co-teaching getting ready to work together dr. wendy dover balough rock hill school district 3

Co-Teaching

Getting Ready to Work Together

Dr. Wendy Dover BaloughRock Hill School District 3

I’ve Been in Your Shoes…Co-Teaching: Where do we start?

A Match Made Where? Co-teaching is really all about teaming.

Whether you and your partner(s) Chose to work together (a love match), Schedules threw you together

(marriage of convenience) Or were told you would work together

(an arranged marriage), You are on the same team. Teams are

made of individuals, and that’s what makes is SO very interesting!

Making a Good Match

General Educators – Develop a “Dream List” that answers the question… “What would you like most from a

special education co-teacher? Special Educators – What skills, abilities,

and materials do you have to offer? (a dowry, so to say!)

Getting Ready to Work TogetherToday’s Agenda

Introduction and Overview

Models of Co-Teaching

Just the Two of Us – a Partnership

There are 6 Co-teaching Arrangements

Sorting and Grouping Students

Co-teaching Considerations

Co-planning Parting Tips

There’s More Than One Way… Collaborative Planning Systems of Information Sharing Consultation Resource Room/Pull-Out Support Coaching and Modeling Staff development Interventions and Strategies Peer Assisted Learning Cooperative Learning Problem Solving Instructional Assistants Differentiated Instruction

Co-teaching

So,Why Co-teach?

It is one of the most popular models of inclusion… AND INCLUSION is really all about ACCESSING the general curriculum, right?

You can combine so many inclusive strategies with co-teaching

It’s just good instructional practice – if it’s done right!

Benefits of Co-Teaching

Co-teaching has lots of advantages for lots of different “stakeholder” groups

General education teacher Special education teacher Students with special needs Students without special needs

Handout page 2

Key Components of Co-teaching Defined roles and responsibilities Varied instructional arrangements Starting with a plan and commitment to

ongoing co-planning Formal information sharing Administrative understanding and support Implementation of individual student

accommodations and modifications (CURRICULAR modifications)


Intros and Overview Models of Co-

Teaching Just the Two of Us –

a Partnership There are 6 Co-

teaching Arrangements




Special Education Service Delivery General Classroom Services

Pull-out Services and Support

Separate Classroom Services

Alternative Setting

Homebound

Special Education Services

Indirect Consultation Problem Solving Sharing student

information Planning Collaboration (providing

ideas for modifications, accommodations, strategies)

Coaching Behavior interventions Itinerant support to

students

Direct Co-teaching and

Supported instruction Pull-out Resource Special Classroom or

Setting Direct instruction

Content Skill development Remedial instruction Acceleration Preteach/reteach

Academic support Social skills Behavior

ConsultationSupported Instruction

Co-TeachingResource/Pull-out

LESS Support Intensive

MORE Support Intensive

Continuum of Inclusive Models

Models of Inclusive Services

Consultation Model

Student support services personnel provide indirect, out-of-class support to general classroom staff or students.

Consultation ModelPlanning

Strategies

Problem-solving

Shared student information

Shared program information

Observations

Coaching

Resources and materials


Collaborative/ Classroom Support Model

Student support services personnel provide direct in-class support to students as they participate in the general education classroom

Classroom Support Model

“Inclusive” Classroom- Co-teaching- Supported InstructionModifications- Instructional

accommodations- Curricular modifications

Difference Between Co-Teaching and Supported Instruction

Co-Teaching GenEd teacher and SpEd teacher

plan together Regular and scheduled

planning Both teachers come prepared Format for planning

Shared Instruction

Active engagement throughout instructional time

Use of a definable instructional arrangement

More of an equal partnership

Supported Instruction Less planning or ongoing

communication may be evident

Special Ed. personnel obviously in assisting role

General education has primary responsible for instruction and direction

Teach and Support/Assist is prevailing instructional arrangement

Less of an equal partnership


Pull-out Model

Student support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom.- smaller groups

- more intense or specialized

instruction

Pull-out ModelResource Class- Academic support- Academic enrichment

and acceleration - IEP skill development

Self-contained Class- Academic support- Functional curriculum- Curricular modifications

GO NEXT





Continuum of Inclusive Models

I Know What I Don’t Want!

Turn taking One teaching while the other prepares instructional

materials, corrects papers, works on the computer… One teaches and the other stands or sits by and

watches One person always dictating what is taught or how it

is taught The assignment of someone to just act as a tutor or

assistant One who does not make the partnership a

commitment or priority

Make the Partnership a Priority

Be there Be responsible Be on time Be prepared Be actively engaged Communicate

OUR Co-Teaching …

IS In the general

classroom A joint responsibility Coordinated

instructional arrangements

Ongoing communication

Formal planning Proactive Dependent on joint

co-planning

IS NOT One doing all the

directing Turn Taking A remedial class A plan to improve

weak teaching skills Minimal

communication Little/no formal

planning Independent actions Reactive



Teaching Just the Two of Us

– a Partnership There are 6 Co-





Inclusion I do!

YOU do!

WE do!

Job Titles May Help

General Education Teacher

Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Collaborator Co-Teacher

Special Education Teacher

Consultant Strategist Resource Specialist Coach Case Manager Collaborator Co-Teacher

Overall Roles and Responsibilities

Handout Page 4 Each team read both lists

Top 2 roles and responsibilities for each Any changes? Any to add?

