Presentation on theme: "Rock Hill School District 3"— Presentation transcript:
1Rock Hill School District 3 Co-TeachingGetting Readyto Work TogetherDr. Wendy Dover BaloughRock Hill School District 3You will need the DVD or VHS of Power of 2 by Marilyn Friend. You can order it from NPR, Inc. atHandout page 24. Have then work in pairs/small groups. Read each scenario and answer each question.Debrief:
2I’ve Been in Your Shoes… Co-Teaching: Where do we start? Come up with an opening story that acknowledges how difficult this is, how little structure or direction co-teaching teams have been given, or a personal experience.Manhattan High School, Manhattan, KS several years ago, we decided to move to a co-teaching model – with little preparation and little planning – how hard could this be, right? Well, harder than we thought, yet more fun and more beneficial for the teachers and the students that we ever imagined. We learned a few things along the way, and I’m here today to pass along some of the “wisdom” that we developed – and some forms, some advice, and some stories. Some name you will hear will include Mrs. Curtin (7th grade social studies/geography teacher) and Coach Sallee (Applied Math and Algebra) and others. These are the brave souls who worked with me and you’ll get to hear from other co-teaching teams from my schools through videos that were made.
3A 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!We come to co-teaching in a variety of ways. Research stated that the best way is with a sense of volunteerism, but most often, we didn’t volunteer – we were assigned or told. Working together effectively often means finding some common ground as a starting point. Regardless of how co-teaching teams came to be partnered, it’s important that some shared beliefs be discovered – as the foundation of the partnership.Let’s start by developing some lists to share. Group GenEd and SpEd together. Have them answer the questions (either separately, then combine) or all at once as a group.Top 3 for each. DO they match?Yes – aren’t you lucky!No – just the first example of differering perspectives. You will need to remember that you will not see things the same way – not a matter of one is right and one is wrong – just that you will have to build a “shared” vision or perspective on most things.Video Clip 4:45 minutes
4Making a Good MatchGeneral 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!)Have them write responses on a note card individually. I use one color for SpEds and a different color for GenEds. Give them about 1-2 minutes. Then, have them get up, move around and find some one with a different color card to trade answers with. If participants are attending in teaching teams, have the team members trade responses.
5Getting Ready to Work Together Today’s Agenda Introduction and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting Tips
6There’s More Than One Way… Collaborative PlanningSystems of Information SharingConsultationResource Room/Pull-Out SupportCoaching and ModelingStaff developmentInterventions and StrategiesPeer Assisted LearningCooperative LearningProblem SolvingInstructional AssistantsDifferentiated InstructionCo-teachingCo-teaching is not the only way to “do inclusion”. In fact, as far as a research-based intervention, Co-teaching has been awarded a “yellow” or caution light. This doesn’t mean that it’s a poor intervention; it means that there is a lack of solid research that validates this model. The real problem seems to be that although co-teaching is widely used, it is not implemented correctly – that’s why we are here today – to see that you know what is best practices and how to implement it correctly.
7So,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-teachingIt’s just good instructional practice – if it’s done right!I mean, does it really make sense to give students access to the general curriculum by pulling them out and separating them… AND putting them in classes that work on a historical model of 1) teacher-driven curriculum decisions, and 2) providing curriculum from at least 3 different grade levels (middle school) or at most, 5 (elementary). At high school, there are no options for general curriculum outside of the general classroom!So, let’s do it right!
8Benefits of Co-Teaching Co-teaching has lots of advantages for lots of different “stakeholder” groupsGeneral education teacherSpecial education teacherStudents with special needsStudents without special needsHandout page 2Page 2 of your handout.If there is not time – you and your partner should take the time to compare your differing perspectives regarding the benefits. What is important to YOU; YOUR CO-TEACHER; TO YOU AS A TEAM?If there is time - 2 groups – GenEd and Sped. Individuals read through your list and find what you consider to be the top benefit for you. If it’s not there, add a new one. Also, look at the other “adult” list and try to decide which one would be the first choice of that other group - 2 minutes – share with your group. Now, get in your teaching teams and share your answers with each other. In TEACHING TEAMS, find top benefit for GenEd students and SpEd students.Research shows that GenEd students like having 2 teachers best of all.
9Key Components of Co-teaching Defined roles and responsibilitiesVaried instructional arrangementsStarting with a plan and commitment to ongoing co-planningFormal information sharingAdministrative understanding and supportImplementation of individual student accommodations and modifications (CURRICULAR modifications)If you have these things, you will be on the road to “doing it right”. Let’s continue by looking a little more closely at what co-teaching is and how co-teaching partnerships fit into the continuum of services of special education.
