PLEASANTS COUNTY SCHOOLS SUPPORT FOR COLLABORATIVE TEACHING PARTNERSHIPS PROJECTModule 1: What is co-teaching?

September 11, 2015

WHAT IS THIS TRAINING ALL ABOUT?

•Support •Collaborative Teaching•Partnerships

OUTCOMES

• Know what co-teaching is and is not

• Understand the purpose of co-teaching

• Plan and implement a lesson that incorporates strategies for collaborative teaching

NEW LANGUAGE

• CONTENT SPECIALIST

In-depth understanding of the content standards, pacing, curriculum, foundational skills, etc.

• STRATEGIES SPECIALIST

In-depth understanding of strategies to support students with various learning needs, IEP requirements, etc.

WHY GENERAL EDUCATION CLASSROOMS?

• NxG Standards drive the curriculum and instruction. The GSA is the assessment utilized to determine each and EVERY student’s level of proficiency and growth.

• The IEP team of each student must determine the Least Restrictive Environment (LRE) for learning the NxG Standards.

• Students whose LRE is the General Education Environment (GEE) are afforded appropriate accommodations, modifications, and specially designed instruction needed to achieve growth and proficiency on these standards as measured by the GSA.

• General education classrooms are taught by highly qualified experts in the required content, curriculum and pacing required for achievement.

WHY CO-TEACHING?• A student’s IEP is the roadmap describing the students strengths and

challenges in the content areas, behavior, functional skills, and social skills.

• Based on this roadmap, a team of educators, parents, the student (if appropriate), therapists, and other stakeholders determine the annual goals necessary for the student to succeed.

• Goals must address critical competencies that lead to grade level success.

• Goals must include a timeframe, condition, behavior and evaluation criteria with procedure.

• The CONDITION statement identifies the SPECIALLY DESIGNED INSTRUCTION the student will need in order to achieve the goal.

• Academic profile components inform the goals.

SAMPLE PROFILE COMPONENTS

• Structural Analysis

• Affixes (prefixes and suffixes)

• Base Words

• Fluency

• Speed/automaticity

• Background knowledge

• Figurative language

• Content area vocabulary

• Comprehension

• Determine main ideas

• Summarize

• Automaticity of facts• Ability to follow multi-step directions• Attention span• Learning style• Study skills• Skimming/scanning• Social skills• Daily living skills• Writing skills• Sensory needs• Behavioral issues

WHAT SERVICES?

• In order for the student to achieve his/her goals, appropriate supports must be put in place. These supports are identified on the services section of the IEP.

• The location that the services are to be delivered in are determined by the IEP team. This is how the LRE is determined.

• The services are divided into three sections:A. Supplementary Aids, Services and Program ModificationsB. Special Education ServicesC. Related Services

SUPPLEMENTARY AIDS, SERVICES AND PROGRAM

MODIFICATIONS• Provided in the general education environment

• Matched to student’s needs and setting demands

• Includes supports beyond those provided to all students

• EXAMPLES: Behavior Support Plan (BSP), Assistive Technology, Specialized Equipment, Extended Time, Oral Testing, Word Banks…

• These services do not require a special education teacher to provide them. These are all services that are provided in the regular classroom, typically by the general educator. They are documented on the Accommodation Calendar for each student.

SPECIAL EDUCATION SPECIALLY DESIGNED INSTRUCTION

• Carefully planned, coordinated, individualized learning experiences

• Adapting content, methodology and delivery of instruction

• Evidence-based

• Provided or coordinated by the SPECIAL EDUCATOR.

• Examples include scaffolding, executive function tools (timers), task analysis, intensive modeling, multi-modality instruction, constant visual supports, pre-teaching (flipped lessons), memory/review skills, attention strategies, individual behavior supports.

SPECIAL EDUCATION SERVICES

• Direct instruction provided by a special educator

• In the appropriate environment (general education setting or special education setting)

• And when the direct instruction occurs in the general education setting, it is called CO-TEACHING!

COLLABORATION IS KEY!Now this is COLLABORATION!

CO-TEACHING IS…

• Two or more adults…SLPs, OTs, PTs, Title I – anyone who is available!

• Simultaneously instructing a heterogeneous group of students

• In a coordinated fashion

• Dependent on co-planning

• Collaborating

• Beneficial for ALL students

• Creative

• Effective

not...

