1. Reinventing Special Education: Co-Teaching Powerful Partnerships
Presented by Jill Hay, ICLE Consultant

2. Hi, my name is Jill. Spencer Sequim, Washington West of Seattle
“Place to go shoot”
Lavender
Elk
61 is young
Spencer
Holly
Brent
Big D
Spencer
Hi, my name is Jill.
Spencer
lives with me
Sp. Path.
SE Teacher
Inclusion Teacher
GE Teacher
Ed. Diagnostician
Gifted Ed.
Professional Dev.
Holly and
Like to garden
Beginner quilter
Love to read
Volunteer at the
Visitor Center
Holly
(my daughter)
and Brent
live in New
Braunfels, TX.
#1 due in
November

3. THAT’S ME! High school, middle school, elementary, administration
Born in the state that I am currently living
Cat person, dog person
Likes Mexican food more than Italian
Rather read than watch football
Traveled out of the country
Volunteer
Collector

4. Agenda for our Time Together
What is and is not co-teaching
Planning to co-teach
Designing a program for success
Implementing with fidelity
Evaluating, tweaking, improving

5. Agreements Participation = Professional Growth Active Listening
Limited focused attention
Person talking gets Active Listening
No Put Downs
Treat others as you would like to be treated
Cell phones on vibrate
Be responsible for the energy that you bring to this situation 5

6. Reported in New York Times…
January 6, 2012
Tracked 2.5 million students over 20 years
Elementary- and middle-school teachers who help raise their students’ standardized-test scores seem to have a wide-ranging, lasting positive effect on those students’ lives
Students with top teachers are less likely to become pregnant as teenagers, more likely to enroll in college, and more likely to earn more money as adults, the study found.
It is the teacher – what the teacher knows and can do – that is the most significant factor in student achievement.

7. So Just Imagine the Power of Two Effective Teachers in the Classroom…
Reinforce Power of Two concept – Today’s session will demonstrate the power of 2 and address the opportunities and challenges
Proverb “Smooth seas do not make skillful sailors.
Definition of Richard Villa, Ph.D Refer to handout page
Co-teaching and team teaching are sometimes used interchangeably, but two factors distinguish these terms and are reasons to understand their differences
# of students: typically the student-teacher ratio is constant. Two gen ed. classes combine- so that one master teacher would deliver instruction and then the other teacher(s) would facilitate discussion and other class activities. Same ratio of 50:2 or 75:3. Elem 4 teachers in the open school concept would share responsibility for 100 students
Co-teaching is very different. In co-teaching, the teacher-student ratio is dramatically reduced. That is, a class of 25 students five of whom are special needs and two teachers for part or all of the school day. Changing the ratio from 1:25 to 1:12.5 makes the classroom a very different teaching/learning environment, one that cannot be accomplished in team teaching.

8. Co-teachers can be… General and special education teachers
Teaching assistants
Students

9. Why Co-Teach? It may be your district’s policy.
It is the law to have students in the Least Restrictive Environment.
Students with special needs are guaranteed access to general education curriculum
It’s good for kids.
It’s good for teachers.
No choice
Again, no choice. Feds require access to general ed curriculum as a matter of equity
Look at the research: Included kids grow in self-confidence and academic skill and social skills
Teachers report higher student achievement, more pleasure in sharing responsibility with a peer,

10. COLLABORATIVE TEACHING
It is…
The general education teacher and special education teacher jointly plan and lead instruction. Both teachers teach content, modify instruction, and facilitate instructional activities.
The general education teacher and the special education teacher jointly monitor, assess, and evaluate progress of all students.
It is not…
One teacher leads instruction while the other teacher serves as an assistant in the class or outside the class, carrying out instructional support activities
The special education teacher separates students with disabilities from the rest of the class to work with them on a regular basis.

11. A Professional Marriage Made in Heaven
Truthfulness and trustworthiness: It's hard to have a healthy relationship when you can't trust each other. Thoughtfulness and consideration: We know you're busy, but thoughtfulness really makes a difference in terms of maintaining a healthy relationship. Supportiveness: Support each other when you're going through hard times—or when you want to improve yourself or try something new. Flexibility: You can't always expect to get your way. You should be able to talk things through without getting defensive. A healthy relationship requires that you listen to one another—and sometimes give in!

