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In 2022, the Virginia General Assembly passed the Virginia Literacy Act in response to data indicating historically high numbers of K-2 students are at risk for reading difficulties and that far too many third graders are not passing their Reading Standards of Learning assessments (Balow, 2022). Part of this legislation establishes that Virginia will provide statewide training in evidence-based literacy instruction and science-based reading research for teachers and principals, beginning in Summer 2024. So, what is science-based reading research? Have you heard the phrase, "the science of reading?" Perhaps you have heard educators saying, “We need to implement the science of reading.”

First, the science of reading does not function in English as a verb. We cannot “do” the science of reading. The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing.

This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop, why some individuals have difficulty, and how we can most effectively assess and teach. Therefore, improving student outcomes through prevention of and intervention for reading difficulties (The National Reading League, 2020). It is the best knowledge we have about how individuals learn to read. This conclusive, empirically supported research provides us with the information we need to understand how we learn to read, what skills are involved, how they work together, and which parts of the brain are responsible for reading development. This research identifies an evidence-based best practice approach for teaching foundational skills called Structured Literacy.

A reporter cloned the science of reading phrase for American Public Media’s Emily Hanford in 2018 and is often misunderstood as meaning phonics only. This is not the case. It consists of much more. This body of knowledge based on science and data concludes, just as the National Reading Panel, 2000 concluded, that proficient reading consists of knowing sounds and the letters that represent these sounds in words (i.e., phonics) as foundational skills alongside language comprehension. Both word recognition and language comprehension instruction delivered in a structured literacy format are the path to reading comprehension.

Resources are available for more information regarding the Virginia Literacy Act, the science of reading, and structured literacy.

Resources

Balow, J. (2022, August 19). Virginia literacy act implementation [Memorandum]. Virginia Department of Education.

https://www.doe.virginia.gov/administrators/superintendents_memos/2022/186-22.pdf

The Reading League. (2020). Science of reading. The defining guide. The Reading League.

International Dyslexia Association. (2018). Knowledge and practice standards for teachers of reading. Structured Literacy, https://dyslexiaida.org/effective-reading-instruction/

Reference

The Reading League. (2020). Science of reading. The defining guide. The Reading League.  

For more information, contact Diane Lewis (dplewis@vcu.edu), Program Specialist, T/TAC at VCU.

As a new school year gets underway, teacher shortages are a top priority in Virginia for most, if not all, school divisions (Youngkin, 2022). These shortages may impact instructional models, such as co-teaching, which requires the presence of two licensed teachers in the classroom (Friend, 2019). Co-teaching approaches have many benefits for students and teachers, such as a greater sense of belonging and sharpening of skills (Pesonen et al., 2021). For schools that are fortunate enough to have two licensed teachers in co-taught classrooms, how can we ensure that this instructional model benefits students and teachers? We work to build healthy co-teaching relationships. While some co-teachers may find the relationship-building process effortless, chances are they are doing certain things that promote their thriving relationship, even if they are unable to articulate them. Some key ways in which teachers can work together to reinforce a co-teaching partnership include paying attention to parity, dividing labor, and addressing conflict (Stivers, 2008; Friend, 2019).

When it comes to parity, co-teachers want to establish on the first day of school that their presence is equivalent. Equal presence can show up in many ways. Subtle but powerful ways to signal parity include having both teacher’s names on classroom doors, boards, and in learning management systems (Stivers, 2008). Other potentially more visible ways that signal parity include shared workspaces, where the teachers stand in the classroom (e.g., front of the room), and how both teachers communicate to parents and caregivers (Friend, 2019). While parity ensures equal presence, dividing labor ensures equitable workload responsibilities.

Each teacher has certain responsibilities that they are trained and expected to complete; however, other obligations as co-teachers can be discussed and assigned. Dividing labor starts with defining and understanding each other’s set roles and responsibilities so that both teachers are aware of everything that it takes to make the co-taught class successful (Stivers, 2008). Many teacher preparation programs may cover this topic; but sometimes it is helpful to seek out resources for guidance such as a roles and responsibilities checklist like the one found in Dr. Marilyn Friend’s book Co-Teach: Building and Sustaining Effective Classroom Partnerships in Inclusive Schools or in this Co-teaching Considerations Packet.

After ensuring parity and equitable division of labor have been discussed, it is important to address communication, particularly when conflicts arise. Conflicts are inevitable, but it is important to have a plan to address them when they do happen. According to Stivers (2008), problems must be addressed early and honestly and conflict management should be conducted in ways that are comfortable for both teachers. Having a conversation before school starts and check-ins throughout the year are necessary. Conversations before school starts could include sharing pet peeves, creating a consistent time to debrief after classes, and addressing issues in private (Friend, 2019). Regardless of how teachers decide to communicate, a proactive and reflective approach will aid in decreasing defensiveness later.

Great co-teaching partnerships may appear to come easy to some; nevertheless, they require intentional communication, collaboration, and planning to thrive. If you would like to learn more about how to strengthen your co-teaching relationship, Dr. Marilyn Friend’s Co-Teach: Building and Sustaining Effective Classroom Partnerships in Inclusive Schools is available for check out from our T/TAC library. In addition, the Virginia Department of Education’s Excellence in Co-Teaching initiative provides a plethora of resources from demonstration sites around the Commonwealth of Virginia and can be found under Inclusive Practices on the Virginia Department of Education’s website.

References 

Friend, M. (2019). Co-Teach: Building and sustaining effective classroom partnerships in inclusive schools. Marilyn Friend.