CO-TEACHING IS NOT…

• One teacher acting like a helper

• Just ‘showing up’

• Ignoring the needs of students with IEPs

• Teaching the same old way

• Waiting to be needed

• Pulling the “IEP kids” out for separate instruction

• Tutoring

• Tag-teaming

• Paperwork time for one while other teaches

ACTING – let’s do it; likes to act, try things, plunge in

SPECULATING – likes to look at the big picture, the possibilities, before acting

ATTENTION TO DETAIL – likes to know the who, what, when, where, why, before acting

PEACEMAKER – likes to know that everyone’s feelings have been taken into consideration before acting

THE CO-TEACHING RATING SCALE

WHAT ARE WE LOOKING FOR?

ROLES

1. Both teachers are actively engaged in the teaching/learning process for 95% of the lesson.

2. Each specialist integrates his/her unique teaching expertise into the lesson.

EVIDENCE

Specially designed instruction is occurring.

**If you can’t figure out who is the specialist, it may be because nothing “special” is happening.

WHAT ARE WE LOOKING FOR?

PROFESSIONALISM

1. Both adults viewed as “teachers” with equal authority.

2. Interactions between teachers show respect for each other.

3. Teachers feel equally responsible for what happens in the classroom.

EVIDENCEPlural language “We are looking for…” “We will be looking at your work…”

How teachers speak to each other.

How students address the teachers.

WHAT ARE WE LOOKING FOR?

COMMUNICATION

1. Teachers share responsibility for major decisions regarding instruction.

2. Teachers plan lessons together and discuss issues related to instruction.

EVIDENCE

Lesson plans show the planning process involved both of teachers making decisions regarding student needs and instruction.

Collaboration meeting notes/plans

WHAT ARE WE LOOKING FOR?

ASSESSMENT

1. Assessments are designed for all or modified as necessary.

2. Progress on IEP goals is monitored frequently.

3. Grading is a shared task.

EVIDENCE

Assessments show modifications/accommodations based on individual student needs.

IEP goals tracked “intentionally.”

Both teachers can clearly articulate grading procedures.

WHAT ARE WE LOOKING FOR?

INSTRUCTION

1. Various grouping arrangements are used.

2. Instructional strategies are utilized that enhance learning of struggling students.

3. Instructional lead is shared.

4. Students with IEPs are included.

5. Student work is differentiated, if necessary.

EVIDENCEAt least 65% of instructional time is spent in grouping other than whole group.

Strategies are clearly in place in lesson plans and in instruction.Both teachers can clearly articulate grading procedures.

Differentiating is evident.

Seating and activities involving all students.

CO-TEACHING RESPONSIBILITIES

HOW DO WE GET THERE?

Visit the Co-Teaching Café!Co-Teaching Café

MENUThe Co-Teaching Duet

$$$$$An extremely

spicy blend of a

variety of our best ingredients, mixed to perfection and served in one of our beautiful serving bowls (your choice)

Prepared specially to your liking by two of our best trained chefs. This dish is sure to turn on even the most discerning taste buds!

Our most filling and tastiest dish!

The Lead and Support $$

Your choice of

one of our finest ingredients, big enough to serve up a whole group! Can be specially prepared for other group sizes, upon request.

This meal makes a great snack, satisfying and tasty; however, it may not “stick to your ribs” like our other menu item.

Just right for the customer on the go! Quick and easy with little

prep time…

CO-TEACHING CAFEDUET MODEL LEAD AND SUPPORT

MODEL

SPEAK/ADD LEARNING STYLE ADAPTING COMPLEMENTARY

PARALLEL STATION SKILL GROUPS WHOLE GROUP

SPEAK/ADD

The Fine Art of Interrupting...A True/False Quiz

Teachers plan lesson and divide responsibilities by learning modalities. Teacher A might plan a visual and auditory component, while Teacher B plans a tactile/kinesthetic component.

• Take the survey!

where a member of the co-teaching team does something to supplement or complement the instruction provided by the other member of the team (e.g., models note taking on a transparency, paraphrases the other co-teacher’s statements, pre-teaches, reteaches, mini-group instruction.)

COMPLEMENTARY

SERVING BOWLS!GROUPING SKILLS GROUP STATION

TEACHINGPARALLEL TEACHING

Description Homogeneous subgroups with leveled instruction

Small group pulled aside for direct instruction while larger group receives whole group instruction

Divide class into two heterogeneous groups. Each teacher takes a group.

PROS Multiple readiness levels are addressed

Intense, direct instruction for a small group of students

Increased participation rates

Focused expertise Effective for limited materials

CONS Possible feel of tracking

May be embarrassing for students who are pulled aside

Requires equal expertise if used for direct content delivery

PARKING LOT

NEXT STEPS!•Observations•Module II•THE POWER OF TEAMWORK