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Improving Student Learning andPerformance for Students with
Disabilities
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Michele Battin
Christopher Gagliardo
Paul GilbertJoshua Gilevski
Yvonne Ibarra
Education, then, beyond all other devices of human origin, is thegreat equalizer of the conditions of men, the balance-wheel of thesocial machinery.
-Horace Mann
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First Grade (2 classes)
Class one
Teacher/student ratio = 1:18
Poverty level = .67
Low income count = 12
students
Class Two
Teacher/student ratio = 1:18
Poverty level = .39
Low income count = 7
students
Kindergarten (2 classes)
Class One
Teacher/student ratio = 1:21
Poverty level = .52
Low income count = 11
students
Class Two
Teacher/student ratio = 1:20
Poverty Level = .45
Low income count = 9
students
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Second Grade (2 classes) Class One
Teacher/student ratio = 1:19
Poverty level = .53
Low income count = 10students
Class Two
Teacher/student ratio = 1:19
Poverty level = .53
Low income count = 10students
Third Grade (2 classes) Class One
Teacher/student ratio = 1:21
Poverty level = .48
Low income count = 10students
This class does not use a co-teachingmodel.
Class Two
Teacher/aide/student ratio =2:1:19
Poverty level = .63
Low income count = 12students
This class uses a co-teaching model.
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Fourth Grade (3 classes)
Class One
Teacher/student ratio = 1:21
Poverty level = .48
Low income count = 10
students
Class Two
Teacher/student ratio = 1:25
Poverty level = .40
Low income count = 10
These two classes do not use a co-
teaching model.
Class Three
Teacher/aide/student ratio =
2:1:18
Poverty level = .72
Low income count = 13students
This class uses a co-teaching model.
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Fifth Grade (2 classes)
Class One
Teacher/student ratio = 1:25
Poverty level = .60
Low income count = 13students
This class does not use the co-
teaching model.
Class Two
Teacher/aide/student ratio =
2:1:25
Poverty level = .40
Low income count = 16
students
This class uses the co-teaching
model.
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Special Education and General Education
teachers will gain capacity to collaborate and
have joint ownership and accountability for
delivering instruction and assessment for the
achievement and success of all students in
the general education curriculum resulting
in systemic and sustainable improvement.
Cook (2004)
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[School name] is committed to enabling all
students to reach or exceed their potential.
As co-teaching professionals, we will create
opportunities for all students to grow
academically, emotionally, and socially. We
continually strive to create an academic and
physical environment that nurtures and
enhances the growth and development of
each student.
Cook (2004)
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Method of delivering services to students
with disabilities or other special needs as
part of the schools philosophy of inclusion
ALL students receive improved instruction
Instructional fragmentation is minimized
Reduces stigma often attached to students
with disabilities
Provides a supportive learningenvironment
Cook (2004)
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The No Child Left Behind Act and current
reauthorization of federal special educationlegislature have brought added pressure for
educators to ensure that all students meet higher
standards. Because school reformers have set higherstandards, teachers are responsible for ensuring thatstudents with disabilities achieve the same success asother learners. There has been an increased emphasis
placed on educating students with disabilities, andother special needs, in general education settings.
Co-teaching is an educational option that meets thediverse challenges faced by educators.
Cook (2004)
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Co-teaching consists of two or more
educators or other certified staff who are
contracted to share instructionalresponsibility for a single group of students
in a classroom for specific content. The
educators have mutual ownership and
share joint accountability in the singleclassroom or workspace.
