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

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Presentation on theme: "Reinventing Special Education: Co-Teaching Powerful Partnerships Presented by Jill Hay, ICLE Consultant"— Presentation transcript:

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

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

3 THATS 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 1.What is and is not co- teaching 2.Planning to co-teach 3.Designing a program for success 4.Implementing with fidelity 5.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… 7

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

9 Why Co-Teach? It may be your districts policy. It is the law to have students in the Least Restrictive Environment. Students with special needs are guaranteed access to general education curriculum Its good for kids. Its good for teachers. 9

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… –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. 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 timesor 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 anotherand sometimes give in!

12 TO CO-TEACH PLANNING

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? 13

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? 14

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 A PROGRAM FOR SUCCESS DESIGNING

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 1.Forming –Discuss how to interact, clarify roles, and discover each others strengths 2.Storming –Work through challenges and learn from those challenges 3.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 One teacher instructs the large group while one teacher works with smaller groups of students to –Pre-teach –Re-teach –Supplement –Enrichment Duet Co-teachers plan and instruct in a highly collaborative way. Each teacher can lead large and small group

21 The Key: Alternate between models 21

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 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 Teachers 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 everyones thought. A response is very important when two or more have the same answer.

25 WITH FIDELITY IMPLEMENTING

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? What do you want students to do to show what they know?

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

29 Enduring Understanding Important to Know and Do Worth Being Familiar With Identify the counterargument and state: Why people hold that opinion Why they might be wrong Be able to state ones opinion on a topic Be able to identify others point-of- view 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. Establishing Curricular Priorities

30 Enduring Understanding Important to Know and Do Worth Being Familiar With A line that has a slope of 0 is horizontal and parallel to the X axis A line thats 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. 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 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 Establishing Curricular Priorities

31 Rigor/Relevance Framework

32 Product by Quadrant A definition 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

33 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? 35

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

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 I have learned… I want to know more about… 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?


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