Rat 1 to 4 ***FINAL***

Question 1

_______ is a four-part (A-D) piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs.

Answer 1

The Individuals with Disabilities Education Act (IDEA)

Question 2

Autism Deaf-Blindness Deafness Emotional Disturbance Hearing Impairment Intellectual Disability* Multiple Disabilities Orthopedic Impairment Other Health Impairments Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment

Answer 2

Disability Categories : ADDEHIMOOSSITV

Question 3

What act and its subsequent amendments made available to schools large amount of moneys with which to serve children 3-21 years of age who are educationally just disadvantage and are disabled?

Answer 3

Elementary and Secondary Education Act

Question 4

on June 30, 1994, seeking to increase the number of children with disabilities educated with their non-disabled peers, and to make sure schools provided real supports to make sure inclusion would work as required by the IDEA. To reach those goals, the lawsuit sought to change Pennsylvania’s systems for training districts in inclusion and for monitoring and enforcing their compliance. The suit was filed on behalf of a class of 280,000 special education students, 12 named plaintiffs, and 11 disabilities advocacy organizations.

Answer 4

Gaskin v. Commonwealth

Question 5

On December 10, 2015, President Barack Obama signed the _________________), which reauthorizes the Elementary and Secondary Education Act (ESEA) of 1965. Developed and passed with strong, bipartisan support, ESSA replaced No Child Left Behind (NCLB) as the nation’s main education law.

Answer 5

Every Student Succeeds Act (ESSA)

Question 6

Education of All Handicapped Children Act

Answer 6

PL 94-142 (1975)

Question 7

The Individuals with Disabilities Education Act Amendments of 1997

Answer 7

PL 105-17 (1997)

Question 8

The Individuals with Disabilities Education Improvement Act (IDEIA)

Answer 8

PL 108-446 (2004)

Question 9

Full individual evaluation to determine both eligibility and need for special education services: -This evaluation is summarized in a Comprehensive Evaluation Report (CER).

Answer 9

MFE – Multi-factored Evaluation

Question 10

The determination of what special education services and programs the student requires in order to derive reasonable educational benefit from his or her Free Appropriate Public Education (FAPE).

Answer 10

IEP – Individualized Educational Program

Question 11

The educational placement within the Least Restrictive Environment (LRE) in which the student can receive his or her IEP.

Answer 11

NOREP – Notice Recommended of Educational Placement

Question 12

IDEA- 6 principles

Answer 12

Least Restrictive Environment Appropriate Education Procedural Due Process Parent and Student Participation Nondiscriminatory Evaluation Zero Reject

Question 13

seeks to put the person first and the disability second. People with disabilities are people, first and foremost. A person is not handicapped, a person is not disabled…a person has a disability. Focus on the person first, the disability last.

Answer 13

People First Language

Question 14

He has Down syndrome (or a diagnosis of…).

Answer 14

People First Language

Question 15

Maslow’s Hierarchy of Needs

Answer 15

1. Psychological needs 2. Safety and security 3. Love and belonging 4. Self-esteem 5. Self accusation

Question 16

1. Psychological needs 2. Safety and security 3. Love and belonging 4. Self-esteem 5. Self accusation

Answer 16

Maslow’s Hierarchy of Needs

Question 17

Food, shelter, water, sleep, oxygen

Answer 17

Physiological

Question 18

stability, order, physical safety

Answer 18

Safety and Security

Question 19

affection, identification, companionship

Answer 19

Love and Belonging:

Question 20

recognition, self-respect, prestige, success, esteem of others

Answer 20

Self-Esteem

Question 21

self fulfillment, achieving one’s capabilities

Answer 21

Self-actualization

Question 22

beauty, harmony, spiritual

Answer 22

Aesthetic

Question 23

Which of the six principles of IDEA does the Gaskin settlement address?

Answer 23

1. Zero Reject. 2. Nondiscriminatory Identification and Evaluation. 3. Free, Appropriate Public Education (FAPE). 4. Least Restrictive Environment (LRE). 5. Due Process Safeguards. 6. Parent and Student Participation and Shared Decision Making.

