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Gathering formative assessment data

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Thought starters

1. What kinds of notes do Ms. Hegg and Ms. Carey take?

2. How do they use these notes to adapt and plan instruction?

3. How might you use this strategy with your own colleagues?

School Details

Banting Elementary School
2019 Butler Drive
Waukesha WI 53186

Data Provided By:

Teachers

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Co Teaching for English Language Learners in NYC

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Dove & Honigsfeld Website

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English as a New Language (ENL)
in New York State

YS CR Part 154 regulations define ENL (English as a New Language), formerly known as ESL, as a research -based program comprised of two components : a content area instructional component in English, and an English language development component. a class.

For Information about the 7 dimensions for delivering instruction in an integrated ENL class or our 7 co-teaching models, continue to scroll down the page.

For a more global look at our co-teaching resources as well as our articles and research on the subject, please click on our companion website below.
Integrated ENL requires either a dually certified teacher or a certified ESOL teacher and a certified content area teacher who co-teach

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YS CR Part 154 regulations define ENL (English as a New Language), formerly known as ESL, as a research -based program comprised of two components : a content area instructional component in English, and an English language development component. a class.

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Find the videos from Bellvue School District in Washington State here:
https://tinyurl.com/j3pl5yj

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The Teaching Channel

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Learners Edge and Insight Advance have merged with Teaching Channel to become your single source for graduate-level courses, professional development, video coaching, plus lots of free resources-all in one place.

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Teacher Toolkit: English Language Learners

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Learners Edge and Insight Advance have merged with Teaching Channel to become your single source for graduate-level courses, professional development, video coaching, plus lots of free resources-all in one place.

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Assessment of ELLs in the Four Skill Areas of Language Development 

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Assessment of ELLs in the Four Skill Areas of Language Development 

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Guidelines for the Assessment of English Learners

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Guidelines for the Assessment of English Learners

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Article: Riding the Tandem Bike

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How do you introduce and explain coteaching/why an ESL teacher is in the room and working with their student to parents of non-ELs?  Also how do you explain in so that parents understand that it's not a negative toward the classroom teacher?

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A MiddleWeb Blog

Connecting with parents in an inclusion classroom begins with developing a positive rapport with students. It includes the two teachers adopting the mindset of "our students."

In a co-taught classroom, there is no such thing as "my students" or "your students." Our connection with students and their parents grows out of the decisions, routines, and learning environment that co-teachers create together.

So I've been doing a little snooping around. I've asked many co-teachers how they introduce themselves to the students on the first day of school. The responses I received varied-yet I found it easy to place all responses into one of three categories:

An Ideal Introduction: The general education teacher and the special education teacher introduce themselves and excitedly express how lucky these students are to have two teachers in the room! (My personal choice)

A Shaky Ground Introduction: The general education teacher introduces herself and mentions that there is another teacher (named Mr. or Ms. So and So). The general ed teacher points to where the special education teacher is standing off to the back or side of the room, and the special education teacher smiles, nods, and waves to the class. (An acknowledgement, but clearly the teachers need to kick it up!).

The Invisible Introduction: The general education teacher mentions there is another teacher who will be in the class-but the special education teacher is not in the room! (There's just no excuse for this to happen!).

In order for inclusion to be accepted as a natural and meaningful experience, we must think about the way we introduce ourselves to our students (and parents - I'll get to that soon). We must realize that the messages we send about our own inclusion beliefs weigh heavily on the kind of learning environment we will be creating for the rest of the year.

I am happy to report that more than 50 percent of the teachers I surveyed fell into the ideal introduction category. And thankfully, only a handful of teachers fell into the abyss of invisible introductions.

Admittedly, my findings come from a small random sampling of colleagues I work with and colleagues I have met through social media. But it got me thinking about the kinds of messages that all teachers-everywhere-are sending to their students and parents.

Through our decisions and our actions, we send clear messages about our beliefs. It is easy for observers to see which teachers are comfortable and supportive of inclusion settings. And those who are not on board are equally as transparent. These messages go far beyond our school day. They travel with the students at the end of the day, day after to day, as they return home.

Setting the tone at home

A part of any teachers' preparation for a new school year must include setting up for ongoing, positive parent communication. All of us organize our parent communication phone/email logs, begin to think about our back to school night presentations, and get ready to send home our beginning course outlines and/or welcome back letters to launch the year with positive connectedness.

In an inclusion class, this first foray into parent communication can get a little sticky sometimes. But if the two teachers in the room are sending positive messages of genuine acceptance for all and for the idea of inclusion, we can pave a smooth pathway for helping those same messages transfer into the home setting.

Two Questions about parents and co-teaching

The topic for this post was inspired by a commenter from my last post and a colleague I just met through collaborating on Twitter. They asked me two questions that deserve some deep thinking and ready action on the part of all co-teachers. I will get us started, and I hope you will jump in and share your voice on this important topic....
1. How should we explain co-teaching to parents of children in an inclusion setting?
The link to effective parent communication must begin with a solid foundation of understanding and acceptance that is set within the classroom environment by co-teachers. Additionally, there must be a culture of support within the building and district, so that the teachers have the professional development they need as well as the time to establish a working co-teaching partnership.

When the foundation is there, and students feel that sense of belonging in classrooms, teachers are more successful in creating a positive network of communication with parents. Here are a few observations from my own experience:

* Co-teachers must discuss their parent contact/communication philosophy with each other at the beginning of the year. Teachers should collaborate on an ongoing basis to make sure that all parents feel the perks that inclusive education has to offer. I think it is important for both teachers to take responsibility for communicating with all parents.

