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All Students Who Need a Learning Boost  \nILLUSTRAT IONS BY RACHEL SENDER  \nBy Mary T. Brownell, Stephen Ciullo, and Michael J. Kennedy  \nacqueline is a sixth-grade special education teacher whose  \nJschapporoolishttraeccehinntlgyaecid leationimpg Nemew spneanial cnlusd gvne  \neral educators collaborate to provide a stronger system of instructional supports based on their analysis of students’ data. Jacqueline and her colleagues are systematically supporting students with disabilities and others who are struggling in one or more academic or behavioral domains. After months of online  \nMary T. Brownell is a distinguished professor of special education at the University of Florida and director of the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. Stephen Ciullo is an associate professor of special education at Texas State University. Michael J. Kennedy is an associate professor of education in the Curry School of Education and Human Development atthe University of Virginia and head of the STORMED (Supporting Teachers through cOaching, obseRvations, and Multimedia to Educate students with Disabilities) Lab. The content of this manuscript was produced under US Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the US Department of Education. No official endorsement by the US Department of Education is intended or should be inferred.  \nlearning due to the coronavirus pandemic, they now have a hybrid model in which students are on staggered schedules, coming to school two days a week. While some families have been able to adjust, many are experiencing a great deal of stress. More students than ever are slipping behind, acting out, and withdrawing. The whole sixth-grade instructional team has been searching for more effective practices to foster academic, social, and emotional development.  \nJacqueline’s sixth-grade general education colleagues have started to teach using modeling with think-alouds and strategies like summarizing text. They are also using specific scaffolds, including graphic organizers, to better accommodate students’ learning needs. When working with students in small groups, Jacqueline reteaches strategies, models foundational skills necessary for successful participation in the general education curriculum, and helps her students learn to use accommodations that will support learning in both settings (such as text-to-speech software so that students who are still developing reading skills have access to gradelevel content).  \nThe changes Jacqueline and her colleagues are making seem tobe working. Almost all the students with disabilities and the students who have been struggling during the pandemic are securing better grades and seem more motivated to participate in instruction. Many are even beginning to show their peers how to usestrategies they learned in Jacqueline’s small groups.  \n12 AMERICAN EDUCATOR | WINTER 2020–2021  \nJacqueline and her general education colleagues have always worked hard and been dedicated to their students, but in the past their instructional strategies were not well coordinated. As they started working together more closely to adopt the inclusive model, they also dug into research on how to accelerate learning. They found that agreeing on some foundational ideas—like collaborating so that core and supplemental instruction are tightly connected and being more specific about students’ learning goals and the scaffolds the team would use to meet them—made a big difference in their team’s day-to-day work and their students’ development.  \nJacqueline’s experience is in keeping with what research has established: students with disabilities can achieve content-area standards and meet soci","cbCaiafLrGL1mMsO","https://ap.wps.com/l/cbCaiafLrGL1mMsO","pdf",273147,"English","# High-Leverage Practices\n## Teaching in a Pandemic Hybrid Model\n## Instructional Supports, Scaffolds, and Accommodations\n## Coordinated Team Strategies and Research-Based Outcomes","[{\"question\":\"How does the article describe the instructional shift during the coronavirus pandemic?\",\"answer\":\"It describes a move to a hybrid model with staggered schedules, where students attend school two days a week and the team responds to increased stress and learning gaps.\"},{\"question\":\"What teaching strategies are highlighted for supporting students in general and special education settings?\",\"answer\":\"The article highlights modeling with think-alouds, summarizing text, and scaffolds such as graphic organizers, along with reteaching and helping students use accommodations like text-to-speech.\"},{\"question\":\"What is the role of coordinated teamwork in the inclusive model described?\",\"answer\":\"It emphasizes agreeing on foundational ideas—linking core and supplemental instruction, clarifying student learning goals, and selecting specific scaffolds—so the team’s day-to-day work and student development improve.\"}]","High-Leverage Practices - Grappling with the Pandemic - Teaching Students with Disabilities—and All Students Who Need a Learning Boost | PDF",1792070826]