Co-Plan to Co-Serve Model in Mathematics
Abstract
Inclusive education has become a common practice in many school districts to include students with disabilities into the regular education classrooms to the maximum extent possible. One model of inclusive education used in schools is a co-plan to co-serve model. A co-plan to co-serve model is when teachers collaboratively plan to serve the students in the classroom. A co-planning model can lead to a special and regular education teacher co-teaching alongside one another, but it is not required. There are many benefits, barriers, and suggestions presented when co-planning. This raises the question of whether or not second-grade special education students make adequate progress in math within a co-plan to co-serve model. Adequate progress for second-grade students within a co-plan to co-serve model was researched by analyzing statistics, scaled score and student percentile rank, of a standardized computer test at two different times in the academic school year. These statistics were then compared to see the progress that was made by the students. While all three students made increases in their scores, two students received a score of 50 or better for the student growth percentile indicating high growth.
Subject
co-planning
academic
mathematics
special education
growth rate
elementary
Permanent Link
http://digital.library.wisc.edu/1793/85395Type
Field project