Pesonen, H., Rytivaara, A., Palmu, I., & Wallin, A. (2021). Teachers’ stories on sense of belonging in co-teaching relationships. Scandinavian Journal of Educational Research, 65(3), 425–436. https://doi.org/10.1080/00313831.2019.1705902

Stivers, J. (2008). Strengthen your coteaching relationship. Intervention in School and Clinic, 44(2), 121–125. https://doi.org/10.1177/1053451208314736

Youngkin, G. (2022, September 1). ED 3 addressing teacher shortages in Virginia schools. Governor of Virginia. Retrieved September 6, 2022 from https://www.governor.virginia.gov/media/governorvirginiagov/governor-of-virginia/pdf/ed/ED-3---Addressing-Teacher-Shortages-in-Virginia-Schools.pdf

For more information, contact Crystal Bell (bellcr@vcvu.edu), Program Specialist, T/TAC at VCU.

There are several prominent viewpoints or models of disability. These models consider the perceived causes, suggested supports, implications, and appropriate responses. The education system follows the medical model of disability, which views a person’s disability as a deficit requiring adjustment. Promoted educational practices, students’ individualized education programs, and inclusive practices are designed around fixing and accommodating students with disabilities. The medical model in schools places the disability as a set of deficits, harmful components, and circumstances within the student that requires modification. How does a student build a sense of self-efficacy if they are bombarded with an attitude of error in themselves? Advocates are asking for the social model of disability to be adopted. This model has already been brought to everyday life, community settings, and even the healthcare framework. It asks that an impairment be a fact, a neutral characteristic of a person, and a natural part of human experience. Educators using the social model of disability to guide their practices continue to support all students. However, their vantage point shifts.

The Inclusive School Communities Project in Australia offers a professional learning activity for educators in which they compare both the medical and social models of disability in their classrooms. This comparison highlights previously unseen negative and restrictive attitudes which lead to redesigning inclusive thinking, language, and approaches. Rather than designing our classrooms to be inclusive by embedding accommodations, classrooms and instruction are built around the abilities and characteristics of all children. Here are some strategies educators can implement to aid in this shift:

●     Voice positive language and promote a positive attitude toward impairments and differences

●     Make flexible workspaces, grouping, and seating the norm

●     Establish Universal Design for Learning that challenges all students through differentiation

●     Construct core (i.e., Tier 1) instruction directed toward all students

●     Use digital media whenever possible

●     Offer student choice and voice

●     Make inclusion the core of all buildings

●     Require shared responsibility to deliver supports

●     Require teacher and student reflection and feedback

●     Teach anti-ableism and social justice

●     Adjust the institutional norms; current expectations may mirror the non-impaired only

Educators seek to implement best practices and a welcoming environment for all students. The perspective of the social model of disability does this without making disabilities a deficit. Students in this setting learn and thrive; they overcome something inherent to them without the requisite.

Resources

Anastasiou, D., & Kauffman, J. M. (2013). The social model of disability: Dichotomy between impairment and disability. Journal of Medicine and Philosophy, 38(4), 441–459. 

Andrew Gael: Models of Disability

Isn't it a pity? The real problem with special needs | Torrie Dunlap | TEDxAmericasFinestCity  

Reimagining Disability & Inclusive Education | Jan Wilson | TEDxUniversityofTulsa

References

Longfellow, L. (n.d.) Exploring disability and Inclusion Tool 2: The models of disability. Inclusive School Communities. https://inclusiveschoolcommunities.org.au/resources/toolkit/exploring-disability-and-inclusion-tool-2-models-disability

Goering S. (2015). Rethinking disability: The social model of disability and chronic disease. Current reviews in Musculoskeletal Medicine, 8(2), 134–138.  

For more information, contact Kristen O’Sullivan (osullivankj@vcu.edu), Program Specialist, T/TAC at VCU.

Creating a collaborative and inclusive classroom

Creating a truly collaborative and inclusive classroom environment can be one of the most challenging and rewarding experiences for students and teachers. In the book, Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms, authors Alice Udvari-Solner and Paula Kluth guide teachers through several activities that are engaging and accessible to all learners. The staff at the T/TAC at VCU have developed a book study facilitation guide and provided multiple copies of this book to promote discussion.

Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms is divided into five areas of focus for teachers as they develop their inclusive classroom:

Building Teams and Classroom Communities

The first section discusses the importance of building a strong community within your inclusive classroom. The chapter provides easy-to-implement activities such as, “Pass the Compliment,” “It’s a small world,” and “Motto Maker” that help to transform a classroom into a caring community.

Teaching and Learning

This chapter provides various activities that can be used in the classroom to differentiate the material and meet the needs of all students. By building the classroom community as the focus in the first chapter, techniques such as the “carousel” and “dinner party” can be added to any teacher’s toolbox as a means to engage students at all levels.

Studying and Reviewing

Studying and reviewing material can be challenging for many students. Chapter three explores ways in which students can interact with previously taught material through music, movement, teamwork, and individually. Once learned, the students can apply these techniques to any content they are reviewing.

Creating Active Lectures

Providing whole group instruction to students can be challenging as a teacher. Students can quickly become disengaged with the content and miss out on important information. This chapter explores some excellent strategies teachers can use to grab students’ attention and get them involved in the material.

Assessing and Celebrating

The traditional multiple-choice test is one way to assess students’ understanding of the material. However, several other methods can allow students to demonstrate their knowledge of information. This chapter explores individual and group work ideas that teachers can use for students to show what they know.

If you are interested in incorporating some of these strategies into your inclusive classroom, check out the book study for Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms from our TTAC library.

Reference

‌Udvari-Solner, A. & Kluth, P. (2018). Joyful learning: Active and collaborative strategies for inclusive classrooms. Thousand Oaks, California Corwin.

For more information, contact Joel Fravel (jwfravel@vcu.edu), Program Specialist, T/TAC at VCU.