Question 24

(FAPE)

Answer 24

Free Appropriate Public Education

Question 25

What do NCLB and IDEA (2004) both mandate?

Answer 25

The No Child Left Behind Act (NCLB)and the Individuals with Disabilities Education Act (IDEA) are two of the nation’s most important federal laws relating to the education of children. While NCLB seeks to improve the education of all children — with an emphasis on children from low- income families — IDEA focuses on the individual child and seeks to ensure specialized services for children with disabilities so that they may benefit from education.

Question 26

_________ means that, to the maximum extent appropriate, a school district must educate any student with a disability in the regular classroom with appropriate aids and supports

Answer 26

LRE

Question 27

___________, the general education classroom is preferred and is the first place to be considered for placing a student with a disability before more restrictive options are considered. In other words, services should first be provided in the general education classroom.

Answer 27

Under LRE

Question 28

What strategy do inclusive educators use to respond to various learning needs in order to meet the learning goals of each student?

Answer 28

In an inclusive classroom, it is clear that learners of various academic, social, and behavioral levels and need share one learning environment. Differentiation of instruction is a strategy inclusive educators use to respond to various learning needs. The content, process, or product is differentiated. Students work on the same goals but in different ways.

Question 29

What is RTI and what does it entail?

Answer 29

Response to intervention. is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom.

Question 30

Who are the people that IDEA specifically requires to be members of an IEP team?

Answer 30

1. Parents 2. Student (sometimes) 3. General education teacher 4. Special edu teacher 5. a representative of the school district

Question 31

Approximately what percent do children with disabilities in special education represent of the total population of children between the ages of 3 to 21?

Answer 31

11% or more than 6.5 million

Question 32

Under IDEA, how are students with disabilities classified

Answer 32

• cognitive development; • physical development; • communication development; • social or emotional development; and • adaptive developmen

Question 33

what are the federal government’s 13 disability classifications

Answer 33

• autism; • deaf-blindness; • deafness; • emotional disturbance; • hearing impairment; • intellectual disability; • multiple disabilities; • orthopedic impairment; • other health impairment; • specific learning disability; • speech or language impairment; • traumatic brain injury; or • visual impairment (including blindness).

Question 34

What term has gradually replaced the term Mental Retardation?

Answer 34

Intellectual disability (ID)

Question 35

What conditions must be present for a student to be identified as having intellectual disabilities?

Answer 35

an intellectual disability “means significantly subaverage functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.”

Question 36

What conditions must be present for a student to be identified as having intellectual disabilities?

Answer 36

an intellectual disability “means significantly subaverage functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.”

Question 37

What is the most greatly populated disability category and one in which around one half of students in special education receive services?

Answer 37

LD, Speech and Language Disability

Question 38

What does research say about collaborating with families and implementing their ideas when planning for a child’s education?

Answer 38

Collaborating with families and including and implementing their ideas when planning for their child’s education is just as important as working with other professionals. Research has found that family involvement and engagement are critical factors in creating and maintaining strategies for supporting higher achievement for students with the disabilities. Often, however, collaboration with the family is the first to be shelved due to the many pressures and time constraints of an educators busy day.

Question 39

What framework has been developed that involves a more humanistic method of supporting students who exhibit challenging behavior?

Answer 39

Educators who utilize a humanistic behavioral support mindset do not blame the student. Instead, their critical reflection about the curriculum, environment, and social space provides a deeper understanding of the challenging behavior.

Question 40

Humanistic methods?

Answer 40

Positive behavior support, PBS Proactive behavior management Building a relationship

Question 41

Remembering that all behavior communicates something and all people need love and patience will help you be successful in educating students with challenging behavior.

Answer 41

Remembering that all behavior communicates something and all people need love and patience will help you be successful in educating students with challenging behavior.

Question 42

What are some categories of student variance with contributors and implications for learning?

Answer 42

• Biology - Degree of Privilege - Positioning for Learning - Preferences

Question 43

Gender plays a role in learning. Student will have a range of high ability and disability. Students will learn at varying speeds.

Answer 43

Biology

Question 44

• Economic status, Race, Culture. Students from low economic status and races not in position of power, face greater school challenges.