10Getting Ready to Work Together Today’s Agenda Intros and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting TipsWe might want to term this “models of COLLABORATION. Co-teaching is part of a CONTINUUM of collaborative services
11Greenville County Schools Special Education Service DeliveryGeneral Classroom ServicesPull-out Services and SupportSeparate Classroom ServicesIt use to be so much easier. The continuum of services was pretty clean and simple. Places defined the services. The trouble was, the students got trapped in those rigid, narrow (and few) choices.The services sped teachers provide follow students to a number of placements and not specific to any one place – SpEd is a service, not a place!We used to look at inclusive services as services provided only in the generla classroom – the top of o the continuum. If the students were in the general classroom, we were “doing inclusion”.If we break this down into services, we actually have a variety of services that can be provided in a number of settings that all support access to the general curriculum. These services are either direct or indirect.Alternative SettingHomeboundPractical Inclusion11
12Special Education Services Greenville County SchoolsSpecial Education ServicesIndirectConsultationProblem SolvingSharing student informationPlanningCollaboration (providing ideas for modifications, accommodations, strategies)CoachingBehavior interventionsItinerant support to studentsDirectCo-teaching and Supported instructionPull-outResourceSpecial Classroom or SettingDirect instructionContentSkill developmentRemedial instructionAccelerationPreteach/reteachAcademic supportSocial skillsBehaviorWe can define what we do with and for kids as direct and indirect service delivery. We found that those services do not really define where they are delivered.Practical Inclusion
13Greenville County Schools Continuum of Inclusive ModelsLESS Support IntensiveConsultationSupported InstructionCo-TeachingResource/Pull-outThis is on page 3 of your handout.I said this has gotten more complicated. The next complication come with the delivery of these services in a variety of settings. It’s not clean and simple anymore. We’ve developed a Continuum of Inclusive services that takes in individual need for levels of services across a variety of contents. Just because a student may need very intensive, small group instruction in reading, doesn’t always mean he needs it for math, or for behavior. Special Ed. is no longer and “all or none” proposition. One place (or one level of service) no longer works for differing individual needs.MORE Support IntensivePractical Inclusion
14Models of Inclusive Services Greenville County SchoolsModels of Inclusive ServicesConsultation ModelStudent support services personnel provide indirect, out-of-class support to general classroom staff or students.Consultation ModelPlanningStrategiesProblem-solvingShared student informationShared program informationObservationsCoachingResources and materials(Snell & Janney, 2000) SpEd teacher informs GenEd of student needs and monitors progressNeeded accommodations are arranged by the GenEd teacher or the studentSpEd teacher provides ongoing communicationPractical Inclusion
15Models of Inclusive Services Greenville County SchoolsModels of Inclusive ServicesCollaborative/ Classroom Support ModelStudent support services personnel provide direct in-class support to students as they participate in the general education classroomClassroom Support Model“Inclusive” ClassroomCo-teachingSupported InstructionModificationsInstructional accommodationsCurricular modificationsPractical Inclusion
16Difference Between Co-Teaching and Supported Instruction Co-Teaching Workshop - ShortGreenville County SchoolsDifference Between Co-Teaching and Supported InstructionCo-TeachingGenEd teacher and SpEd teacher plan togetherRegular and scheduled planningBoth teachers come preparedFormat for planningShared InstructionActive engagement throughout instructional timeUse of a definable instructional arrangementMore of an equal partnershipSupported InstructionLess planning or ongoing communication may be evidentSpecial Ed. personnel obviously in assisting roleGeneral education has primary responsible for instruction and directionTeach and Support/Assist is prevailing instructional arrangementLess of an equal partnershipLet’s take a moment to explain the difference. Lots of people are doing supported education and call it co-teaching. The difference is important for a number of reasons.If you aren’t planning together, you are not co-teaching!Over time, this causes problems between teachers – better suited for an assistant role!Make sure you and your teachers have the same understanding (and agreement) about what your partnership is supposed to be. It’s only wrong if you are working at cross purposes. Get on the same page!Practical InclusionW. Balough, 20111616
17Models of Inclusive Services Greenville County SchoolsModels of Inclusive ServicesPull-out ModelStudent support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom.- smaller groups- more intense or specializedinstructionPull-out ModelResource ClassAcademic supportAcademic enrichment and accelerationIEP skill developmentSelf-contained ClassFunctional curriculumCurricular modifications GO NEXTPull-out Resource:Supplemental Support - accommodations/ modifications, strategy instruction, and direct support of instructional activities associated with the general education classroom (Spinellli, 2002), andIndividualized Support - IEP goals and individual student needs/skill development.The student’s IEP team may decide a separate setting is necessary for the student’s achievement and progress.Pull-out self-contained:USED to do all content instruction, including Science and Social Studies. Now, because of limited number of students who can take the SC ALT, we try to include these student in Science and Social Studies with curricular modifications (which we will talk about later.Special Education services and supports are provided in a separate setting/classroom by a special education teacher or therapist.Practical Inclusion