* Once co-teachers have a sense of community in their classroom, and they are comfortable with the flexibility and identification of their individual and combined roles, they can begin to explain to parents that inclusion is a learning environment like any other. It has increased supports to really power up the process of learning to guide students to personally connect and achieve.

* Both teachers should introduce themselves at Back to School Night. Parents should have the sense that an inclusion classroom holds all students to the same high standards, and the process of learning with two teachers challenges and allows for each student to achieve at his or her personal best.

* When student and/or parent concerns and celebrations arise-both teachers should share the responsibility of connecting with parents.

* Parents should be included when creating a sense of belonging in the learning environment.
2. What do we say to the parents of high performing and gifted students who will be enrolled in an inclusion class alongside students with special needs?
* Open communication should be ongoing, so parents are connected with what is happening in the class. In this proactive manner the teachers can address parent concerns effectively.

In addition to the above tips....

* Teachers must create routines for learning in the classroom that include cooperative learning structures, differentiated learning activities, and a universal design for learning approach that challenges each student (including the high performers) to personally connect and excel.

* Teachers should share examples of learning options, so parents are aware. For example, teachers can incorporate problem-based learning and independent research activities to encourage students to take charge of their learning.
How are you creating inclusion connections with all parents? What do you share with parents of high performers?
Let's make this a conversation. In the Comments, tell us . . .

And please join us for our next co-teaching chat on Twitter: Tuesday, 9/10 from 8:00-8:45 EDT-Topic: Creating Effective parent communication. Use the hashtag #coteachat to join the discussion.

See you there! We have so much to discuss, share, and learn from one another!

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Parent Communication in Inclusive Classrooms

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A MiddleWeb Blog Connecting with parents in an inclusion classroom begins with developing a positive rapport with students. It includes the two teachers adopting the mindset of "our students." In a co-taught classroom, there is no such thing as "my students" or "your students."

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Coteaching is still a relatively new concept for some schools and most parents. In fact, most parents never had coteachers themselves; it can be difficult for them to grasp when they haven't seen it for themselves.

That's why I send a letter home each year introducing myself and my coteacher to the parents and guardians. It decreases confusion later when parents are contacted by multiple teachers for the same class, or when Johnny is relaying something that happened in class and he isn't able to fully explain why there are two teachers in the same class.

Basic Introductions

I start with a typical welcome paragraph that includes the name of the class, the teacher's names, and some of the basics covered. For example, I always teach tenth grade so I include a little about the state testing in the spring.

Dear Parent/Guardian,

We have the pleasure of having your child in our English 10 class this school year. This is an important year since all sophomores will be taking the Keystone Exams this spring. In order to prepare, we're going to be focusing on reading comprehension with textual support, analysis of fiction and nonfiction texts, grammar, vocabulary, and academic writing.

What is Coteaching and Why We Use It

This transitions into the next paragraph of why it is a co-taught class. Part of my explanation talks about the extra help the students get with state testing prep. Another part of my explanation includes the variety of different learners in the class and how having an extra teacher helps reach each student.

To help our students master each of the areas listed above, this class will be co-taught. Coteaching is when two certified teachers are present in the classroom and they work together through the teaching process: planning, teaching, and assessing progress. Students frequently have different learning styles and preferences. Coteaching often allows those different needs to be more easily met.

What Co-teaching Looks Like

I know a lot of teachers who still struggle with this, so I make sure I include what parents and students can expect. After explaning why there's a coteacher, transition right into specific examples of co-teaching in action. Explain the different co-teaching strategies and how they work.

Having two teachers in the same classroom looks different depending on the activity we're doing in class and the needs of the students. Sometimes we like to split the class into two groups with each teacher teaching one of the groups; this allows for a smaller teacher-to-student ratio for more complex topics. Occasionally, one teacher will pull a small group aside for additional-support instruction while the other teacher assists students with an extension assignment. This way, students receive additional help when needed or they receive meaningful extension activities led by a teacher instead of busywork to complete independently at their desk. If you are interested in learning more about the different coteaching strategies available, this website offers quick summaries of each strategy: http://www.marilynfriend.com/approaches.htm.

Invite Future Communication or Questions

Most schools have a back-to-school night a few weeks into the school year, but I like to send my letter home the very first day of school. This way, parents can come in to back-to-school night already expecting both teachers and armed with any questions or concerns they may have.

If you have any questions or concerns, we are available via email: EMAIL ADDRESS for Mrs. Teacher A and EMAIL ADDRESS for Mr. Teacher B. We will also both be present for Back-to-School-Night on Wednesday, September 7 th at 7pm. Please come see us coteach our presentation to see first-hand how our cotaught classroom works.

And of course I end with some sort of sign-off that includes my name and my coteacher's name as well as both our signatures. We send it home via the mail to make sure parents actually get it.

I know, it's only July. But it's best to start working on this stuff now; it's details like this that get overlooked in the craziness that is fall.

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Introducing Coteaching to Parents - Engaging and Effective Teaching

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Coteaching is still a relatively new concept for some schools and most parents. In fact, most parents never had coteachers themselves; it can be difficult for them to grasp when they haven't seen it for themselves. That's why I send a letter home each year introducing myself and my coteacher to the parents and guardians.

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Special Issue of Educational Leadership: Co-Teaching

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Special Issue of Educational Leadership: Co-Teaching

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COLLABORATIVE PRACTICES TO SUPPORT ALL STUDENTS

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COLLABORATIVE PRACTICES TO SUPPORT ALL STUDENTS

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PRINCIPAL LEADERSHIP