Answer 44

Degree of privilege

Question 45

• Adult models, trust, self-concept, interpersonal skills. Parents who give praise to their kids on good grades, continue to do well. Trust, interpersonal, and emotional intelligence that is positive, leads to positive impact on student learning.

Answer 45

Positioning for learning

Question 46

• Interest, Learning preferences, and Preferences for individuals. Some students will have interest in some topics while others will not.

Answer 46

Preferences

Question 47

What are some reasons learners successfully benefit from teachers who are responsive to their particular needs?

Answer 47

The teacher will make modifications for the student so that they will have the best way to learn, rather than the student having to make modifications themselves. This is due to students that are at a disadvantage for learning rather than a student who disobeying. The teacher a also builds a bridge with the student and this instills trust.

Question 48

How are implementing teaching patterns helpful?

Answer 48

Implementing patterns of instruction is helpful because it can meet the needs of multiple students. Although, it is always wise to go back and study individual students so a teacher can refine their patterns.

Question 49

What are ten successful teaching patterns?

Answer 49

find way to know students intentionally and regularly - incorporate small group teaching into daily routines - learn to teach to the high end - offer more ways to explore and express learning - regularly use informal assessment to monitor student understanding - teach in multiple ways - use basic reading strategies throughout the lesson - allow working alone or in peers - use clear rubrics that teach quality - produce a taste for diversity

Question 50

What are the results of using backward design when planning courses, units, and lessons and what three stages does it ask educators to consider?

Answer 50

It results in more clearly defined goals, more appropriate assessments, and more purposeful teaching. The 3 stages are as follows : Identify desired results - Determine acceptable evidence - Plan learning experiences and instruction.

Question 51

What is important to remember when designing assessments?

Answer 51

FORMATIVE ASSESSMENT- A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. SUMMATIVE ASSESSMENT - A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.

Question 52

What does research suggest concerning the attitudes and practice of teachers concerning differentiated instruction?

Answer 52

Suggests that most teachers believe it is desirable to attend to learner variance as they teach.

Question 53

What is the defining question in a differential classroom and what happens when a teacher uses an array of instructional strategies?

Answer 53

What’s one more way I can think about this? When a teacher uses instructional strategies, tasks become more engaging to learners. An element of variety, novelty, and surprise is injected into the classroom. It allows student to learn in more ways than one and it gives the teacher agility in reaching out to students.

Question 54

What does reflecting on individual progress with an eye toward curricular goals and personal growth mean?

Answer 54

It means that not every student will be advancing at the same rate as others. A student who is not doing well in school, should still be ahead of where they were when they came in. A student who showed lots of skill and mastery of a subject, should be further a long and not just stay at their certain skill level.

Question 55

For an assessment to be reliable, what does it require and what is required to allow valid inferences to be drawn from assessment results?

Answer 55

Reliable assessment demands multiple sources of evidence. To have valid inferences on students performances, a photo album, multiple tests, need to be looked at as a whole, rather than a snapshot, one test, to have valid results.

Question 56

What are Formative Assessments?

Answer 56

Formative assessment include both formal and informal methods, such as ungraded quizzes, oral questioning, observations, draft work, think aloud‘s, student construct a concept maps, dress rehearsals, peer response groups, and portfolio reviews

Question 57

What are some core beliefs about curriculum and diverse student populations ?

Answer 57

All students should consistently experience curriculum. A discipline that requires them to make meaning of information and think at high-level‘s. Students need opportunities to learn the basics and opportunities to apply them in meaningful ways. There is a need for balance between student construction of meaning and teacher guidance. Students need to know the learning goals of the unit or lesson and criteria for successfully demonstrating proficiency with the goals.

Question 58

List flexible elements that can be used in the classroom to enhance learning?

Answer 58

time space resources student grouping teaching strategies learning strategies teacher partnerships

Question 59

What are examples of follow up strategies to deepen student thinking?

