Gathering Data

OBSERVATIONS


11/2611

SURVEYS

Distributed briefstaff survey aimed

at understandinginclusive culture

Looked at district-wide and school-

wide specialeducation data

Analyzed variousachievement testdata

Gathered enrollmentand assignment data

Gathering Data (continued)

QUANTATIVE DATA


12/2612

OUR FINDINGSOUR FINDINGS

OUR FINDINGSFollowed by the evidence gathered and further

After multiple interviews, observations, and

conversations, there are many findings we would liketo share. For this presentation, we have highlighted

four of the most relevant: two strengths and twoareas for improvement.


13/2613

The co-taught model ofinclusion is a marked

improvement for studentswith special needsUnder this new model, theTucker is maximizing their

opportunity to participatewhile minimizing thenegative impacts of theirdisabilities.

Finding 1:Finding 1:

A STEP INA STEP INTHE RIGHTTHE RIGHT

DIRECTIONDIRECTION


14/2614

Finding 1 EvidenceFinding 1 Evidence

InterviewsInterviewsAll parents happy

Social competence

Understanding human difference

Easier early interventionPreferred by teachers

ObservationsObservationsHigh expectations

Acceptance and respect

SurveySurveyPositive attitude


15/2615

Grade 1 Achievement DataGrade 1 Achievement Data


16/26

16

The Tucker community hasembraced the co-taught

model of inclusion.


SOLIDSOLID

ROOTSROOTS


17/26

17


InterviewsParents see positives

ObservationsDifferences indistinguishableCulture of value

SurveysIndividualized instructionCollaboration: greatest benefit & challenge


18/26

18

There is a need foradditional support andtargeted professionaldevelopment for all staffon the specific skills andstrategies necessary for

full-time collaboration.


FOCUS ONFOCUS ON

TEACHERSTEACHERS


19/26

19


InterviewsTeachers need delineated roles

Tremendous coordination

No specific PD or protocolStill teacher preferred

Observations

Students pulled out


20/26

20

Finding 3 RecommendationsFinding 3 Recommendations

Develop protocol

Provide ongoing support and PD

Clearly define roles and relationshipsDevelop PD for all adults in the

building

Staff observations of co-taught classes


21/26

21

While the co-taught model isan invaluable improvement,the next level of work can bedeepened further.

Students with special needsin co-taught classrooms tendto have disabilities andneeds on the lower end of

the spectrum.Not all academic programs

have the resources toinclude students with


EXPANDINGEXPANDING

INCLUSIONINCLUSION


22/26

22


InterviewsParents concerned with models

District policy

ObservationsFrench immersion not an option

1st grade under capacity


23/26

23

Finding 4 RecommendationsFinding 4 Recommendations

Include greater range

Avoid ableist terms

Celebrate successCollect more data

UDL


24/26

24

Thank you so much to the following people:

ACKNOWLEDGEMENTS

Drew Echelson, Tucker PrincipalMary Tipping, Tucker Special Education Team

Chair

Jeff Rubin, Director of Pupil ServicesAll Tucker TeachersTucker Parents

PTO


25/26

25

Ask the AudienceAsk the Audience

Please take out yourcell phones and getready to send a textmessage to the

number

41411


26/26

26

Documents

Drew Echelson