Presentation on theme: "Presented by: Brooke Chartier, General Education Teacher"— Presentation transcript:
1Models of Collaboration Between General and Special Education to Achieve the CCLS Presented by:Brooke Chartier, General Education TeacherElizabeth Littlefield, Special Education TeacherTupper Lake Central School DistrictL.P. Quinn Elementary School
2Introductions Brooke Chartier, General Education Teacher Elizabeth Littlefield, Special Education TeacherPetra LaBarge, Director of Special Programs
3Integrated 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.
4Objectivesdefine integrated co-teaching in planning for special education servicescompare integrated co-teaching to other models of collaborationapply differentiation and models of co-teaching to module lessons from EngageNYevaluate challenges of co-teaching to generate possible solutions for successful collaboration
5Challenges of Co-Teaching SchedulingCaseloadStaffingCurriculum
6Integrated Co-Teaching The WhatTo 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
7Determination made on an individual basis Continuum of Special Education Services for School-Age Students with DisabilitiesThe WhyDetermination made on an individual basisAlternative to special class placementBenefit of having general and special education teachers present
8Does the service match the needs of the students? Continuum of Special Education Services for School-Age Students with DisabilitiesThe HowDoes 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?
9What are the effects on the quality of services? Continuum of Special Education Services for School-Age Students with DisabilitiesThe 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?
10Integrated Co-Teaching GROUPING, CLASS SIZE and CASELOADStudents grouped based on similar needsMaximum number of students with disabilities on the class roster for integrated co-teaching is 12ChallengesSpecial education teachers
11Integrated 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 disabilitiesChallengesGrade level students who do not fit modelParents of non-disabled students
12Integrated Co-Teaching vs. Consultant Teacher (Direct or Indirect)PurposeProvide academic and SD instruction to integrated group of studentsShared responsibilityAssist SWD to benefit from general education class instructionDurationAll or part of the school day (i.e., class period)Minimum 2 hours per week (any combination of direct or indirect services)LocationGeneral education classroomGrouping, size and caseloadGroup on similarity of needsMaximum of 12 SWDIndividual or group basisMaximum of 20 studentsContinuum of Services Synopsis Chart
13Timeline Challenges Time to plan out services CSE Meetings Winter 2012/2013Spring 2013June 2013August 2013September 2013TimelineChallengesTime to plan out servicesCSE MeetingsOther students on caseloadStaffing changesInexperience with 5th grade ELA and Math modules
14By the numbers… FALL 2013 18 students 10 boys, 8 girls 8 students with disabilities14 students in poverty13 students reading below grade level expectations (DIBELS and Fountas and Pinnell Testing)13 students scored a 1 on NYS 2013 ELA Test11 students scored a 1 on NYS 2013 Math Test
15Challenges Fixed schedule with pull out times 2 Resource Rooms 3 other fifth grade SWD in different classrooms1:1 TA – only paraprofessionalFirst year teacherStudents far below grade level expectationsNeeded to close gaps in achievementMinimal home support
16A Shared Classroom Physical environment Shared decision making Roles and ResponsibilitiesAccountabilityProblem solvingTeamwork Skills
17Physical Environment “Our Classroom” Classroom proximity Flexibility of movement between classroomsDifferentiationAvailability of materials
18Roles and Responsibilities General Education TeacherSpecial Education TeacherDaily routinesCurriculum planningWhole group lessonsSmall group instructionGrade level progress monitoringMonitor paraprofessionalsSpecially designed instructionRelated service schedulingIndividual student needs based on IEPProgress monitoring
19Learning Teamwork Skills Team FocusStudent FocusSnell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.
20Team Focus Build team skills Improve relationships Address and resolve conflictsSnell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.
21Student Focus Identify common goal or problem Share information Brainstorm ideasEvaluate ideas against team criteriaSelect and develop solutionDevelop an action planImplement and monitor planSnell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. BrookesPublishing, Co.