Answer 59

Use a variety of strategies when they present to the class as well as when students are actively engaged in learning. Use strategies that enable them to address readiness, interest, and learning profile needs. Guide students in understanding how to work with instructional approaches effectively. Help students reflect on which strategies work well for them, why that might be the case, and what that reveals to the student about him or herself as a learner.

Question 60

What question does each letter of the acronym WHERETO represent?

Answer 60

WHERETO

Question 61

W-

Answer 61

W - How will I help learners know what they will be learning? Why this is worth learning? What evidence will show their learning? How their performance will be evaluated?

Question 62

H-

Answer 62

H - How will I hook and engage the learners?

Question 63

E-

Answer 63

E - How will I equip students to master identified standards and success with the targeted performances?

Question 64

R-

Answer 64

R - How will I encourage the learners to rethink previous learning? How will I encourage ongoing revision and refinement.

Question 65

E-

Answer 65

E - How will I promote students self-evaluation and reflection?

Question 66

T-

Answer 66

T - How will I tailor the learning activities and my teaching to address the different readiness levels, learning profiles, and interest of my students?

Question 67

O-

Answer 67

O - How will the learning experiences be organized to maximize engaging and effective learning?

Question 68

What is the two part process that grading can be viewed as?

Answer 68

1 - Clarity of communication. A single grade does not dictate what a student knows. It takes more than one grade to actually see what a student is learning. 2 - Impact on student motivation. Students will be more active in class if they have the belief that they can be successful.

Question 69

Least restrictive environment

Answer 69

Student placement with a focus on the general education classroom and general education

Question 70

Continuum of services

Answer 70

A range of individualized services and placement options.

Question 71

Functional

Answer 71

Describes the priority of curriculum goals for students with severe intellectual disabilities

Question 72

Multi-tiered system of supports (mtss)

Answer 72

A sequence of tiered interventions to differentiate instruction with each tier progressively

Question 73

What is the key to understanding or decoding student behavior in the classroom?

Answer 73

• Believe the key to understanding or decoding student behavior wise, first and foremost, in understanding our actions and the nature of our behavior in other words, it is helpful to think about our behavior and what influences how we act as a means of gaining a perspective about our students behavior.

Question 74

Describe the differences between nature and nurture. What is the relationship between nature and nurture as it pertains to behavior?

Answer 74

nurture-and Now we can engineer or alter our situations and circumstances so that no one’s student is exposed to undo or unhealthy levels of stress. Nature, pathology versus nurture, environment. Nature = predispositions Nurture = the things that happen to us or with us in our life circumstances Our feelings and our actions are direct outgrowth of this interactive effects between nature and nurture.

Question 75

What should be the primary emphasis of effective classroom management and what is a more accurate way to describe classroom management?

Answer 75

there are so many things to take into account and plan for, and then you have to think about differentiation, adaptation, and possible modification to address unique student needs. example, classroom management can be viewed as having two main themes: prevention and intervention.

Question 76

What are the three primary principles of prevention in classroom management and what is important to do first when establishing rapport?

Answer 76

Rapport, expectations, and reinforcement serve as three principles of practice in prevention of student problem behavior in your classroom. This is not to suggest that teaching practices such as active supervision of your students, conducting seamless transitions between activities in your classroom, or checking regularly for student understanding are unimportant—on the contrary, they are important. What I am suggesting, however, is that rapport, expectations, and reinforcement are the primary building blocks of effective classroom management.

Question 77

How will your students react if they understand that you have a genuine interest in them as people?

Answer 77

• students are more likely to become increasingly motivated to learn form in your classroom they understand that you have a genuine interest in them as people

Question 78

Concerning rapport, what is important to think about beyond the basic mechanics?

Answer 78

• 1) think about how to approach him or her, 2) talk with someone at the event that you already know who happens to know him or her, 3) think about what types of things are of interest to him or her to start a conversation, and 4) find a natural way (so it does not seem contrived) to bump into him or her to have a conversation, and so forth. In other words, you likely give many things a lot of thought (even if it is within a very short period of time) before you make your approach. You are concerned about these things for a number of reasons, which can generally be summarized as “you never get a second chance to make a first impression.”

Question 79

What are some fundamental aspects of establishing clear expectations (see Table 5.2)?