18Greenville County Schools Continuum of Inclusive ModelsLESS Support IntensiveConsultationSupported InstructionCo-TeachingResource/Pull-outMy hope is that you and your teacher partner(s) see that there are many options. What you ultimately do depends on the needs of the students you teach and not what you want to do or like to do best. I’m going to assume that if you here today, you are expected to develop some type of co-relationship that means spending time teaching in the same general classroom together. You and your co-teacher need to start with some basic co-teaching priorities – what this should and should not look like. Before I ask you to make some decisions, let’s look at the wisdom of the literature.MORE Support IntensivePractical Inclusion
19Co-Teaching Workshop - Short I Know What I Don’t Want!Turn takingOne teaching while the other prepares instructional materials, corrects papers, works on the computer…One teaches and the other stands or sits by and watchesOne person always dictating what is taught or how it is taughtThe assignment of someone to just act as a tutor or assistantOne who does not make the partnership a commitment or priorityWith all these choices, teaching partners can set some prioritiesW. Balough, 2011
20Make the Partnership a Priority Be thereBe responsibleBe on timeBe preparedBe actively engagedCommunicate
21OUR Co-Teaching … IS IS NOT In the general classroom A joint responsibilityCoordinated instructional arrangementsOngoing communicationFormal planningProactiveDependent on joint co-planningIS NOTOne doing all the directingTurn TakingA remedial classA plan to improve weak teaching skillsMinimal communicationLittle/no formal planningIndependent actionsReactiveHere is what the literature says. Do you want to change what you’ve done?And turn it in – accountability. Administrators – make them accountable.Give then 2 minutes. Write on handout page 1 – Inclusion IS/IS NOT. Is there time to share?
22Getting Ready to Work Together Today’s Agenda Intros and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting TipsOne of the priorities for a co-teaching partnership is understanding each one’s role and responsibilities.
23Inclusion I do! YOU do! WE do! The “Co” in Co-teaching means “collaborative” and synonyms for collaborative include joint, two-way, mutual, and shared. Roles and responsibilities or expectations in co-teaching partnerships need to be clearly defined so there is no “guessing” or “assuming” what the other person is/should be doing.
24General Education Teacher Special Education Teacher Job Titles May HelpGeneral Education TeacherClassroom TeacherContent SpecialistInstructional Leader“Chief Cook”CollaboratorCo-TeacherSpecial Education TeacherConsultantStrategistResource SpecialistCoachCase ManagerCollaboratorCo-TeacherHandout page 4You and your partner the second row – Overall Roles and Responsibilities – aloud. SpEd teacher reads the SpEd list and the GenEd teacher read the GenEd list. Maybe start by saying “I promise to…”. Are you OK with these? Any changes? Any to add?That’s what you can expect from each other. Now, let’s look at the wealth of info you each have and make sure we address how you are going to share all this info!
25Overall Roles and Responsibilities Handout Page 4Each team read both listsTop 2 roles and responsibilities for eachAny changes?Any to add?
26Sharing Information – It’s VERY, VERY Important! Greenville County SchoolsSharing Information – It’s VERY, VERY Important!SPED Teacher has…Specific, individual student informationLearning styles & strengthsSpecific IEP informationGoals/objectivesModifications and accommodationsPresent level of performanceFBA/BIPStudent ProfileGenEd Teacher has…Classroom info and expectationsInstructional styles & preferencesGrade level characteristics & expectationsLearning and behavioral expectationsCurriculum knowledge and understandingClassroom ProfileThe Profiles are just tools that can help structure informal conversations or be used to formally transmit information. Any other ways to use them?Practical Inclusion
27One 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”If there is time, do E or I. If not, point out tips on page 7 for Working with Introverts/Extroverts.Set this as an expectationWorking in a cold climateStory of RWES – took program people out of offices and make them share 1 classroom. Grade level teams/RTI team have to all meet in that room.Make sure ALL your SpEd teachers increase their communication and collaboration skills
28Getting Ready to Work Together Today’s Agenda Intros and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting TipsKnowing and using the SIX co-teaching arrangemenets is one of the hallmarks of co-teaching. Distinguishes it from supported instruction. Was asked if the training was different for co-teaching and supported instruction? No – even if you make the conscience decision to do supported instruction, everyone needs to know about the 6 and how to do them. If you are doing supported instruction, you need to know what you can grow toward, as well as the direction the co-teacher may get from the directing teacher – may want to do small group instruction, for example.