22Accountability Identify resources you might need Before you startIdentify resources you might needDecide on time frame for startingIdentify how outcomes will be monitoredStudy the classReserve planning time
23Accountability Explain co-teaching to the students During the yearExplain co-teaching to the studentsUse planning times; reevaluate time needed to planProvide feedback and ask questionsMonitor student and teacher outcomesIdentify improvements, make and implement a plan
24Accountability Continue communication End of the yearContinue communicationIdentify improvements, make and implement a planShare ongoing data with colleagues and administrationMonitor student and teacher outcomesCelebrate success!
25Classroom Norms Created at the beginning of the school year Student generatedPositively statedObservableRevisited throughout the year
26Schedule Time Activity 7:50-8:20 Staff Arrival/Morning Meeting 8:20-8:40Student Arrival/Morning Routine 8:40-9:20Specials/Planning 9:25-9:50Resource Room/Pull Out9:50-10:50Math10:50-11:00Snack 11:00-11:3011:30-1:00ELA 1:05-1:35Lunch 1:35-2:00Supplemental ELA 2:00-2:20Study Hall2:20-2:45Recess/Dismissal
27Schedule Time Activity Brooke Elizabeth 8:40-9:20 Specials/Planning 8:40-9:20Specials/PlanningTake attendance; lunch countPrepare lessons on computer/projectorPrepare for daily lessonsCheck over homeworkWrite objectives 9:25-9:50Resource Room/Pull OutMath GroupsDifferentiated reviewPre-teachingResource RoomFluency (ORF, Mixed Skills Probes)SDI – ELA and MathPre-teaching – ELA and MathBehavior Re-teaching9:50-10:50MathCo-Teaching 11:00-11:30Guided Reading GroupsIntervention (A/B Schedule)11:30-1:00ELA 2:00-2:20Study HallStudy Hall (~15 students)ReviewHomeworkGuided Study Hall(~5 students)
28Co-Planning Whole group lessons Small group instruction Progress monitoringStudent supports and servicesCurriculumProblem solving
29Daily Planning Before school (30 minutes) Planning time (40 minutes) After school (60 – 90 minutes)
30Weekly Planning Individual Partner Group Special Education Teacher General Education TeacherPartnerCo-TeachersGroupGrade Level Team
31Monthly Planning Data Driven Instruction Grade level meeting Curriculum coordinatorsReading InterventionPacing (Grade Level)EngageNY ELA and Math lessonsStrategic planning for assessments
32Differentiation Readiness Interest Learning Profile Content Process ProductLearning EnvironmentReadinessInterestLearning ProfileTomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners (p. 15). Alexandria, VA: Association for Supervision & Curriculum Development.
33Co-Teaching Approaches One Teach, One ObserveStation TeachingParallel TeachingAlternative TeachingTeam TeachingOne Teaching, One DriftFriend, M., & Cook, L. (2000). Interactions: Collaboration skills for school professionals (5th ed., p. 121). New York, NY: Pearson Education, Inc.
34Models of Co-Teaching Lesson Outline Instructional Strategy ModificationsFormative Assessment
35Models of Co-Teaching EngageNY Grade 5 ELA Lesson Module 1, Unit 2, Lesson 4 – Inferring About Characters Based on How They Respond to Challengeshttps://www.engageny.org/resource/grade-5-ela-module-1-unit-2-lesson-4
36Lesson Outline Opening Work Time Closing and Assessment Rereading Comprehension QuizOral Chapter ReviewWork TimeJigsaw Part 1Jigsaw Part 2Closing and AssessmentIndependent Writing
38Jigsaw Groups Level of support Jigsaw 1 “Mama” “Abuelita” “Miguel” Group guided by special education teacherPre-highlighted/chunked textCloze sentencesChecklist for directions“Abuelita”Supervised by general education teacher“Miguel”Independent groupDirections postedLevel of support
40Models of Co-Teaching EngageNY Grade 5 Math Lesson Module 4, Topic G, Lesson 26 – Divide a Unit Fraction by a Whole Numberhttps://www.engageny.org/resource/grade-5-mathematics-module-4-topic-g-lesson-26
53ReferencesContinuum of Special Education Services for School-Age Students with DisabilitiesFisher, 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, IncSnell, 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.
54Links to EngageNY Lessons https://www.engageny.org/resource/grade-5-ela-module-1-unit-2-lesson-4https://www.engageny.org/resource/grade-5-mathematics-module-4-topic-g-lesson-26