Instructional Planning and Grading

Introduction to the Module

In this module Sonya Kunkel gives an overview of grading for students with disabilities, planning for the co-taught classroom, and tips for planning.

Target Audience: All Grade Levels

Discussion Questions

Answer the following questions as an individual. If possible, have a dialogue with your grade level team, buidling level team, and/or district level team.

1. Describe the difference between accommodations and modifications. Give examples of each. Which students can receive accommodations? Which students can receive modifications?

2. Time for planning is the number one priority. What strategies can you utilize to make the best use of your time together?

3. It takes twice as long to plan a co-taught whole class lesson then small groups. Why do you think this is?

4. Why is it important to have kinesthetic activities during every co-taught class period? What are two kinesthetic activities that could be used in your classroom?

Activities

Activity 1:

(approximate time to complete 1 hour)

1. Using a graphic organizer that is provided, plan a lesson using small group configurations. Choose 2 of the following:

Mirror
Flip/Flop
Flip/Flop Switch
Three Station Rotation

Heineman Kunkel, Sonya. Advancing co-teaching practices: strategies for success. Cromwell, CT: Kunkel Consulting Services, 2012. Print.

Heineman Kunkel, Sonya. Inclusion: The Common Core Curriculum and the High Stakes Tests. Cromwell: Heineman Press, 2013. Print.

Video Training: Heineman Kunkel, Sonya. Using Co-Teaching to Increase Learning for All Students, Grades 6-12. Bureau of Education & Research, 2005

Video Training: Heineman Kunkel, Sonya. Practical Classroom Strategies for Making Inclusion More Successful, Grades 6-12. Bureau of Education & Research, 2010

Norlin, John W., Esq. What Do I Do When…The Answer Book on Assessing, Testing and Graduation Students with Disabilities. LRP Publications, 2008