"How Do I Get My Child In That Class" ICT @ PS 10 Brooklyn 5/11/12 Presentation as part of the 2011-2012 S3TAIR Grant

2. How Do I Get My
Child in that
class?
I C T @ P . S . 1 0
1 5 K 0 1 0

4. Overview
P.S. 10 offers our children a high
quality, standards-based and
inclusive education in a diverse
and barrier-free environment.
We provide thoughtful and
rigorous instruction which
enables children to become
inquisitive, lifelong learners.

6. Student Population
• Over 852 students
• Barrier free
• 78 students receive either occupational or physical therapy
• 173 Students with IEPs
• 20% of total population
• 149 Less Restrictive
• 24 More Restrictive
per Special Education Delivery Report 2011-2012 & ATS Register Report

8. Overview
• Laura Scott - Principal
Additional
Presenters
• Deborah Van Doren - Mayra Rios - Dana Roth
• Sarah Cohen - James Najjar - Cate Lindley
Project Design & Support
• Christopher M. Casal

14. Organization &
Support
• 1 ICT per grade
• Kindergarten - 5th
• 3 Common Preps per week
• 1 is "LSW" - Looking at Student Work
• Out-of-Classroom Support
• Literacy & Math coaches, ESL provider, SETTS/
Resource Room, IEP Coordinator

16. Initial Community
Acceptance
• A struggle - Teachers not willing to partner
• General Education parents asking to switch their
children
• Local schools sending special education students to our
school
• General Education teachers placing non-mandated
strugglers in ICT
• Appropriate placing of GE students

18. Differentiation of
Instruction:
Team Models
• Parallel Teaching – Sarah Cohen & Jimmy Najjar
• Stations – Dana Roth
• Alternative Teaching – Deborah van Doren & Mayra Rios
• Teaming – Cate Lindley
• One Teaching One Observing – Deborah van Doren & Mayra Rios
• One Teaching One Assisting – Cate Lindley

20. Parallel Teaching
• Sarah Cohen & Jimmy Najjar – Grade 2 ICT
Co-teachers split the class up and are both teaching
simultaneously. They may be teaching the same information,
different perspectives, or different levels in the same subject area.
• Recommended Use:
• Frequent

22. Parallel Teaching -
in action

24. Parallel Teaching -
How to Use
• If you need to split your group for two different teaching points due to a
significant gap in understanding
• Part of the class may be ready to move on to a teaching point that builds on
what you previously did and another part may need you to reteach the old
teaching point. For example, you may review a concept like how to make a
prediction with one group while the other group moves on to how to check
and adjust predictions.
• If students would benefit from being in a smaller group to grasp information
• Students may feel more comfortable asking questions in a smaller group
• Students would have more opportunities to come to the board
• You can go at the pace set by the students in your group

26. Parallel Teaching -
How to Use
• To allow more students the ability to participate and share ideas, or to
encourage more students to participate
• Students may need the chance to participate more if trying out a new math
strategy or doing test review
• Students who do not normally participate may feel more comfortable
volunteering in a smaller group
• To share two different perspectives
• For example if the teachers taught the same moment in history, such as the
American Revolution, and one did it from the point of view of the Loyalists
and the other teacher did it from the point of view of the Patriots. You
could then bring the class together for a debate where students could teach
each other about the other standpoint.

28. Parallel Teaching -
Benefits
• Each teacher has an active role in the classroom and he or she is able to plan
independently and with his or her own style
• Students can be strategically placed in the two groups to give them instruction
that is at their level
• Increased participation from students helps with assessing where students are
and what further instruction is needed
• When teaching multiple perspectives and then coming back together it gives
students an opportunity to express what they know and feel empowered and it
gives the teachers the opportunity to assess where students are
• Students can be provided with enrichment or additional support

30. Parallel Teaching -
Challenges
• It may be difficult to split the class evenly or into just two
groups
• When class size is larger it is more difficult to create two
spaces that hold half the class
• With a large class it is hard to split them into just two
different leveled groups