29To “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
30VIDEO CLIP - Co-Teaching Arrangement Examples One teach, one observeStation teachingParallel teachingAlternative teachingTeamingOne teach, one assist27 minute clipOne-page handout provides a definition of each of the 6 co-teaching arrangements, the 2-page handout provides a summary of much of the information from the video about each co-teaching arrangement. Encourage the workshop participants to make notes of information and ideas while watching. You are going to need to be able to describe each of the six, so it’s helpful to remember which one to associate with each of the video clips. You can make notes. I’ve included the expanded notes in your handout – pages 9-11.SHOW VIDEOActivity – can you describe each of the 6 arrangements?
31Worth Talking AboutWhich 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)Groups of 6 – have them explain, in their own words, each of the six arrangements.The video should provide a great deal of useful images and ideas for co-teaching teams. This slide provides discussion points for the group or pair/shares to follow-up the clip. I’ve found that some people need MORE specifics, so the handout – Tag Team Teaching Ideas – is about as specific as you can get!
32Practicing with Content Activities Handout p 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 Briefly describe 3 class activities, assignments, or projects.
33Practicing with Content Activities Together, develop a way to use each of the instructional arrangements with the 3 activities, assignments, or projects.Provide 10 minutes.Group share.
34Co-Teaching Arrangements: Got to Use All Six! One teach, one observeStation teachingParallel teachingAlternative teachingTeamingOne teach, one assist27 minute clipOne-page handout provides a definition of each of the 6 co-teaching arrangements, the 2-page handout provides a summary of much of the information from the video about each co-teaching arrangement. Encourage the workshop participants to make notes of information and ideas while watching. You are going to need to be able to describe each of the six, so it’s helpful to remember which one to associate with each of the video clips. You can make notes. I’ve included the expanded notes in your handout – pages 9-11.SHOW VIDEOActivity – can you describe each of the 6 arrangements?
35Getting Ready to Work Together Today’s Agenda Intros and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting Tips
36Greenville County Schools Scheduling Across Those Different Delivery ModelsLESS Support IntensiveConsultationSupported InstructionCo-TeachingResource/Pull-outSo, how do you know which students will function best in a co-teaching/supported instructional setting or benefit from intensive pull-out services? We’ve developed a tool that helps us make some decisions.You can’t assume that all student needs will be met through an in-class model, just like you can’t assume that all needs would be met through everyone getting a pull-out/resource class period. Ever had students in your resource class who didn’t need to be there? How hard was it keeping them “busy”?MORE Support IntensivePractical Inclusion
37Inclusion Schedule Planner Handout pages 14-15Best completed by the teacher with the most experience with the studentWe’ve use IEP present levelsBest completed before working on the new scheduleWe’ve done it in October!The “values” on page 15 can be changed!These are only SUGGESTED
38Once It’s Complete…(Murawski, 2010) Greenville County SchoolsOnce It’s Complete…(Murawski, 2010)List and count the number of students in each area (by grade)“dump” into EXCEL spreadsheet or make listsDevelop “class lists” for consultative, co-taught, and resource/pull-outWatch the percentages as you develop the classes or place them in classes!Load up or spread out?5. Make is a group project! We get subs for a day and have folks sort, group and define supports that are needed.Susan’s sheets6 – My staff didn’t like the “weighting” and replaced it with “Behavior Plans”Practical Inclusion38
39Greenville County Schools Scheduling Options“Loaded Up”SpEd has fewer teachers/teams to supportRequires more direct in-class supportNeed to add variety & flexibility by using direct support creativelyTraining and support concentrated to a smaller groupEasier to administrate“Spread Out”SpEd has more teachers/ teams to supportMore resource intensivePlanning & communication more difficult or complexcreativity & flexibility a must from the startRequires more initial responsibility by GenEd teachersMore equitablyMore complicated to administrate – multifacetedPractical Inclusion39
40Getting Ready to Work Together Today’s Agenda Intros and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting Tips
41Getting On Paper – Initial or Clarifying Planning Co-Teaching ConsiderationsContent OrientationCollaboration PlansIntroductionsCo-teaching Tasks and ResponsibilitiesSubstitute PlansRoom Set-upStudent ConsiderationsFeedbackPartner ActivityI strongly suggest each individual team go through the 3 pages of the Co-Teaching Considerations and generate written responses. For accountability, the teams could be required to turn in a copy of the Co-Teaching Considerations OR summarize the information by completing and turning in a Co-Teaching Plan.Activity – with a partner (or two), read each item on the three sheets. Underline the most important question in each. 15 minutes. Report back to whole group/Write on an index card – If a team only had time to discuss 1 of these considerations, which one would you pick?