Answer 79

Select three to five positively stated, broad behavioral expectations. Identify your highest priority settings and/or routines within which you anticipate the greatest likelihood of student problem behavior. Operationally define each of your three to five expectations across each of your identified settings/routines by asking yourself, “What would my students look and sound like if they were being successful?” Post your behavioral expectations prominently in your classroom. Provide initial instruction concerning your expectations at the start of the year, and provide booster sessions periodically throughout the school year. Reinforce your students on a regular basis for appropriate behavior—catch them being good. Have clear, systematic (and reasonable) consequences for student problem behavior.

Question 80

What is negative reinforcement?

Answer 80

• is the removal of an undesired stimulus upon the performance of the desired behavior in order to increase the likelihood of future reoccurrence of that seem desired behavior. For example, if a teacher needs to escort the student.

Question 81

What is the Premack Principle?

Answer 81

is nothing more than having an understanding that in life sometimes you have to do one thing in order to gain access to another thing. The Premack Principle states that preferred behaviors, or behaviors with a higher level of intrinsic reinforcement, can be used as rewards, or reinforcements, for less preferred behaviors. Parker is a child who prefers playing outside to reading. In order to get him to read more, his mother tells him that if he reads for 15 minutes, he can play outside for 20 minutes. In this situation, Parker’s mother is using a high probability behavior (playing outside) to reinforce a low probability behavior (reading), which illustrates the Premack principle.

Question 82

What does fairness really mean?

Answer 82

• really means that everyone gets what he or she needs with the understanding that needs will very from student to student and that these needs change over time and across different situations.

Question 83

Concerning the 4 to 1 ratio, what is the same for each student and what differs from student to student?

Answer 83

• This is what is meant in the educational field by achieving the infamous 4:1 ratio. Now, in this sense, everyone gets access to the same thing (your achievement of this 4:1 ratio). What is different from student to student may be the time interval within which the 4:1 ratio is achieved based on each student’s needs.

Question 84

What are some conducive school settings that lend themselves to social interactions for students?

Answer 84

(e.g., during homeroom or lunch, transitions between classes, or transitions within your classroom) so that your interactions are not dependent on the student being successful with any given academic task (at least at that moment in time).

Question 85

Identify and describe common approaches to identifying reinforcers (see Table 6.2)?

Answer 85

Watch and learn: Start by observing your students during situations in which they have freedom of choice in activities and with whom they interact. Reinforcer inventory: Create a list of potential reinforcers in the format of a checklist and/or questionnaire. Interview students: Sit down and talk with your students (or their parents) in groups and/or one to one. Best guess, trial and error: Think about the ages and cultural backgrounds of your students. Specifically, what types of things are other students of similar age and backgrounds into in terms of activities of choice?

Question 86

What makes an effective behavioral contract and what are some parameters under which it should be established ?

Answer 86

First, the primary goal of a behavior contract is to see sufficient improvement in behavior so that you can wean the student off the contract within a reasonable amount of time. Second, at its very core, a behavior contract is nothing more than a systematic, student-centered way of further defining behavioral expectations and increasing the likelihood of being able to catch your student doing things the correct way. In short, an effective behavior contract has more to do with reinforcement procedures for appropriate behavior than it has to do with negative consequences (given, of course, that you select meaningful reinforcement procedures for the student in question). An example of a behavior contract is provided in the Appendix for your review.

Question 87

What would be the next step if a behavioral contract did not yield sufficient results?

Answer 87

Tier 3 (individual intensive) It requires a team approach. In my experiences, if a student truly is in need of Tier 3 behavior interventions and supports, no one classroom teacher in isolation will be able to comprehensively meet all the needs of the student of concern. A team approach is necessary when a student’s needs are so pronounced as to require Tier 3 approaches.

Question 88

When conducting a Functional Behavior Assessment, what are some logical “W” questions to ask and what three areas are they associated with (see Table 10.2)?

