Rebecca Grandin

Working with a special educator from Johns Hopkins University, Mrs. Grandin and her partners form a study group to learn about effective co-teaching models for inclusion classrooms in which a regular educator and paraeducator are providing instruction. To address the achievement gap between students in regular education and special education in science and social studies, the group researches methods of teacher collaboration, studies student data, reflects on strategies, and plans future experimentation and lessons. The group posts their findings on the school district’s website and makes a presentation at an in-service training session.