32. Station Teaching
• Dana Roth – Kindergarten ICT
Children rotate through stations and work in small groups,
some led by teachers, some are independent
• Recommended Use:
• Frequent

34. Station Teaching
• Teachers divide content and students
• Each teacher teaches the content to one group and
subsequently repeats/adapts the instruction for the
other group(s)
• Additional station(s) can be led by a paraprofessional,
volunteer or student teacher
• Additional station(s) could give students an
opportunity to work independently

36. What this might look
like
Teacher #1 Teacher #2
• Making words with • Decoding/Tapping Out
magnet tiles CVC Words

38. Additional Stations
Additional Adult Support Independent Station(s)
• Handwriting Practice • Literacy Game(s)

40. Alternative Teaching
• Deborah van Doren – 5th Grade teacher
Mayra Rios - Kindergarten ICT
One teachers teaches the large group and one
teacher takes a small group
• Recommended Use:
• Occasional

42. Alternative Teaching
• One teacher teaches the large group and
one teacher takes a small group
• Used in situations where students'
mastery of concepts varies tremendously
• When extremely high levels of mastery
are expected for all students
• When enrichment is desired

44. What Alternative Teaching
Might Look like
Teacher #1 Teacher #2
Teaching a large group Teaching a small group
Concept: Reading through a word Concept: One to one matching by using finger

46. Alternative Teaching: Other
Sample Applications
• The large group completes an assignment or exercise
related to the concepts just taught. The small group
receives additional direct instruction.
• The large group reviews homework. The small group
is pre-taught vocabulary related to the day's lesson.
• The large group is working on projects in small
groups. The small group is being assessed.

48. Teaming
• Cate Lindley – First Grade ICT
Both teachers in front of the class sharing the responsibility of
leading instruction
• Recommended Use:
• Occasional

50. Teaming
• Both teachers are in front of the classroom, sharing the
responsibility of leading instruction
• Co-teachers may have different but equally active roles, as
when one teacher leads a large group lesson while the other
teacher models note-taking
• Key characteristic: both teachers are fully engaged in
delivery of instruction

52. Benefits of Teaming
• Increase entertainment factor
• Energizing
• Demonstrate collaboration
• Example partnership problem solving

54. Challenges of
Teaming
• When both teachers are in front of the class, you can
lose the valuable instruction technique of grouping
• Comfort level with co-teacher: can be more challenging
with new partnerships
• With two talkative teachers, teaming can be
challenging

56. One Teaching,One
Observing
• Deborah van Doren – 5th Grade teacher
Mayra Rios - Kindergarten ICT
One teacher takes the whole group & the other teacher observes
• Recommended Use:
• Occasional

58. One Teaching, One
Observing
• One teacher takes the whole group.
The other observes.
When to use:
• In new co-teaching situations
• When questions arise about students
• To check student progress
• To compare target students to others in the class

60. What One Teaching, One
Observing Might Look like
Teacher #1 Teacher #2
• Conducting a • Writing down
whole group observations of
lesson children

62. One Teaching, One Observing:
Other Sample Applications
• Which students initiate conversations in cooperative
groups?
• Which students begin/do not begin work promptly?
• What does James do when he is confused during an
assignment?
• Who is participating? Who isn't?
• Who is being called on? Who isn't?

64. One Teaching, One
Assisting
• Cate Lindley – First Grade ICT
One teacher leads instruction while the other addresses classroom
management
• Recommended Use:
• Seldom

66. One Teaching, One
Assisting
• Places one teacher in a lead role while the other clearly
is functioning as a support to the classroom. In this
approach, one teacher leads the instruction while the
other monitors student work, addresses behavior
issues, distributes papers and supplies. The assisting
teacher may sometimes ask the leading teacher a
question to clarify a concept or directions.

