1. Co-Teaching in the Middle School Regular Ed Math Classroom
Kim Trendel
&
Michelle Koenig

2. Agenda Difference between Team-Teaching and Co-Teaching
Benefits of Co-Teaching
How do we make it work
Assessment
Accommodation vs. Modification
What benefits/results have we seen?

3. Kim Trendel Nationally Board Certified- Exceptional Needs Specialist
In my 12th year of teaching at FPMS
Cross-categorical teacher
Teach self-contained math and resource.
5th year co-teaching in regular education math classrooms.

4. Michelle Koenig Nationally Board Certified-EA Math
11th year of teaching
FHS & FPMS
Currently teaching 8th grade math & algebra
5th year team teaching

5. Feedback Evaluations/ Feedback forms Please provide specific comments:
What did you learn?
How will you implement what you learned today?
Any suggestions for improvement

6. Forest Park in Franklin
Middle class suburban district
600 students in our school (about 300 per grade level)
Grades 7 & 8 (ran out of room for grade 6)
Organized in House system
Specialist is assigned to each House (CWD or ELL)

7. Population of our Team-Teaching Hour
Students labeled with a disability (SLD or OHI)
Math Lab students
Students that are basic or minimal on WKCE
Students that struggle in math
Students that “hate” math

8. Our Definition Equal partnership in planning and
implementing curriculum, and assessing
student work to best meet the needs of
all students in the same classroom. There
are different models to reach this goal
based on instructional and student need.
K. Trendel & M. Koenig 2010

9. Are all models of team-teaching the same?
We think that there is a difference between team teaching and co-teaching. You will probably start team teaching but our goal is to get you to the co teaching level…this is where students will be taken to the next level.

10. What’s the Difference? Team Teaching: Co-Teaching: Sharing in planning
Share instruction load
Share in creation of assessments
Provide accommodations and modifications
Co-Teaching:
Share in planning
Share instruction load
Share in creation of assessments
Both actively assess student work
*Embed specialized instruction*

11. Models Team-Teaching Monitoring Parallel Teaching Co-Teaching
Active Partnership
Differentiated Split Class
Station Teaching

12. Monitoring Teacher
This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior.
Roles shift between teachers during the class period or week.

13. Parallel Instruction
In this setting the class is divided into small 2 larger groups/smaller groups/partners and both teachers circulate and provide individualized support.

14. Parallel Teaching

15. Active Partnership
The teachers actively share the instruction of content and skills to all students
Examples: One teaches while one constructs concept map, dialog between teachers is exchanging and discussing ideas in front of learners

16. Monitor & Active Participation

17. Differentiated Split Class
This type of teaching involves dividing the class into smaller groups according to learning needs. Each educator provides the respective group with the instruction required to meet their learning needs.
This could be remedial or enrichment instruction.
Flexible grouping
Integer unit, x-y graphing unit,

18. Station Teaching
Students are divided into groups and rotate through organized stations. Both teachers are teaching at their own station. There are two ways to accomplish this task: Same material is taught but teacher stations address different learning styles or different material related to the same concept is taught in both teacher stations.
Fractions, slope

19. Station Teaching

20. Teacher Benefits of Co-Teaching
Share work load (copies, lesson plans, assessments, classroom management)
Someone to process ideas with
Play off each other in the classroom
Tag team with difficult students
Share strengths
Know “regular” classroom expectations and curriculum to benefit self-contained students
Not a one way street
Dealing with absent students

21. Student Benefits of Co-Teaching
Getting caught up after an absence
More individualized instruction
SWD do not stand out
Smaller teacher: student ratio
More engaging environment
More likely to ask for help
Teachers are more accessible to students

22. Team-Teaching Tips Make the development of the team a top priority.
Don’t just assume the team will work well together; work on making the group function at the top of its game.
Students need to see teachers as equals
Set clear goals for the team, and then ensure its activities lead to those goals.

23. More Tips…
Communicate clearly and honestly to survive and grow stronger from conflict.
Honor individual and team success.
Assume responsibility for assigned roles.
Be prepared for team discussions and work.

24. How do we make it work? Dedicated to this model
Similar Philosophy (Grading, Classroom Management, children & Instruction)
OUR classroom, OUR students
Make time to meet & plan (outside of scheduled time)
Open to new ideas & strategies
Sense of humor
Share the work load
When taking about similar philosophy discuss the rules, roles, classroom management, and Mom VS. Dad. Also discuss how we communicate with parents together.