Cook (2004)
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When one teacher teaches one subject and theother teaches a different subject
One teaches while the other prepares materialsor corrects student work
One teaches while the other stands by idlywatching
When one persons ideas of what and howcontent should be taught prevails
Assigning an additional teacher to act as atutor
sagepub.com (2004)
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Collaboration between general education
and special education
Provides a wider range of instructional
alternatives
Improved instructional practices increase
students participation, engagement, and
learning
Increased teacher-student ratio
Cook (2004)
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District-wide/School-wide Establish and articulate a shared vision for using co-teaching as
a method of providing inclusive programming for studentswith disabilities (district-wide, school-wide, family,community)
Plan professional development for administrators and school-based staff
Establish clear goals and expectations
Establish clear roles and responsibilities
Establish effective methods of communication
Establish timeline for implementation
Establish procedures for monitoring and evaluation of co-teaching model
Establish procedures for measuring student outcomes andachievement
Establish a school-based instructional leadership teamMaryland State Department of Education (2011)
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Determine Readiness and Needs District-wide/school-wide
Skills and knowledge of administrators, teachers, relatedservice providers, and support staff
Resources (staffing, instructional, space, budget)
Scheduling and staffing assignments
Assess students strengths and needs to ensure appropriateplacement in co-teaching classes
Co-Teaching Team Commit to a vision of co-teaching as a method for delivering
instruction to students with disabilities
Identify roles and responsibilities
Establish classroom procedures
Design lessons and assessment
Identify professional development needs
Plan collaborativelyMaryland State Department of Education (2011)
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Initial and Ongoing
Administrators, principals, teachers and support
staff participate in professional development
Research based related to using co-teaching as an
instructional delivery model Driven by professional development standards
Related to five approaches of co-teaching
Based on student characteristics and needs
Based on teacher characteristics and needs
Maryland State Department of Education (2011)
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District-wide/School-wide Provide collaborative planning time
Arrange schedules to accommodate co-planningand co-teaching
Class composition/Appropriate student grouping(proportion of students with disabilities perclass, number of classes, types of disabilities)
Provide continued professional developmentbased on teacher/student needs
Allocate necessary resources for instruction,progress monitoring and assessment
Maryland State Department of Education (2011)
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Co-Teaching Team Participate in professional development Choose appropriate approaches based on student
needs
Plan and deliver co-taught lessons that provide
access to general education curriculum inclusive ofaccommodations to meet student needs Conduct progress monitoring and data collection Communicate with parents
Maryland State Department of Education (2011)
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District-wide/School-wide Review data to determine if co-teaching model is effective
Review data to determine if co-teaching model should be
expanded
Ensure data is being used to improve instruction in co-
taught classrooms
Assess impact of co-teaching on student achievement
Conduct classroom observations for fidelity
Evaluate effectiveness of professional development and plan
for ongoing development
Identify strengths and weaknesses (planning time,
scheduling, classroom composition, teaching teams)
Maryland State Department of Education (2011)
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Co-Teaching Team Monitor student performance
Analyze data to assess student achievement and established
outcomes
Determine if established lesson outcomes are being met
Determined needs for ongoing professional development
Identify and problem-solve barriers
Determine parity in planning and responsibilities
Make adjustments as needed
Communicate results
Maryland State Department of Education (2011)
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Co-teaching team members must make
decisions by utilizing a cooperative process.
Interactions are important for co-teachers, as
they must decide how often they need to
meet and how much school time they will
need to interact. Co-teachers should develop
a communication system, such as a log book,
when formal meetings are not scheduled.
Cook (2004)
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Administrator Provide the necessary training and professional
development opportunities for co-teachers tosuccessfully implement co-teaching model
Provide regularly scheduled meetings for co-teachers
and assist with the development of timelines andpriorities
Assign co-teachers who share similar educationalphilosophy and teaching style
Provide direct support to co-teachers, problem-solve
day-to-day struggles Be a proactive supporter of co-teaching
Cook (2004)
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General Education Teacher Open communication
Responsible for instructional delivery as decided byboth co-teachers
Equally responsible for the learning of allstudents towhom he/she is assigned
Must achieve a distribution of leadership functionsand ensure allstudents are learning
Monitor the success of the co-teaching service ofdelivery and the achievement of the lessons learninggoals
Individual accountability by acknowledging theimportance of his/her individual actions and howthose actions affect the success of the co-teachingmodel
Cook (2004)
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Special Education Teacher
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Co-teachers must plan together. The followingare topics for co-teachers to discuss: Instructional content and teachers expectations for all
students
Format of the instruction and planning, includes who will dowhich part of the planning and instructional delivery
How to create parity in the classroom
Organizing space for students and teachers
Instructional routines, division of teaching chores (grading,preparation, etc.)