Answer 88

who, what, when, where, and why—when they are reading is one commonly accepted approach when teaching for comprehension, which also has relevance for your team when conducting an FBA. In essence, conducting an initial (entry-level) FBA with a given student involves asking this same series of questions with an emphasis on the student’s behavior. The reason for asking these questions in this sequence is to help you gain an understanding about why Jimmy engages in disruptive behavior. Context • Who is Jimmy with when he becomes disruptive? Behavior • What exactly does Jimmy do that is a problem? Consequence/function • Why does Jimmy engage in the problem behavior? What does he get or avoid as a result of being disruptive? What is the payoff for Jimmy?

Question 89

What are some examples of common fast and slow triggers (see Table 10.3)?

Answer 89

General setting events (slow triggers) • Specific illness • Poor diet, missed meals day • Tired, poor night’s sleep • Limited opportunity for choice Antecedents (fast triggers) commonly associated with escape and/or avoidance • Interruption of routines • Transitions • Lack of predictability Antecedents (fast triggers) commonly associated with getting something (attention and/or objects and activities) • Access to a favorite object or activity is denied (often resulting in tantrums) • Seeing someone else get attention • Being unoccupied or unengaged • Receiving low levels of attention • Presence of a preferred person

Question 90

What is critical when communicating with parents to build effective partnerships?

Answer 90

-As a teacher you should look to initiate the effort to get parents involved. Building trust and rapport is critical if partnerships are to be effective. In doing this it is crucial to attempt to see parent involvement from the parents’ perspective.

Question 91

Describe Positive Contacts with parents?

Answer 91

• Positive phone calls and e-mails are a straightforward way to enhance communication between teachers and parents. In many cases parents expect to hear from the school only when their child gets in trouble. The nn’pact of proactive, positive contacts can be tremendous when a teacher contacts parents to tell them about their’ child’s particular accomplishments, or to ask if they need any information on the school programs and activities. To be most effective, it is suggested that parents receive at least two or three positive contacts over the course ofthe school year. Some topics for contacts include: - introducing yourself to the parent; - describing the child’s curriculum; - commenting on the child’s progress; - informing the parent of a special achievement or improvement by the child; - telling the parent of particular strengths of the child and sharing a positive anecdote about them; and - inviting the parents to open houses, conferences, volunteering in the school, and other school functions.

Question 92

What does it mean to be a Reflective Practitioner when communicating with parents?

Answer 92

parents need to feel confident that you can do the job well. This means that if they ask you questions about your subject matter and your teaching methods you should be able to answer them confidently, professionally and in plain conversational language (avoid jargon). Being a reflective practitioner is vital to your ability to do this. You need to be clear in your own mind about why you are teaching, what you are teaching and how you think it is best to do that. You need to be clear on these questions not just generally, but about every lesson you teach. These are questions you can sort out through reflective writing exercises, like those you will have to do as part of your Performance Based Licensure process, as well as by talking to colleagues and reading professional literature. If you are clear in’ your own mind about these basic things, you should not be afraid to tell parents about them and invite them into your classroom to see them in action. Most of the parents who will take time to come View a lesson are those who are truly committed to helping their children succeed in school. Do not let visitors to your classroom intimidate you. This is an opportunity to show off what your students can do.

Question 93

What is one of the barriers in communicating with parents today?

Answer 93

On a parental level, a parent’s own negative school experiences may adversely impact positive relationships with a teacher, or parents may simply not understand how to effectively interact with the educational system. Economic and time constraints may also be primary obstacles to effective communication. T0 address this, teachers can survey parents at the beginning of the school year to determine parent schedules and availability, and also to provide parents with information regarding how and when to contact the teacher.

Question 94

What are two main outcomes achieved by effective teams?

Answer 94

• Effective Teams Effective teams achieve two main outcomes. First, they accomplish tasks (such as developing an IEP). Second, effective teams are able to foster and maintain effective relationships among the members of the team. Effective collaboration requires that all team members work together towards a common goal. Further, it is essential that all participants on the team feel valued and that the unique perspective of each team member be respected by other members of the team. For educational teams to be effective it is important that they values diverse membership and ideas acknowledging that each member of the team has expertise.