25. Assessment Common Assessment
PLC teams: all large common assessments (3 reg ed & 1 spec ed)
Meet and agree on smaller scale quizzes
Meet and agree on grading
Special Ed teacher should participate in grading assessments

26. Accommodations vs. Modifications
Difference
Examples
Handout

27. What benefits/results have we seen?SY
-2-5% points higher on tests compared to non-team teach hours
-19 students increased or maintained their grades from 1st to 4th quarter SY
-14 students increased or maintained their grades from 1st to 4th quarter

28. Data (2008-09 SY) Assessment Team-Taught Class Ave (%)
Independently Taught
Class Ave (%)
Mod 1 Quiz 91
89.2
89.3
Mod 1 Test A
91.4
87.6
88.3
Mod 1 Test B
92.3
89.8
83.8
Mod 2 Quiz
85.7
88.6
85.4
Mod 2 Test A 80
85.6
82.1
Mod 2 Test B
84.8
86.7
87.9
Mod 3 Quiz
83.2
82.8
Mod 3 Test A 88
84.4 85
Mod 3 Test B
90.1
Semester Exam
87.1
Mod 4 Test A
89.1
93.3
94.1

29. Data (2008-09 SY) Assessment Team-Taught Class Ave (%)
Independently Taught
Class Ave (%)
Mod 5 Quiz
86.4
92.8
90.1
Mod 5 Quiz #2
84.4
89.2
88.8
Mod 5 Test A
87.8
91.7
91.1
Mod 5 Test B 90
93.2
Mod 6 Quiz 88
91.8
Mod 6 Test A
78.5
86.6
84.2
Mod 6 Test B
90.2
91.6
Semester Exam 87
89.1

30. Data (2009-10 SY) Assessment Team-Taught Class Ave (%)
Independently Taught
Class Ave (%)
Mod 1 Quiz
84.5 85
86.4
Mod 1 Test A 92
88.5
92.4
Mod 1 Test B
91.9
91.3
92.7
Mod 2 Quiz
89.4
88.1
88.8
Mod 2 Test A
89.7
86.1
86.7
Mod 2 Test B
87.1
87.3
Mod 3 Quiz
87.6 86
91.5
Mod 3 Test A
92.6 89
91.6
Mod 3 Test B
91.8
91.7
92.2
Mod 4 Quiz 87
93.6

31. Data (2009-10 SY) Assessment Team-Taught Class Ave (%)
Independently Taught
Class Ave (%)
Mod 5 Quiz
90.2
90.5 91
Mod 5 Test A
92.3
91.1
91.7
Mod 5 Test B 93
93.7
92.9
Mod 6 Quiz
90.3
85.8
Mod 6 Test A
90.6
85.5
88.6
Mod 6 Test B
90.8
86.3
91.3

32. Data ( SY)
Assessment
Team-Taught
Class Ave (%)
Independently Taught
Class Ave (%)
Mod 1 Quiz
93.4
84.2
83.2
Mod 1 Test A
92.2
88.5
89.1
Mod 1 Test B
90.6
91.2 92
Mod 2 Quiz
84.9
86.1
Mod 2 Test A 87
87.5 86
Mod 2 Test B
89.8
89.2
89.3
Mod 3 Quiz
90.4
86.9
Mod 3 Test A
93.7
93.6
92.3
Mod 3 Test B
95.2
94.4
Mod 4 Quiz
93.8
93.1
Mod 5 Quiz
92.8
92.5

33. What results have we seen?
Student comments
“We get help faster.”
“We cover more material.”
“It is more fun.”
“You can learn two different ways to do math and pick the one that works for you.”

34. More student comments . . .
Q: What worked well for you this year?
A: Having 2 teachers.
“When I started working with Mrs. Trendel & Mrs. Koenig it (math) got easier.” (This student was moved into our co-teaching class mid-year.
“We have a lot of fun and learn a lot, too.”

35. Even more student comments . . .
“I actually liked math class this year.”
“I will never forget the niceness of my teachers, how much I’ve learned, and the wonderful experience of math with you two.”

36. What results have we seen?
Parent comments
“Jeff actually likes math this year.”
“These are the best math grades Cody has ever received.”
“My daughter tells me she LOVES your class! [Student] is dyslexic. All odds were against her. Keep up the great work.”

37. More Parent Comments!
Because of you and your teaching methods my daughter who did NOT like math and could not read until the 4th grade now not only LOVES math, but embraces it. The biggest part of the success is you are a TEAM! You’re both funny and make learning fun The Math Divas!! You both take extra time if you see someone does not get it. You have a song and dance for everything You make the kids not only laugh but also REMEMBER.
I can only hope the Franklin Public School system knows how LUCKY they are to have a team of great teachers like you and Mrs. Trendel.

38. What benefits/results have we seen?
To the teachers
-Inclusion of special ed teachers in the departments
-Special ed teachers seen as teachers instead of just “helper” in the room
-Sharing of teaching strategies
-Benefit for special ed to see the expectations in regular ed classroom

39. What benefits/results have we seen?
What is our district’s response?
-Expanded to a second hour for Mrs. T
-Making it the focus for other special education teachers (where applicable, possible, and workable), especially at the high school level
-Offering a class to expand this practice to other classrooms/levels/schools

40. A strong team includes a variety of different teaching styles
A strong team includes a variety of different teaching styles. " Students will respond differently to these different teachers. … It is also essential that the teachers value and support each other in those roles." -- Glen Lawson

41. Feedback Evaluations/ Feedback forms Please provide specific comments:
What did you learn?
How will you implement what you learned today?
Any suggestions for improvement

42. Enjoy this clip while filling out the feedback form

43. Contact Info
Kim Trendel- Spec Ed
Michelle Koenig- Reg Ed