Presentation on theme: "Models of Collaboration Between General and Special Education to Achieve the CCLS Presented by: Brooke Chartier, General Education Teacher Elizabeth Littlefield,"— Presentation transcript:
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
Introductions Brooke Chartier, General Education Teacher Elizabeth Littlefield, Special Education Teacher Petra LaBarge, Director of Special Programs
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 5 th 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.
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
Challenges of Co-Teaching Scheduling Caseload Staffing Curriculum
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
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
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?
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?
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
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
Integrated Co-Teaching vs. Consultant Teacher Integrated Co-TeachingConsultant 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 Group on similarity of needs Individual or group basis Maximum of 20 students Continuum of Services Synopsis Chart
Timeline Challenges Time to plan out services CSE Meetings Other students on caseload Staffing changes Inexperience with 5 th grade ELA and Math modules Winter 2012/2013 Spring 2013June 2013 August 2013 September 2013
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
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
A Shared Classroom Physical environment Shared decision making Roles and Responsibilities Accountability Problem solving Teamwork Skills
Physical Environment “Our Classroom” Classroom proximity Flexibility of movement between classrooms Differentiation Availability of materials
Roles and Responsibilities General Education Teacher Daily routines Curriculum planning Whole group lessons Small group instruction Grade level progress monitoring Special Education Teacher Monitor paraprofessionals Specially designed instruction Related service scheduling Individual student needs based on IEP Progress monitoring
Learning Teamwork Skills Team Team Focus Student Focus Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.
Team Focus 1.Build team skills 2.Improve relationships 3.Address and resolve conflicts Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.
Student Focus 1.Identify common goal or problem 2.Share information 3.Brainstorm ideas 4.Evaluate ideas against team criteria 5.Select and develop solution 6.Develop an action plan 7.Implement and monitor plan Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.
Accountability 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
Accountability 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
Accountability 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!
Classroom Norms Created at the beginning of the school year Student generated Positively stated Observable Revisited throughout the year
Schedule TimeActivity 7:50-8:20Staff Arrival/Morning Meeting 8:20-8:40Student Arrival/Morning Routine 8:40-9:20 Specials/Planning 9:25-9:50 Resource Room/Pull Out 9:50-10:50Math 10:50-11:00Snack 11:00-11:30Resource Room/Pull Out 11:30-1:00ELA 1:05-1:35Lunch 1:35-2:00Supplemental ELA 2:00-2:20Study Hall 2:20-2:45Recess/Dismissal
Schedule TimeActivityBrookeElizabeth 8:40-9:20Specials/Planni ng Take attendance; lunch count Prepare lessons on computer/projector Prepare for daily lessons Check over homework Write objectives Prepare for daily lessons 9:25-9:50 Resource Room/Pull Out Math Groups o Differentiated review o Pre-teaching Resource Room o Fluency (ORF, Mixed Skills Probes) o SDI – ELA and Math o Pre-teaching – ELA and Math o Behavior Re-teaching 9:50-10:50Math Co-Teaching 11:00-11:30Resource Room/Pull Out Guided Reading Groups o Differentiated review o Pre-teaching Intervention (A/B Schedule) Resource Room o Fluency (ORF, Mixed Skills Probes) o SDI – ELA and Math o Pre-teaching – ELA and Math o Behavior Re-teaching 11:30-1:00ELA Co-Teaching 2:00-2:20Study Hall Study Hall (~15 students) o Review o Homework Guided Study Hall(~5 students) o Review o Homework
Co-Planning Whole group lessons Small group instruction Progress monitoring Student supports and services Curriculum Problem solving
Daily Planning Before school (30 minutes) Planning time (40 minutes) After school (60 – 90 minutes)
Weekly Planning Individual Special Education Teacher General Education Teacher Partner Co-Teachers Group Grade Level Team
Monthly Planning Data Driven Instruction Grade level meeting Curriculum coordinators Reading Intervention Pacing (Grade Level) EngageNY ELA and Math lessons Strategic planning for assessments
Differentiation ContentProcessProduct Learning Environment ReadinessInterest Learning Profile Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners (p. 15). Alexandria, VA: Association for Supervision & Curriculum Development.
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.
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 https://www.engageny.org/resource/gra de-5-ela-module-1-unit-2-lesson-4
Lesson Outline 1.Opening Rereading Comprehension Quiz Oral Chapter Review 2.Work Time Jigsaw Part 1 Jigsaw Part 2 3.Closing and Assessment Independent Writing
Jigsaw Groups Mama Abuelita Miguel Level of support
Jigsaw Groups Jigsaw 1 “Mama” Group guided by special education teacher Pre-highlighted/chunked text Cloze sentences Checklist for directions “Abuelita” Supervised by general education teacher Checklist for directions “Miguel” Independent group Directions posted Level of support
Models of Co-Teaching EngageNY Grade 5 Math Lesson Module 4, Topic G, Lesson 26 – Divide a Unit Fraction by a Whole Number https://www.engageny.org/resource/grad e-5-mathematics-module-4-topic-g-lesson- 26
Lesson Outline 1.Fluency 2.Concept Development 3.Problem Set 4.Exit Ticket
Fluency 5 – 10 minutes Sprints Differentiated fluency review Count by Fractions Multiply or Divide Fractions
Concept Development Fisher, D. & Frey, N., (2008). Better learning through structured teaching. Alexandria, VA: ASCD.
Problem Set Grouping Prioritizing Differentiating
Exit Ticket Formative assessment Pacing
Challenges of Co-Teaching Scheduling Caseload Staffing Curriculum
Scheduling Time to plan out services CSE Meetings Fixed schedule with pull out times Rotating schedules (i.e., intervention) Multiple Resource Rooms
Caseload Grade level students who do not fit model Students in different classrooms Variety of disabilities Challenging behaviors High achieving students
Staffing Staffing changes Paraprofessionals working in other classrooms Related services Special education teachers Limited use of paraprofessionals First year teacher
Curriculum Inexperience with 5 th 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
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.
Links to EngageNY Lessons https://www.engageny.org/resource/grad e-5-ela-module-1-unit-2-lesson-4 https://www.engageny.org/resource/grad e-5-mathematics-module-4-topic-g-lesson- 26