12. PLANNING
TO CO-TEACH

13. Proactive planning for administrators?
What is our vision for shared responsibility
to educate all students?
Who are the teachers in the district that show readiness?
Who will provide the comprehensive training for our
administrators and co-teachers?
What successful district or local sites can the administrators and teachers visit?
What is the evidence that effective instruction and behavior management are being utilized?
How will I monitor the fidelity of the co-teaching model?
No choice
Again, no choice. Feds require access to general ed curriculum as a matter of equity
Look at the research: Included kids grow in self-confidence and academic skill and social skills
Teachers report higher student achievement, more pleasure in sharing responsibility with a peer,

14. Proactive planning for teachers?
What are our beliefs?
Behavior, grading, instruction, assessments
What are my, your, and our pet peeves?
How will we communicate?
To one another, students and parents
What is our mission?
Who are we and what do we do?
What is our vision?
An image of the future we wish to create
What professional development do we need?
No choice
Again, no choice. Feds require access to general ed curriculum as a matter of equity
Look at the research: Included kids grow in self-confidence and academic skill and social skills
Teachers report higher student achievement, more pleasure in sharing responsibility with a peer,

15. WORD SPLASH
Reflect upon a few key words from proactive planning for teachers and administrators
Why were they important to you?
We will popcorn 3 responses from the group.

16. DESIGNING
A PROGRAM FOR SUCCESS

17. DESIGNING A SUCCESSFUL CO-TEACHING PARTNERSHIP
Building co-teaching relationships
What does each person need from the other?
How will we treat one another and our students?
Selecting co-teaching approaches
Lead and Support, Station Teaching, Parallel, Complementary, Duet
Scheduling co-teaching classes

18. Stages of Relationships
Forming
Discuss how to interact, clarify roles, and discover each other’s strengths
Storming
Work through challenges and learn from those challenges
Norming
Work in sync for the benefit of
all students

19. Co-Teaching Approaches
Lead and Support
One leads the other supports by assisting individual students, charting information, adding and or clarifying information.
Station Teaching
Each teacher plans content for their station, students rotate to each station
Parallel
Teachers jointly plan content and deliver to separate groups of students

20. Co-teaching Approaches
Complementary
Duet
One teacher instructs the large group while one teacher works with smaller groups of students to
Pre-teach
Re-teach
Supplement
Enrichment
Co-teachers plan and instruct in a highly collaborative way.
Each teacher can lead large and small group

21. The Key: Alternate between models
Meeting the needs of the kids and the comfort zone of the teachers
Alternate to suit the content, the activity, the students’ needs

22. SCHEDULING THAT BRINGS SUCCESS
Thoughtful consideration by planning teams to construct heterogeneous classrooms
Hand scheduling students
Adequate support is available for the teachers and students
Administrative guidance and support
Co-teaching involved related service personnel
Distributed use of paraprofessional support
Adhere to the natural proportions
Cluster students if caseloads are large
The continuum of abilities is not extreme

23. Stay Out of Divorce Court
Administrators
Teachers
Use personality, temperament and or styles surveys when creating co-teaching pairs
Be available to lend support when needed
Keep to the natural proportions when scheduling classes 11-12%
Build co-planning time into the day
Take time to appreciate and celebrate
Use open communication to discuss problems as they arise
Come to an agreement on behavior
Be able to discuss and agree upon what are fair grading practices for each student

24. Sentence Starters Reflect upon how you would finish this sentence…
Designing a successful co-teaching classroom must include ______________.
Be ready to add your thought into the large group run on sentence which will include everyone’s thought.
A response is very important when two or more have the same answer.

25. IMPLEMENTING
WITH FIDELITY

26. Ongoing discussions include…
Lesson plans that address curricular content
Appropriate co-teaching structures to use
Effective instructional practices and activities
Criteria to assess student performance
Identification of strengths and areas of improvement
Resolution of challenges and concerns

27. Alignment Between Content and Performance Tasks
What do you want students to know?
GOAL OF ITI MODEL: MASTERY
ASSESSMENT: EE Ch. 23
What do you want students to understand? (patterns) using real life settings-BEING THERE
What to you want them to do with what they understand? (programs) assess what’s worth assessing rather than what is easy to assess
Mastery as in competence: not only in mastering skill or concept but he/she knows how to apply it in the real world
Incorporated into a MENTAL PROGRAM
Curriculum MUST BE authentic if assessment is to be authentic
REAL WORLD TESTS OF MASTERY
Ability to use language of discipline in social/complex situations
Ability to perform appropriately in unanticipated social situations
Ability to solve real world problems using skills and concepts
Ability to show, teach, explain the idea or skill to another person who has a real need to know
ROLE OF KEY POINTS
State what’s worth learning and therefore what’s worth assessing
Provide base for instructional planning
Serve as communiqué to students, staff and parents about curriculum content
Record what is being taught
RUBRICS
3 C’s of Assessment EE p
CORRECT: conforming to fact, free from error, accurate
COMPLETE: having all parts/elements
COMPREHENSIVE: of large scope, inclusive, extensive mental range or grasp
What do you want students to do to show
what they know?