Question 95

What are the different roles on a team and what are

their descriptions? (Table 1)

-

Answer 95

Question 96

Describe Ground Rules in team meetings

Answer 96

• Ground rules are informal directives set by the team that reflect each member’s view of conditions that enable comfortable and honest communication. They help team members strike a balance between 1) completing the work or tasks of the group and 2) keeping the relationships among team members positive and rewarding (Rainforth & York-Barr, 1997). Some ofthe more critical rules of conduct cited by Johnson and Johnson (2000) include:
• Attendance: starting on time and ending on time; no interruptions to make or take telephone calls (except in emergencies)

Discussion: everyone participates, no exceptions

Confidentiality: nothing discussed leaves the room Without team permission Analytic approach: facts are essential for reachm‘g informed decisions End-product orientation: all members have tasks and all complete them

Constructive confrontation: finger pointing should be avoided 0 Contributions: all members perform real work

Question 97

Is identifying problems in terms of interests a more

advantageous approach to problem solving as

opposed to working from opposing positions?

Answer 97

The advantages of working collaboratively to solve problems:

0 Working with interests often results in the identification of more possible solutions than were originally considered;

0 By “expanding the pie,” we end up with fair agreements that potentially meet more of our needs and are “win-wm’” rather than “Win-lose;”

o Creates greater satisfaction for all of the parties and promotes a foundation for future problem solving that is respectful and energizing rather than negative and depleting.

Question 98

What are INTERESTS?

Answer 98

Working with interests is a key concept in collaborative problem-solving. An interest is the underlying need or concern that a party is trying to have satisfied. It is the thing that is motivating someone to seek a solution. A statement that describes one possible solution to meet that need or concern is a position.

Question 99

What are 10 things Para-educators want teachers to

know? (Table 3) Riggs (2004)

Answer 99

Question 100

What does a model for collaborative problem

solving include?

Answer 100

• A Model for Collaborative Problem Solving 1. Share Perspectives

0 Use our communication skills to understand the others’ perception of the situation, then needs, and desires

2. Define the Issues

0 Clarify the topics for discussion

3. Identify the Interests

0 Go beyond the stated positions or solutions to figure out what the parties

really need to have satisfied in order to reach agreement 0 Look for the common ground between all parties

4. Generate Options
   - Brainstorm and generate ideas, looking at the problem from all angles and

considering as many different ideas as possible

5. Develop a Fair Standard or Objective Criteria for Deciding

0 Using an agreed upon criteria, combine and reduce options

a Strive to “expand the pie” and create agreements for mutual gain 6. Evaluate Options and Reach Agreement

Question 101

What does consensus mean?

Answer 101

• Consensus means making decisions by the united consent of all. It is noncoercive, as it avoids imposinganyone’swillonothers.Consensusisreallymorenaturalthanmajorityvote,andsmall groups often use it without naming it. But in large, diverse groups, consensus may need special attention to work smoothly.

In consensus, the group encourages the sharm’g of all viewpoints held by those with interest in a topic. These viewpoints are then discussed in a spirit ofrespect and mutual accommodation as previously described. New ideas arise and viewpoints are synthesized, until a formula emerges that wins general approval.

Question 102

What do two teachers do in a co-taught classroom?

Answer 102

In a co— taught classroom, two teachers (e.g., general and special educators) work together to develop differentiated instruction (and perhaps curriculum) that meets the needs of a diverse population of students. In a co—taught classroom, teachers share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students. In this way the teachers can provide more integrated services for all students regardless of learning needs

Question 103

What are the eight components of a Co-teaching

relationship?

Answer 103

Interpersonal Communication

Physical Arrangement

Familiarity with the Curriculum

Curriculum Goals and Modifications

Instructional Planning

Instructional Presentation

Classroom Management

Assessment

Question 104

What are the three stages of the Co-teaching

process?

Answer 104

• Stages of the Co-teachingProcess

0 Beginning Stage: Guarded, careful communication

0 Compromising Stage: Give and take communication, with a sense of having to “give up”

to “get”

0 Collaborating Stage: Open communication and interaction, mutual admiration

Question 105

Is the notion of stages in collaboration a new idea

and what are the six stages of consultation readiness

suggested by Idol, Paolucci-Whitcomb, and Nevin

(1994)?