68. Challenges
• Has the potential to be over-used and abused
• Frequently ends up as general educator taking the lead and
special educator acting as assistant
• Students can ultimately perceive one teacher as less
authoritative than another
• Imbalance in an ICT community

70. One Teaching, One
Assisting - in action

71. Team Models
• Take a minute or two to Turn, Talk & Share...

73. Classroom
Environment

75. Classroom
Environment

77. Classroom
Environment

79. Classroom
Environment

81. Classroom
Environment
A special seat Finger Fidgets

83. A quiet place to
work...

85. Flow of the Day:
A clear visual for
anxious students

87. Learning
Opportunities
• In an ICT class all students benefit from having the ability
to learn in a classroom that resembles life outside, full of
different kinds of people with different strengths and
challenges
• It gives all students the chance to develop empathy,
compassion, and understanding of people who are different
• This allows students to learn how to accept others and see
that while they might have some differences they also have
some similarities

89. Learning
Opportunities
All students also benefit from:
• Increased attention
• Additional conferences or guided groups since there are
two teachers
• More enrichment and support, since there are two teachers
• The two teachers may split the class and use a parallel
teaching model
• Opportunities to explain information to peers which helps
solidify that information for themselves

91. Learning
Opportunities
• Chances to hear peers explain something with an approach
that differs from their own
• Exposure to two different teaching styles and different
strengths or passions of the two teachers
• For example Mr. Najjar is a musician and is able to play
instruments and bring music into the classroom to
support learning or for enjoyment, while Ms. Cohen is
artistic and enhances the curriculum with visual arts
experiences and projects.

93. Programs that work
Fundations (Primarily K-2)
• An explicit, cumulative, and multi-sensory approach to
teach reading and spelling
Echo/Find Letters
Drill Sounds Word Play
Letter/Sound Cards & Words
Letter Formation
Echo/Letter Formation Dictation (Dry-
Erase) Student Notebooks

95. Programs that work
Sounds in Motion (Primarily K-1)
• An interventional phonemic awareness and early
literacy program
• It pairs kinesthetic gross motor movements with
phonemes to teach articulation, phonemic
awareness and sound/symbol association

97. Programs that work
TERC (K-5) • Includes:
• Stimulating curricula and • Data literacy
programs designed to
develop the knowledge and • Understanding of scientific
skills they need to ask thinking and processes
questions, solve problems,
and expand their • Problem solving
opportunities
• Evidence-based decision
• Curricula that supports all making
students in acquiring
mathematical knowledge, • Mathematical fluency
skill, and confidence to
become active mathematics
learners who can reason • An understanding of the
natural world
about and represent
mathematical ideas and
relationships • Reflection on their own

99. Creating a Population
that Works
• ICT classrooms have ten or more students
with academic and/or emotional needs so
it is important that our general education
students help balance our class and are
role models for our students with IEP’s.

101. Creating a Population that
Works
General Education Criteria: • Works well in groups
• Compassionate & • Extroverted & Highly
Empathetic Verbal – willing to share
during discussions and help
others
• Will help others
• Speaks to others kindly • Able to listen and learn from
other students
• Low Maintenance
• Doesn’t look down on other
students and is open to
• Emotionally age appropriate hearing ideas from everyone
behaviors
• Well-behaved
• Self-motivated
• Approaching grade level to

103. Creating a Population that
Works
THESE STUDENTS SHOULD NOT BE PUT IN ICT:
• Children who are pulled out for services
• Academic Intervention Services (AIS)
• IEP-driven services
• ESL
• Children who are going to be referred for SETSS
• Children with 504’s
• Children who have been referred to the PPC

105. Collaboration &
Sustainability
• Administrative Support
• Town Hall meetings
• Open-door conversations
• Accepting of change (staff)
• Opportunities for intervisitations inside & outside school
• Staff development for all
• Use of technology
• laptops, SmartBoards, iPads, Google Apps, Dropbox, etc

107. School Community
Acceptance

108. Questions...
• Q&A

109. Continued Learning
• Marilyn Friend – “Co-Teach”
• http://www.coteach.com/
• Collaboration
• Dropbox, Google Apps
• iPads
• GoodReader, Confer, 3Ring, Dropbox
• http://ps10ipads.wikispaces.com