42Getting Ready to Work Together Today’s Agenda Intros and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting TipsCo-planning – look at the Sullivan Middle workshop. They were asked to create a co-planning document. May have a slide with this on it already
43Greenville County Schools Co-PlanningWithout co-planning, it never gets past supported instructionCo-existCommunicateCoordinateCollaborate (problem-solve)Have to make time for it (p. 20)Must have procedures and a formatThe time for planning actually decreases if…I’ve heard all the reasons why you can’t plan – believe me! I know them allPractical Inclusion43
44Co-Planning IS Different! Greenville County SchoolsCo-Planning IS Different!3 Stages of Co-PlanningStage 1GenEd Teacher plans prior to co-planning meetingOutline curricular content and related instructional activitiesPrepareReview Together and DevelopGen Ed Teacher PlansPractical Inclusion
45Co-Planning IS Different! Greenville County SchoolsCo-Planning IS Different!Stage 2Both GenEd and SpEd teacher review curricular content and develop instructional activitiesMake judgments about the topics, content, and activities in relation to studentsDefine changes to content, activities, student groupings, adult responsibilitiesArranging the studentsArranging the teachers/adultsPrepareReview Together and DevelopGen Ed Teacher PlansPractical Inclusion
46Co-Planning IS Different! Greenville County SchoolsCo-Planning IS Different!Stage 3Both teachers prepareMaterials and resources for students that require significant changesCollects alternative materialsPlans for implementationPrepareReview Together and DevelopGen Ed Teacher PlansPractical Inclusion
47Greenville County Schools On-Going Co-PlanningCan’t be done “on the fly”. Prepare and show up!Gen. Ed. – instructional plans and materialsSpecial Ed. – target student names and special needs informationInclude requirements (standards, goals, etc.)Need a (visual) planning formatCo-planning bookPlanning Ahead Form (p. 21)Practical Inclusion47
48Getting Ready to Work Together Today’s Agenda Intros and OverviewModels of Co-TeachingJust the Two of Us – a PartnershipThere are 6 Co-teaching ArrangementsSorting and Grouping StudentsCo-teaching ConsiderationsCo-planningParting Tips
49Finally, Tips for Co-Teaching Modification Basics (page 22)Be aware of the target students and consider individual IEP needs in planningKeep special needs student ratio about 1/3 to 1/4Don’t always group the students with special needs together or seat them in one special spotSchedule consultation or joint planning time.Make sure all the adults are aware of who the target students areIt’s helpful if general ed. teachers, special ed. teachers and administrators get the same training (or at least understanding) of inclusive classrooms and how they should operate.Schedule appropriate and joint planning time. Start with small meetings and grow.Everyone needs to brush up on basic communication and “people” skillsDEFINE ROLES AND RESPONSIBILITIES of both teachers and put it in writingTake individual student needs/IEP requirements into considerationIt’s best to keep student ratio about 1/3 to 1/4 students with special needsKnow student modifications & learning styles to incorporate in lessons and lesson planningIn small group instruction, don’t always group the students with special needs together or seat them in one special spot in the room
50Finally, Tips for Inclusive Settings Make sure both teachers have the same “understanding” of thingsFill out these forms together!Brush up on basic communication and “people” skillsDevelop a “support group”Trouble shooting p. 23Incorporate strategies and techniques that have a sound research base.
51Finally, Tips for Inclusive Settings WRITE DOWN roles and responsibilitiesReview your lists periodicallyCo-teaching priorities (is/is not)Co-teaching roles and responsibilitiesCo-teaching considerations aMake changes only at natural breaks, like the end of a semester
52Review the Work Your Team Need to Do Set co-teaching IS/IS NOT prioritiesAgree on overall role/responsibilitiesShare informationBe able to explain 6 instructional arrangementsSort students by level of needComplete your co-teaching considerationsAgree to a co-planning schedule and format