EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/21/2017 | 11:00 AM - 12:00 PM | Co-teaching: Learning Through Implementing | Silver Creek
Co-teaching: Learning Through Implementing
Jordan School District determined that their next step in closing student learning gaps in math at the secondary level would be to implement or expand co-teaching. Co-teaching is a way to increase inclusion of students with disabilities while closing student-learning gaps for all students. In this session, participants will follow Jordan through the implementation process from beginning to the end of year one. “The first key to success in co-teaching is to start early and clearly identify how the process will be implemented as well as evaluated” (Dieker & Murawski, 2003). The session will cover design, gathering support at all levels, data collection, professional development, coaching, current outcomes, and the lessons Jordan learned along the way. Participants will be able to use the knowledge to begin or update their planning for implementing or improving co-teaching.
- By end of session, participants will demonstrate conceptual knowledge of co-teaching.
- By end of session, participants will describe the effects of co-teaching on students with and without disabilities.
- By end of session, participants will identify the requirements for effective implementation (e.g., professional development, administrative support, coaching).
Presentation:
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Transcripts:
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Presenters/Authors
Trevor Warburton
(), Utah Valley University, trevor.warburton@uvu.edu;
Trevor Warburton, Ph.D., is an assistant professor of secondary teacher education at Utah Valley University. He was formerly a mathematic teacher specialist in the Special Education Department, Jordan School District and a high school mathematics teacher. He focuses on improving the quality of mathematics instruction at all levels in order to increase equity in K-12 mathematics classrooms, especially for students with disabilities and underserved populations.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Melody Andreasen
(), Utah Professional Development Network (UPDN), melody.andreasen@usu.edu;
Melody Andreasen, M.Ed., has been in the education field for 16 years. She spent 8 of that substituting all grade levels and the other 8 teaching special education. She started in the junior high behavior unit and then moved to the high school. She then taught ELA, math, and skills in the junior high setting for 7 years also serving as the department chair and assessment coordinator. She holds a Level II teaching certificate with a middle school math endorsement (HQ/NCLB) in Utah and a provisional in Arizona where she taught in a K-4 Autism unit and in a developmental preschool. She is currently working as an Instructional Coach/Implementation Specialist with the Utah Professional Development Network (UPDN).
ASHA DISCLOSURE:
Financial -
Nonfinancial -