Classroom management and discipline procedures
Safety issues for all students
Open communication, feedback process
Evaluation procedures, how student outcomes will be assessed Personal issues that might affect teachers relationship in the
classroom
Establish what the definition of help is in the classroom
Cook (2004)
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Both teachers must be responsible for planning, delivering and assessing
instruction
identify and design accommodations and/or modifications forall students
manage behavior and intervene with appropriate interventionsas needed
be familiar with various assessment procedures and formats work together to design data collection procedures and to
determine how data will be collected and analyzed
be involved in meetings and conferences related to studentsinstructional programs
make a commitment to openly and regularly share informationand to discuss issues related to the instructional programs for
students in their class advocate for all students
Louisiana Department of Education (2011)
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One Teach, One Observe One teacher observes and gathers data related to student
engagement in the learning process during instruction.
Both teachers analyze data together to guide future
instruction.
Use in new co-teaching situation, when questions ariseabout students, to check student progress, or to compare
target students to others in class.
One Teach, One Drift
One teacher is responsible for teaching, the other
circulates and assists students as needed. Use when lesson is best delivered by one teacher, when one
teacher has particular expertise, in new co-teaching
situations, or when student work needs close monitoring.
Cook (2004)
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Parallel Teaching Both teachers are teaching the same information but class is
divided and lesson is taught simultaneously.
Use when lower adult-student ratio is needed to improve
instructional efficiency, to foster student participation, or
when using drill practice, re-teaching, and test review.
Station Teaching
Teachers divide content and students, students rotate from
one teacher to another and to an independent station.
Use when content is complex but not hierarchical, whenlessons include review, or when several topics comprise
instruction.
Cook (2004)
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Alternative Teaching A small group of students works with one
teacher, larger group works with the other.
A large group completes planned lesson, small
group completes an alternative lesson or samelesson at a different level.
Use when students mastery of concepts taught
varies, when high levels of mastery are expected
for all students, when enrichment is desired, or
when some students are working in a parallel
curriculum.
Cook (2004)
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Team Teaching Both teachers deliver same instruction at the
same time.
Each teacher speaks freely during large-groupinstruction.
Instruction is a conversation, not turn-taking.
Use when two heads are better than one orexperience is comparable, when instructionalconversation is appropriate during lesson, when
teachers have considerable experience, or when agoal of instruction is to demonstrate some type ofinteraction to students.
Cook (2004)
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Benefits of co-teaching
The students benefit from two different teaching styles; multiple
learning modalities are hit. I also think that you have a stronger
curriculum because you have two experts teaching the same curriculum
and the benefit of their knowledge together. Both teachers hover on
students that seem to need it most, especially students who are not
identified but are close.
There are two teachers with a similar number of students that a regular
classroom has, if its handled properly.
Students who are not necessarily identified as special needs but have
more needs than regular education students actually get the benefits that
special needs students would get, and they get that extra support.
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Reduced stigma on special education students in a true co-teachingmodel, not just as a consultant. As a consultant, kids dont view you as
the teacher, they view you as a helper. Both classes move between
classrooms, its not just special education students, its both ways.
Negatives of co-teaching
Lowest students who are identified dont benefit as much as they
would from small group instruction. The highest students are
sometimes held back and expected to partner with children who have
special needs.
Difficulties if you dont choose who you co-teach with, because some
teachers are really inflexible. Teachers are control freaks.
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Cook, L. (2004). Co-teaching: principles, practices, and pragmatics.Retrieved from http://www.ped.state.nm.us/seo/library/qtrly.0404.co-
teaching.lcook.pdf
Louisiana Department of Education. (2011). Louisianas co-teachingresource guide. Retrieved from http://www.lasig2.org/files/FINALco-
teaching_Guide.pdf
Maryland State Department of Education. (2011). Collaborative
development and implementation stages of the co-teaching frame-
work. Retrieved from http://mega-2011.tadnet.org/uploads/file_assets/attachments/86/original_133-Using_State_Per_Dev-Inclusive_
Practices_Sorin_-_4.pdf?1311171001
What is co-teaching? (2004). Retrieved from http://www.sagepub.com/
upm_data/6847_villa_ch_1.pdf