Francesca+Amato

A Case for Co-Teaching Classified Students ** Every sophomore in the high school sat for a standardized Language Arts and Mathematics test administration last March. After analyzing the results, it became clear that students with IEPs performed with the least amount of success especially on the mathematics section. While the Special Education Department works hard to give each classified student a quality education in the least restrictive environment possible, it seems that they were not learning enough to reach the proficient performance level on standardized tests, like the NJPASS. A precursor to the NJ HSPA, an important test in terms of high school graduation requirements, the NJPASS was created using a similar format and similar question structures thus it can be inferred that the results indicate future success on the HSPA.
 * [[image:inclusion.jpg]]
 * // What’s the problem? //**
 * The special education population in the current junior class is facing a problem in mathematics, according to analysis of recent standardized tests scores. ** Of the fifteen (15) classified sophomores, thirteen (13) scored //basic// (failing) on the mathematics portion. **Only two classified students passed.**

I am proposing to have a highly qualified and certified math teacher work with every highly qualified and certified special education math teacher as an in-class support teacher, working together to meet the needs of every classified student. The following research supports this method. **#1** [|**“Creating Inclusive Schools for All Students”**] This article describes inclusion “as a way of thinking.” According to the article, inclusive schools make students feel a part of the entire learning process and supports and modifications must be available and ready at all times. Causton-Theoharis, Julie, and Theoharis, George. “Creating Inclusive Schools For All Students.” __ The School Administrator __ (September 2008) [] = 11 April 2009 This articles details five important strategies involved in creating and fostering good inclusive classroom environments. The author feels that co-teaching can be a “viable” option for students with individualized instruction needs. She explains that to maximize effectiveness administrators and teachers must understand what co-teaching is; the co-teachers must work well together; scheduling must be a priority; planning is critical and monitoring success and giving feedback are essential components to the plan’s effectiveness. Murawski, Wendy. “Five Keys to Co-Teaching in Inclusive Classrooms.” __American Association of School Administrators__ 11 April 2009 [] =#3 = [|Is Co-Teaching Effective?] This article defines many key components to co-teaching as well as pinpointing many aspects that co teachers must recognize. While recognizing that there is little research available to validate or invalidate co-teaching, the author explains how teachers can conduct and decipher their own research on co-teaching. //
 * // What’s the Solution? //**
 * #2 **
 * [|“Five Keys to Co-Teaching in Inclusive Classrooms”] **

Friend, Marilyn, and Hurley-Chamberlain, DeAnna. “Is Co-Teaching Effective?” __The Council for Exceptional Children__ (2007) 11 April 2009. // [] This article breaks down the specific role for every school employee in terms of co-teaching and what needs to be done in every stage of the process.
 * 4**
 * [|Strategies for Co-Teaching at the Secondary Level] **

Figure 1





Murawska, Wendy, and Dieker, Lisa. “Strategies for Co-Teaching at the Secondary Level.” __Council for Exceptional Children__ 36.5 (2004) 52-58. 11 April 2009. []





**// Mission Statement of Weehawken Public School //** “The Weehawken School System is in pursuit of excellence. In this pursuit, we pledge to empower each student to reach maximum potential, develop life values that enhance social responsibility, and prepare them to accept the challenges of a changing society. We will maintain a safe and orderly environment; provide the opportunity and necessary tools for all students to learn; hold high expectations for staff and students; develop and encourage lifelong readers; prepare effective communicators; equip our students with computational skills necessary for daily life; prepare tomorrow's decision makers and enlightened citizens; nourish creativity and encourage all areas of self-expression; utilize every opportunity to foster and promote positive self-esteem; promote healthy living; provide a knowledgeable, professional and caring faculty; maintain a positive professional climate that fosters collegial staff relations; and foster positive home/community/school in a functional community partnership.” The Weehawken School system consists of three in-district schools—a Pre-K to second grade elementary school, a third to sixth grade elementary school and a seventh to twelfth grade middle/high school. Situated in the middle of Hudson County, New Jersey, Weehawken sits atop the Palisades Cliffs overlooking the Hudson River and the Manhattan skyline. The high school’s population mirrors the population of the township. An ethnically-diverse population consisting mostly of students of Hispanic heritages, middle-eastern, European and/or Asian descent and the complete spectrum socio-economic statuses (from very wealthy to very poor) represent the 530-person student body of the high school.
 * // Description of District //**