Irving Elementary demonstrates co‑teaching model and multilingual supports during board meeting

Irving Elementary staff presented classroom examples and a short student demonstration at the West Allis–West Milwaukee School Board meeting on March 23, illustrating how a general‑education and special‑education co‑teaching model and targeted multilingual‑learner supports are used to deliver tier‑one instruction.

The presenting team introduced Aurora Lamecha (general education first grade), Samantha Jerassi (intensive services special education), and Sarah Mottz (multilingual learner specialist). The presenters said weekly collaborative planning, student data review, and intentional grouping allowed teachers to split instruction, deliver differentiated practice and provide targeted supports during rotations so all students access grade‑level tier‑one content.

In the demonstration, kindergarten and first‑grade students practiced phonics and sentence formation in short, scaffolded activities. Presenters described classroom structures such as on‑track and almost‑there lessons, strategy tables, and practice rings; they noted the district’s partnership with UWM for student‑teacher interns that helped expand small‑group support.

District staff also reported Irving has 32 students identified as multilingual learners, with three enrolling during the school year—data the presenters said drives planning and resource allocation. Board members thanked the Irving team for the demonstration and asked questions about group labeling, teacher movement, and predictability for students during rotations; presenters said groups rotate weekly and staff intentionally plan transitions to avoid negative student perceptions.

The board moved on to other agenda items after the presentation; administration and board members praised Irving’s layered supports as an example of the district’s implementation of UDL and tiered instruction.