1. Models of Collaboration Between General and Special Education to Achieve the CCLS
Presented by:
Brooke Chartier, General Education Teacher
Elizabeth Littlefield, Special Education Teacher
Tupper Lake Central School District
L.P. Quinn Elementary School

2. Introductions Brooke Chartier, General Education Teacher
Elizabeth Littlefield, Special Education Teacher
Petra LaBarge, Director of Special Programs

3. Integrated Co-Teaching
Models of collaboration, including consultant teaching and integrated co-teaching, provide academic and specially designed instruction to students with disabilities in the general education setting. This presentation will highlight the successful use of strategies and instruction in a 5th grade integrated co-teaching classroom using the Common Core Learning Standards and EngageNY modules. The session will focus on models of support, grouping, and differentiation.

4. Objectives
define integrated co-teaching in planning for special education services
compare integrated co-teaching to other models of collaboration
apply differentiation and models of co-teaching to module lessons from EngageNY
evaluate challenges of co-teaching to generate possible solutions for successful collaboration

5. Challenges of Co-Teaching
Scheduling
Caseload
Staffing
Curriculum

6. Integrated Co-Teaching
The What
To provide academic and specially designed instruction in the general education setting to an integrated group of students. The responsibility for planning, delivering and evaluating instruction for all students is shared by the general and special education teachers.
Continuum of Services Synopsis Chart

7. Determination made on an individual basis
Continuum of Special Education Services for School-Age Students with Disabilities
The Why
Determination made on an individual basis
Alternative to special class placement
Benefit of having general and special education teachers present

8. Does the service match the needs of the students?
Continuum of Special Education Services for School-Age Students with Disabilities
The How
Does the service match the needs of the students?
Does the service provide students appropriate access to the general education curriculum?
Does the class size affect the student’s learning needs?

9. What are the effects on the quality of services?
Continuum of Special Education Services for School-Age Students with Disabilities
The How (continued)
What are the effects on the quality of services?
Does the extent of the modifications or adaptations, human or material resources needed detract from the opportunities of other students?

10. Integrated Co-Teaching
GROUPING, CLASS SIZE and CASELOAD
Students grouped based on similar needs
Maximum number of students with disabilities on the class roster for integrated co-teaching is 12
Challenges
Special education teachers

11. Integrated Co-Teaching
Includes any student with a disability in that class regardless whether all 12 are recommended for co-teaching.
No limit of non-disabled students, but should be greater than or equal to the number of students with disabilities
Challenges
Grade level students who do not fit model
Parents of non-disabled students

12. Integrated Co-Teaching vs. Consultant Teacher
(Direct or Indirect)
Purpose
Provide academic and SD instruction to integrated group of students
Shared responsibility
Assist SWD to benefit from general education class instruction
Duration
All or part of the school day (i.e., class period)
Minimum 2 hours per week (any combination of direct or indirect services)
Location
General education classroom
Grouping, size and caseload
Group on similarity of needs
Maximum of 12 SWD
Individual or group basis
Maximum of 20 students
Continuum of Services Synopsis Chart

13. Timeline Challenges Time to plan out services CSE Meetings
Winter 2012/2013
Spring 2013
June 2013
August 2013
September 2013
Timeline
Challenges
Time to plan out services
CSE Meetings
Other students on caseload
Staffing changes
Inexperience with 5th grade ELA and Math modules

14. By the numbers… FALL 2013 18 students 10 boys, 8 girls
8 students with disabilities
14 students in poverty
13 students reading below grade level expectations (DIBELS and Fountas and Pinnell Testing)
13 students scored a 1 on NYS 2013 ELA Test
11 students scored a 1 on NYS 2013 Math Test

15. Challenges Fixed schedule with pull out times 2 Resource Rooms
3 other fifth grade SWD in different classrooms
1:1 TA – only paraprofessional
First year teacher
Students far below grade level expectations
Needed to close gaps in achievement
Minimal home support

16. A Shared Classroom Physical environment Shared decision making
Roles and Responsibilities
Accountability
Problem solving
Teamwork Skills

17. Physical Environment “Our Classroom” Classroom proximity
Flexibility of movement between classrooms
Differentiation
Availability of materials

18. Roles and Responsibilities
General Education Teacher
Special Education Teacher
Daily routines
Curriculum planning
Whole group lessons
Small group instruction
Grade level progress monitoring
Monitor paraprofessionals
Specially designed instruction
Related service scheduling
Individual student needs based on IEP
Progress monitoring

19. Learning Teamwork Skills
Team Focus
Student Focus
Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.

20. Team Focus Build team skills Improve relationships
Address and resolve conflicts
Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.

21. Student Focus Identify common goal or problem Share information
Brainstorm ideas
Evaluate ideas against team criteria
Select and develop solution
Develop an action plan
Implement and monitor plan
Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes
Publishing, Co.

22. Accountability Identify resources you might need
Before you start
Identify resources you might need
Decide on time frame for starting
Identify how outcomes will be monitored
Study the class
Reserve planning time

23. Accountability Explain co-teaching to the students
During the year
Explain co-teaching to the students
Use planning times; reevaluate time needed to plan
Provide feedback and ask questions
Monitor student and teacher outcomes
Identify improvements, make and implement a plan

24. Accountability Continue communication
End of the year
Continue communication
Identify improvements, make and implement a plan
Share ongoing data with colleagues and administration
Monitor student and teacher outcomes
Celebrate success!

