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An Adventure in Co-Teaching Jill M.McAvoy, B.S. MA. Learning Behavior Specialist Allison A. Natali, B.S., M.A.. Language Arts, Literacy, and English Language.

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Presentation on theme: "An Adventure in Co-Teaching Jill M.McAvoy, B.S. MA. Learning Behavior Specialist Allison A. Natali, B.S., M.A.. Language Arts, Literacy, and English Language."— Presentation transcript:

1 An Adventure in Co-Teaching Jill M.McAvoy, B.S. MA. Learning Behavior Specialist Allison A. Natali, B.S., M.A.. Language Arts, Literacy, and English Language Learners Educator

2 Go, go, go on an adventure! Selected to represent District 62 for pilot program through MTSEP (Maine Township Special Education Program) Year-long professional development – Purpose: To develop, implement and measure the effectiveness of a co-teaching partnership

3 Acknowledgements… Dr. Brad Voehringer, former Assistant Superintendent of Student Services (District 62) Dr. Bradley J. Stein, Principal of Terrace Elementary School (District 62) Ms. Pattii Waldo, former Director of Professional Development for MTSEP Ms. Susan Meyer, University of Kansas Strategies Trainer Ms. Lisa Richardson, former Program Coordinator (District 62) Mr. John Swanson, Principal of Algonquin Middle School (District 62) Ms. Mary Dolan, Reading Resource Teacher at Algonquin Middle School (District 62) Ms. Nicole Knight, 1 st Grade Teacher at Iroquois Community School (District 62)

4 Training Participated in professional development days throughout the school year Trained in a variety of co-teaching models – Used “Just Takes Two” by University of Kansas – Marilyn Friend Trained in Strategic Instructional Models (SIM) – University of Kansas: SLANT, Unit Organizer Routine, LINCS Strategy, FRAME Routine

5 Classroom Profile (2008) Algonquin Middle School, CCSD 62, Des Plaines, IL 6 th grade General Education Language Arts/Literacy (90 minute instructional block) 30% Special Education Resource Students 70% General Education Population Heterogeneous mixture of ELL, low and medium socio-economic status students

6 Implementation Planned Literacy Unit with Unit Organizer schedule – Unit Topic: Poetry Language Arts: Sentence Writing Strategies (Univ. of Kansas) Literacy: Unit Organizer Routine (Univ. of Kansas)

7 Co-teaching Models (mixture of University of Kansas & Marilyn Friend) One teach/one observe One teach/one assist Station teaching Parallel teaching Alternative teaching Team teaching

8 Poetry Unit Planned unit based on curriculum maps and IL State Standards ( ) – Currently align all unit and activities with CCSS Co-teaching models of instruction were chosen based on essential outcomes of the curriculum – Currently adhere to district curriculum maps and CCSS

9 Poetry Unit: Simulations of co-teaching One teach/one observe One teach/one assist Parallel teaching: both teachers teach same lesson to half the class or small groups – Promotes student engagement through deeper discussion Station teaching: heterogeneous groupings work at stations facilitated by teachers; fosters students’ independence Alternative- large/small group; one teacher instructs small group (ex: advanced learners) and other teacher teaches larger group Team teaching

10 Poetry Unit: Simulations of Co- teaching Used Langston Hughes’ poems: “Poem” and “Motto” Used “Ode to Mi Gato” by Gary Soto Used “Hard on the Gas” by Janet S. Wong Higher-level models of co-teaching: – Station: Figurative Language poetry stations – Parallel: (Focus: tone) Whole group focus: How does the tone of a poem affect its meaning? – Alternative teaching: simultaneous large and small group instruction Advanced Learners- synthesis activity General Education/At-risk- Read odes; continue analyzing/identifying tone/reinforcing

11 Data Spring, 2009 Illinois Standard Achievement Test results are as follows: 10 out of 11 (91%) special education caseload students Met or Exceeded on Reading ISATs 7 out of 11 (64%) special education caseload students Met on Writing ISATs

12 ISAT Data This data reflects Jill’s casload students enrolled in Allison’s literacy classes 2010 Reading—82% Met or Exceeded 2011 Reading—81% Met or Exceeded 2012 Reading—67% Met 2013 Reading—15% Met

13 Reflections of Co-teaching We were able to reach all learners: gifted to at-risk students Title 1 Reading Resource Teachers collaborated and implemented lessons with us several days a week Shared classroom encouraged collaboration and trust It was important to be honest with each other no matter how brutal it was We were an interchangeable unit with flexibility, behavior management, and overall instruction Commitment to collaboration time and support from building administration were paramount to our successful classes

14 Our Co-teaching Reflected the Core Values and Mission of CEC The co-teaching routine and embedded strategies fostered the following core values of the CEC: Diversity and inclusiveness Dignity and worth of all individuals Advocacy Full participation in (classroom) society

15 In Conclusion We believe that our partnership “improved the education and quality of life” for all students in our classroom including those in the general education and students with exceptionalities Students with exceptionalities had specific skills tailored to their strengths while learning with their general education peer group in an inclusive setting

16 Works Cited Beers, K. Elements of Literature: Introductory Course. Austin: Holt, Rinehart, & Winston, Print. Figurative Language: Reading Comprehension Practice Cards. Edupress Inc. Highsmith Inc. Friend, Marilyn. Bureau of Education and Research, Electronic. November 2, 2013.www.marilynfriend.com Lenz, B.K., Bulgren, J.A., Boudah, D.A., Deshler, D.D., Schumaker, J.B. The Unit Organizer: The Content Enhancement Series. Lawrence: Edge Enterprises Inc., Print.


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