Answer 105

The notion of stages m’ collaboration is not new. Idol, Paolucci-Whitcomb, and Nevin (1994) suggested six stages of consultation readln’ess:

No relationship or hostile relationship.

Social relationship only.

Limited work relationship.

Adequate work relationship.

Informed relationship.

Reciprocal work relationship.

Question 106

What happens at the Collaborative Stage of the

Co-teaching process?

Answer 106

• Collaborative Stage At the collaborative level teachers openly communicate and interact. Communication, humor, and a high degree of comfort punctuate the co—teaching, collaborative classroom. This high level of comfort is experienced by teachers, students, and even visitors. The two teachers tend to work together and complement each other. At this stage it is often difficult for outsiders to discern which teacher is the special educator and which is the general educator.

Question 107

What does effective classroom management

involve?

Answer 107

• Effective classroom management involves two major components: structure and relationships. In a structured environment rules and routines structure the leaming experience. Teachers have consistent expectations for students’ behavior, which are clear to the students, and which are reinforced within the classroom. Classroom management also involves community building and relationship building. Classroom management also involves commum’ty building and relationship building. The development of relationships and community in the classroom contributes to effective classroom management. An effective classroom manager appreciates how both components contribute to an efficiently run classroom. When two teachers work in one classroom, both must understand their roles and the expectations of the classroom. At the begmni’ng stage it is sometimes the case that the special educator assumes the role of “behavior manager” for students so that the other teacher can “teach.” The relegation of this role serves to undermine this teacher’s position in the classroom as a teacher. At other tlm’es the general educator assumes the role of “chief behavior manager.” As the two teachers move into the compromism’g stage there is more communication and mutual development of expectations and routines for the classroom. At this stage there may even be‘some discussion of the need for individual behavior contracts and/or behavior support plans.

Question 108

According to Peterson (2003), what are some DO’s

and DON’Ts for inclusive Co-teaching?

Answer 108

Question 109

When Co-teaching, what are some grading

considerations to take into account?

Answer 109

• What are Some Grading Considerations You Will Want to Take into Account?

Before you lose a relationship over grading or stay up for hours debating over whether to award

a student an A or a B, remember that rarely, if ever, does anyone beyond a child’s parent or guardian ever see a report card. It is rare that anyone ever knows what a student received in their 3rd grade, 8th grade, or even high schools chemistry course. Yes, someone will look at their GPA when they apply to get into college, but most universities put a higher premium on class rank and ACT/SAT scores than GPAs. With this in mind, be creative an open-minded about the grading process, but use these tips to prevent you from falling into some common traps.

Question 110

1. Decide before you start

Answer 110

If this issues is not addressed prior to co-teachm’g, then it can become a barrier at the end of the quarter and may hinder future co-teaching relationships. Whatever grading structure you decide to use, be certain the students and their families are aware of how any modifications in grading will occur.

Question 111

Be certain to keep content and soft skills grades separate.

Answer 111

We really do not do students a favor when we let them think they are dom’g B work, but we give them so much credit for effort within their grade they are unsure of how they are doing. The implication is not to fail students who are below grade level, but why not give an A for effort and another grade that reflects the content? Combining these grades can be dangerous to students’ understanding of their skill levels.

Question 112

Combined grading by special and general educator

Answer 112

This method is probably most common but is one that can at times be problematic. First if a combined approach is used, then this should be agreed upon prior to starting the co-teaching relationship. Second, the

student and parents should clearly understand how the final grade is being determined.

Question 113

Share with parents and students the process

Answer 113

Prior to even starting to co-teach, send

homealetterliketheoneprovidedbelowtoinformparentsandstudentsyoubothwillbe workm‘g and evaluatm’g student learning in the classroom. Then, if any modifications to gradm’g occur, be certain to share these changes with the student and his/her family.

Question 114

Think outside the box and don’t be letter grade dependent

Answer 114

Many schools are successfully moving away from letter grades and using other ways to measure learning (i.e., portfolios, rubrics) which make it so much easier in the co-taught classroom.