25. Classroom Norms Created at the beginning of the school year
Student generated
Positively stated
Observable
Revisited throughout the year

26. Schedule Time Activity 7:50-8:20 Staff Arrival/Morning Meeting
8:20-8:40
Student Arrival/Morning Routine
 8:40-9:20
Specials/Planning
 9:25-9:50
Resource Room/Pull Out
9:50-10:50
Math
10:50-11:00
Snack
 11:00-11:30
11:30-1:00
ELA
 1:05-1:35
Lunch
 1:35-2:00
Supplemental ELA
 2:00-2:20
Study Hall
2:20-2:45
Recess/Dismissal

27. Schedule Time Activity Brooke Elizabeth 8:40-9:20 Specials/Planning
 8:40-9:20
Specials/Planning
Take attendance; lunch count
Prepare lessons on computer/projector
Prepare for daily lessons
Check over homework
Write objectives
 9:25-9:50
Resource Room/Pull Out
Math Groups
Differentiated review
Pre-teaching
Resource Room
Fluency (ORF, Mixed Skills Probes)
SDI – ELA and Math
Pre-teaching – ELA and Math
Behavior Re-teaching
9:50-10:50
Math
Co-Teaching
 11:00-11:30
Guided Reading Groups
Intervention (A/B Schedule)
11:30-1:00
ELA
 2:00-2:20
Study Hall
Study Hall (~15 students)
Review
Homework
Guided Study Hall(~5 students)

28. Co-Planning Whole group lessons Small group instruction
Progress monitoring
Student supports and services
Curriculum
Problem solving

29. Daily Planning Before school (30 minutes) Planning time (40 minutes)
After school (60 – 90 minutes)

30. Weekly Planning Individual Partner Group Special Education Teacher
General Education Teacher
Partner
Co-Teachers
Group
Grade Level Team

31. Monthly Planning Data Driven Instruction Grade level meeting
Curriculum coordinators
Reading Intervention
Pacing (Grade Level)
EngageNY ELA and Math lessons
Strategic planning for assessments

32. Differentiation Readiness Interest Learning Profile Content Process
Product
Learning Environment
Readiness
Interest
Learning Profile
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners (p. 15). Alexandria, VA: Association for Supervision & Curriculum Development.

33. Co-Teaching Approaches
One Teach, One Observe
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One Teaching, One Drift
Friend, M., & Cook, L. (2000). Interactions: Collaboration skills for school professionals (5th ed., p. 121). New York, NY: Pearson Education, Inc.

34. Models of Co-Teaching Lesson Outline Instructional Strategy
Modifications
Formative Assessment

35. Models of Co-Teaching EngageNY Grade 5 ELA Lesson
Module 1, Unit 2, Lesson 4 – Inferring About Characters Based on How They Respond to Challenges

36. Lesson Outline Opening Work Time Closing and Assessment Rereading
Comprehension Quiz
Oral Chapter Review
Work Time
Jigsaw Part 1
Jigsaw Part 2
Closing and Assessment
Independent Writing

37. Jigsaw Groups
Mama
Abuelita
Miguel
Level of support

38. Jigsaw Groups Level of support Jigsaw 1 “Mama” “Abuelita” “Miguel”
Group guided by special education teacher
Pre-highlighted/chunked text
Cloze sentences
Checklist for directions
“Abuelita”
Supervised by general education teacher
“Miguel”
Independent group
Directions posted
Level of support

39. Jigsaw Groups
Jigsaw 1
Jigsaw 2 1 2 3 1 2 3

40. Models of Co-Teaching EngageNY Grade 5 Math Lesson
Module 4, Topic G, Lesson 26 – Divide a Unit Fraction by a Whole Number

41. Lesson Outline
Fluency
Concept Development
Problem Set
Exit Ticket

42. Fluency 5 – 10 minutes Sprints Differentiated fluency review
Count by Fractions
Multiply or Divide Fractions

43. Concept Development
Fisher, D. & Frey, N., (2008).  Better learning through structured teaching.  Alexandria, VA: ASCD.

44. Problem Set
Grouping
Prioritizing
Differentiating

45. Exit Ticket
Formative assessment
Pacing

46. Challenges of Co-Teaching
Scheduling
Caseload
Staffing
Curriculum

47. Scheduling Time to plan out services CSE Meetings
Fixed schedule with pull out times
Rotating schedules (i.e., intervention)
Multiple Resource Rooms

48. Caseload Grade level students who do not fit model
Students in different classrooms
Variety of disabilities
Challenging behaviors
High achieving students

49. Staffing Staffing changes
Paraprofessionals working in other classrooms
Related services
Special education teachers
Limited use of paraprofessionals
First year teacher

50. Curriculum Inexperience with 5th grade ELA and Math modules
Parents of non-disabled students
Students far below grade level expectations
Needed to close gaps in achievement
Minimal home support

51. Questions?

52. Parking Lot

53. References
Continuum of Special Education Services for School-Age Students with Disabilities
Fisher, D. & Frey, N., (2008).  Better learning through structured teaching.  Alexandria, VA: ASCD.
Friend, M., & Cook, L. (2000). Interactions: Collaboration skills for school professionals (5th ed., p. 121). New York, NY: Pearson Education, Inc
Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners (p. 15). Alexandria, VA: Association for Supervision & Curriculum Development.

54. Links to EngageNY Lessons