Sharing Information – It’s VERY, VERY Important!

SPED Teacher has…

Specific, individual student information Learning styles & strengths

Specific IEP information Goals/objectives Modifications and

accommodations Present level of

performance FBA/BIP

Student Profile

GenEd Teacher has…

Classroom info and expectations Instructional styles &

preferences Grade level characteristics &

expectations Learning and behavioral

expectations Curriculum knowledge and

understanding Classroom Profile

One More “Partnership” Tidbit

Any problems with communication has to be… …the other person! Are we in sync? Skills: communication, collaboration,

problem-solving, facilitating, empowering, coaching, listening, “our kids” not “my kids”

To “Do” Co-Teaching RIGHT…

You MUST plan for the use of varied instructional arrangements AND use them!

You MUST do more than Teach and Support

VIDEO CLIP - Co-Teaching Arrangement Examples One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist

Worth Talking About

Which approach or approaches do you use most often?

Which approach seems most appealing? How could you and your co-teacher apply

these arrangement in your current partnership?

Tag Team Teaching Ideas (handout)

Practicing with Content Activities

Handout p. 16. Content Orientation (Question 1) What content subject area will you be co-

teaching? In broad/general terms, what knowledge or

skills is targeted by the general curriculum? What unit titles or topics will be covered during

the first grading period? Handout p. 12. Briefly describe 3 class

activities, assignments, or projects.

Practicing with Content Activities

Together, develop a way to use each of the instructional arrangements with the 3 activities, assignments, or projects.

Co-Teaching Arrangements: Got to Use All Six! One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist





Scheduling Across Those Different Delivery Models

Inclusion Schedule Planner

Handout pages 14-15 Best completed by the teacher with the most

experience with the student We’ve use IEP present levels

Best completed before working on the new schedule We’ve done it in October!

The “values” on page 15 can be changed! These are only SUGGESTED

Once It’s Complete…(Murawski, 2010)

List and count the number of students in each area (by grade) “dump” into EXCEL spreadsheet or make

lists Develop “class lists” for consultative, co-

taught, and resource/pull-out Watch the percentages as you develop the

classes or place them in classes! Load up or spread out?

Scheduling Options

“Loaded Up” SpEd has fewer teachers/teams

to support Requires more direct in-class

support Need to add variety & flexibility

by using direct support creatively

Training and support concentrated to a smaller group

Easier to administrate

“Spread Out” SpEd has more teachers/ teams

to support More resource intensive Planning & communication more

difficult or complex creativity & flexibility a must

from the start Requires more initial

responsibility by GenEd teachers

More equitably More complicated to

administrate – multifaceted

Getting On Paper – Initial or Clarifying Planning Co-Teaching Considerations

Content Orientation Collaboration Plans Introductions Co-teaching Tasks and Responsibilities Substitute Plans Room Set-up Student Considerations Feedback

Partner Activity

Co-Planning

Without co-planning, it never gets past supported instruction Co-exist Communicate Coordinate Collaborate (problem-solve)

Have to make time for it (p. 20) Must have procedures and a format The time for planning actually decreases if…

Co-Planning IS Different!

3 Stages of Co-Planning

Stage 1GenEd Teacher plans prior to co-planning

meeting Outline curricular content

and related instructional activities


Stage 2Both GenEd and SpEd teacher review curricular

content and develop instructional activities Make judgments about the topics, content,

and activities in relation to students Define changes to content, activities, student

groupings, adult responsibilities Arranging the students Arranging the teachers/adults


Stage 3Both teachers prepare

Materials and resources for students that require significant changes

Collects alternative materials Plans for implementation

On-Going Co-Planning

Can’t be done “on the fly”. Prepare and show up! Gen. Ed. – instructional plans and materials Special Ed. – target student names and

special needs information Include requirements (standards, goals, etc.)

Need a (visual) planning format Co-planning book Planning Ahead Form (p. 21)

Finally, Tips for Co-Teaching

Modification Basics (page 22) Be aware of the target students and consider

individual IEP needs in planning Keep special needs student ratio about 1/3 to

1/4 Don’t always group the students with special

needs together or seat them in one special spot

Schedule consultation or joint planning time.

Finally, Tips for Inclusive Settings

Make sure both teachers have the same “understanding” of things Fill out these forms together!

Brush up on basic communication and “people” skills

Develop a “support group” Trouble shooting p. 23

Incorporate strategies and techniques that have a sound research base.

Finally, Tips for Inclusive Settings

WRITE DOWN roles and responsibilities Review your lists periodically

Co-teaching priorities (is/is not) Co-teaching roles and responsibilities Co-teaching considerations a

Make changes only at natural breaks, like the end of a semester

Review the Work Your Team Need to Do Set co-teaching IS/IS NOT priorities Agree on overall role/responsibilities Share information Be able to explain 6 instructional

arrangements Sort students by level of need Complete your co-teaching considerations Agree to a co-planning schedule and format

co-teaching getting ready to work together dr. wendy dover balough rock hill school district 3

Documents

instruction coteaching

co teaching arrangements

shoes coteaching

students direct coteaching

special education coteacher

class support

support coaching

homebound slide