Co-Teaching Demonstration Sites in Regions 2 and 3

The Virginia Department of Education (VDOE) has identified co-teaching demonstration sites throughout the commonwealth in the Excellence in Co-Teaching Initiative. There are ten demonstration sites locally in Superintendents Regions 2 and 3 (see Table 1).  These model sites provide opportunities for co-teaching partners across the state to observe effective co-teaching. The sites highlight research-based inclusive practices to meet the needs of all students within the general education classroom. At each model site, the co-teaching teams share with visitors co-planning, co-instructing, and co-assessing practices that have helped their students succeed.

For more information about the Excellence in Co-Teaching Initiative, or to arrange a visit to a model site near you, please contact Donni Perry or Shelley Littleton, at T/TAC, College of William & Mary. Co-Teaching and Inclusive Practices materials are available on the VDOE website and at Real Co-Teachers of Virginia at T/TAC Online.

Co-Teaching Excellence Demonstration Sites regions 2 & 3 (2017-2018)

Co-Teaching Excellence Demonstration Sites in Region 2
Division School Subject/Grade T/TAC Liaison
Chesapeake City Greenbrier Middle School Math 8 ODU
Chesapeake City Western Branch Middle School Science 8 ODU
Isle of Wight County Westside Elementary School 5th grade Language Arts and History W&M
Suffolk John Yeats Middle School Math 8 ODU
Virginia Beach City Three Oaks Elementary School Math 4 ODU
Virginia Beach City Three Oaks Elementary School Math 5 ODU
Co-Teaching Excellence Demonstration Sites in Region 3
Division School Subject/Grade T/TAC Liaison
King William Cool Springs Primary 2nd Grade All Subjects ODU
Gloucester County Page Middle School 8th Grade Civics W&M
Spotsylvania County Livingston Elementary School Math 5 W&M
Gloucester County Gloucester High School English 10 W&M

Building Positive Relationships With Students

Each new school year brings excitement and hope for a great year. It also brings much hustle and bustle for teachers as they dedicate significant time to planning for success. Before open house, teachers’ “to-do” lists seem ever-growing: develop or review classroom procedures and routines, organize physical structures, plan lessons, and more.  One of the most important items on that list is creating a plan for building relationships with the students.

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Maximizing Instructional Time through Structured Conversations

Every school year teachers ask themselves, “How can I create a class where students collaborate with one another as well as with me?” The answer to this question is cooperative learning. [Read more…]

Laying the Foundation for Standards-based Data-driven Specially Designed Instruction

Specially designed instruction (SDI) provides students with disabilities (SWD) the opportunity to make progress in the general education curriculum (IDEA, 2004). A student’s Individualized Educational Program (IEP) is supposed to provide the roadmap for special and general educators. Unfortunately, it is not unusual for special educators to become overwhelmed with the simultaneous demands of IEP development, scheduling IEP meetings, and standardized testing in the spring. [Read more…]

Inclusion: What, Why, and How?

Inclusive practices are vital to providing students with authentic experiences in diversity and meeting the unique needs of all learners (McGregor & Vogelsberg, 1998; Staub & Peck, 1995). With ongoing collaboration and strategic planning, school communities embrace inclusion by adopting a growth mindset to address student needs. Inclusive schools welcome all local students, with varying performance levels and learning styles, to attend their neighborhood schools, which is why a shared ownership mentality is imperative for success (Janney & Snell, 2013). [Read more…]

Building Positive Classroom Relationships to Engage Students: Video Introduction

Every school year presents a new opportunity for teachers to establish positive relationships with each student on their rosters.  Supportive relationships between teachers and students promote both visible and psychological engagement (Quin, 2017).  When teacher-student relationships are positive, they favorably affect academic achievement (Hattie, 2015). [Read more…]

Engagement Survey

T/TAC W&M, in an effort to tailor our newsletter offerings to your particular needs, has provided a brief survey below on topics related to classroom engagement. Please take a moment to respond so that our upcoming newsletters reflect your interests in this area.

Classroom Engagement Survey

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Mastering Math Using the Proceduralizing Strategy

At all levels, math problem solving requires specific, ordered steps.  Simple recall of steps is only a small part of the process.  The desired learning outcome is for students to be able to identify the appropriate procedure and to understand how to apply it and why it works.  Students with disabilities and other students who struggle with math may have difficulty remembering, understanding, and/or executing steps in the problem-solving process.  The Proceduralizing Strategy (Thomas, Brunsting, & Warrick, 2010), when used throughout Tier 1, 2, and 3 instruction, can reduce barriers with recall and application. [Read more…]

Balanced Rosters in Co-Taught Classes: A Critical Factor in Successful Co-Teaching

Administrators consider a number of factors when planning for co-taught classroom assignments. At the top of the list is thoughtful personnel assignment. While matching co-teaching partners based on their skills and collaborative styles is extremely important, careful consideration of the students assigned to their classes is just as critical. Administrators should not automatically place every student with an Individualized Educational Program (IEP) in a co-taught class (Friend, Hamby, & McAdams, 2014). Similarly, they should avoid the temptation to assign students with 504 Plans, students who are English Language Learners (ELL), students with behavioral concerns, and other struggling learners to co-taught classrooms. [Read more…]

Creating a Master Schedule that Supports Inclusive Practices

Creating a Master Schedule that Supports Inclusive Practices, an article from the May/June 2012 edition of Link Lines, provides steps for ensuring that the master schedule supports inclusion of students with disabilities in general education classrooms.  This article includes detailed tips for balancing class rosters.