28. Establishing Curricular Priorities Enduring Understanding
Worth Being Familiar With
Important to Know and Do
Enduring Understanding

29. Establishing Curricular Priorities Enduring Understanding
Identify the counterargument and state:
Why people hold that opinion
Why they might be wrong
Worth Being Familiar With
Be able to state one’s opinion on a topic
Be able to identify others’ point-of-view
Important to Know and Do
Enduring Understanding
People do not always agree about issues. They can have opinions.
An opinion may not be right or wrong; it is what a person believes.

30. Establishing Curricular Priorities Enduring Understanding
A line that has a slope of 0 is horizontal and parallel to the X axis
A line that’s slope is undefined is vertical and is parallel to the Y axis
Parallel lines have the same slope
Two lines are perpendicular if the product of their slopes is -1.
Worth Being Familiar With
The slope of a line can be used to make predictions
The slope of a line tells us information about linear equations
A slope is the rise over the run:
Up to the right is a positive slope
Up to the left is a negative slope
Important to Know and Do
Enduring Understanding
Slope is a measure of steepness/rate of change of a line
Examples of slopes are handicapped ramps, mountainsides, pitch of a roof
We can find the slope from two points on a line
A slope can go up or down

31. Rigor/Relevance Framework
Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities.
Aside to consultant: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well. This session is not an overview of the Framework, if they would like more information, point them to Linda Jordan’s sessions in the program.

32. Product by Quadrant A C B D evaluation scrapbook definition essay
worksheet
list
quiz
test
workbook
true-false
reproduction
recitation B
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention 32

33. Choice board for differentiated co-teaching projects
Write a Poem
Think of a list of words that have meaning for co-teachers. Write a short poem that uses these words.
Design a Poster or a Wordle
Make a list of words that describe co-teaching. Create a poster or a wordle, laying these words out in an attractive pattern of positions and colors.
Think of Song Titles
Make a list of song titles that could describe co-teaching. Write the list down. Be prepared to sing one of your songs for the group.
Make a Model
Use simple household materials like toilet paper rolls, balloons, string, and pipe cleaners to make a model of what co-teaching looks like.
Create a Human Sculpture
With your group members, create a human sculpture that depicts co-teaching.
Create a Skit
Create a skit that shows a co-teaching scenario.
Draw a Picture
Draw a picture that depicts co-teaching.
Make a Bumper Sticker
Create a bumper sticker with a slogan that describes co-teaching.
Create a Collage
Think about words and images that the concept of co-teaching evokes in your mind. Find pictures and words in magazines and create a collage.
Choice board for differentiated
co-teaching projects

34. Lesson Planning on the Fly...

35. TEACHER ACTIVITIES DURING THE
CO-TEACHING PROCESS
What is the general education teacher doing?
What is the special education teacher doing?

36. Resolving Challenges and Concerns
During planning discuss the following questions:
Are we comfortable in our roles?
What has our biggest success so far?
What do we need to improve upon?
Varied use of co-teaching structures
Consistency in behavior expectations
Grading
Parental contact
Assessment

37. TWEAKING AND IMPROVING
EVALUATING
TWEAKING AND IMPROVING

38. EVALUATING STUDENT ACHIEVEMENT AND PERFORMANCE
The goal is to ultimately improve the education for all the students in the program
Evaluation questions should emphasize student learning and achievement
Use measurements such as pre and post assessments, state and district assessments, AYP data, and student surveys and interviews about their experiences in the co-teaching program.

39. EVALUATING FIDELITY OF CO-TEACHING MODEL IMPLEMENTATION
Classroom curriculum design
Varied use of co-teaching structures
Effective instructional practices
Positive classroom and behavior management
Parent communication

40. THINKING DOTS How will this I want to know more about… I have learned…
I was surprised by…
How is the
information
connected
to what
I already know?
How will this
information impact
my profession?
How will this
information
impact my students?