1. Making A Difference through Co-Teaching Southington High School September 13, 2011 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department of Education · Division of Educational Programs and Services

2. Welcome! Please make a Name Tent. Total # teaching yearsA word that describes combinedyour partnership Your Name Position Grade and course you# of years you have currently co-teach co-taught together

3. Group Norms Participate actively: – Ask questions – Share connections – Listen with “all of you” Use time wisely. Take care of each other. Have fun!

4. ? Essential Questions ?  What is co-teaching?  How does effective co-teaching lead to greater student achievement?  How does co-teaching allow for meeting the needs of all students in a general classroom, including students with disabilities? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

5. Co-teaching is a service delivery system in which: Marilyn Friend, Ph.D.

6. two (or more) educators or other certified staff, contract to share instructional responsibility, for a single group of students, primarily in a single classroom workspace, for specific content (objectives), with mutual ownership, pooled resources, and joint accountability, although each individual’s level of participation may vary. Co-teaching is a service delivery system in which: Marilyn Friend, Ph.D.

7. Continuum of Services Hospital or Institution Homebound Instruction Residential School Special Day School Full-Time Sp. Ed. Classroom Sp. Ed. Classroom w/part-time in Gen. Ed. Gen. Ed. Classroom Placement w/Resource Support Gen. Ed. Classroom Placement with Co-teaching Gen. Ed. Classroom Placement with Collaborative Consultation Gen. Ed. Classroom Placement with Few or No Supportive Services Most Restrictive Least Restrictive Educational Placement

8. Responsible Inclusive Practice means…  Students with disabilities attend the neighborhood school they would attend if they were not disabled.  Each child is in an age-appropriate general education classroom.  Every student is regarded as a full and valued member of the class/school community.  Special education supports are provided within the context of the general education classroom.  No child is excluded on the basis of type and degree of disability.  The school promotes cooperative/collaborative teaching arrangements.

9. Responsible Inclusive Practice does not mean…  “Dumping” students with disabilities in the general education classroom without careful planning and adequate support  Reducing services or funding for special education services  Overloading any one classroom with students with disabilities  Isolating students with disabilities socially, physically, or academically within the general education classroom  Jeopardizing the achievement of general education students through slower instruction or less challenging curriculum  Relegating special education teachers or support services professionals to the role of assistant in the general education classroom

10. Benefits of Co-Teaching Students with IEPs Reduces stigma Improved instruction Continuity of instruction Higher expectations Students without IEPs Increases understanding and respect for students with special needs Improved instruction Continuity of instruction Teachers Support New sense of expertise Combination of strengths and resources Allows more time to reflect, monitor, assess, and adapt instruction Classroom management Other Builds a heterogeneously- based classroom community Meeting individual student needs Lowers student/teacher ratio (Friend)

11. Strategies are integrated into classroom routines Skills are generalized to authentic task Immediate application of strategies Opportunity for daily practice Strategies used across the curriculum Problem-solving is built into lessons Instructional Benefits

12. What questions do you have about co-teaching?

13. Our Questions 9/13 How to differentiate within levels/scaffold supports for students whose gaps are significant? What types of accommodations can assist students in accessing reading material? How to maintain rigor for all students? How to acclimate students to tasks on summative/performance assessments? What teaming structures are needed to support vertical alignment of instruction? How to differentiate for extreme range of abilities and interests when experience change in levels? How will we assess and/or grade accordingly? Will we be able to modify common assessments based on students IEP? Will we have both names on Power School/reporting? Will special education teachers have access to Power School by first progress report? What will planning time look like?

14. Our Questions (5/3) How do we differentiate our content for our students with ID and not interrupt the learning process for the rest of the class? How do we differentiate for all levels including higher order thinking skills? How do I construct lessons that include re- teaching skills and moving on with other students? Will block scheduling help in doing co-teaching?

15. Our Questions (5/4) At what point do we keep kids in large group instruction vs. breaking into smaller groups to provide the direct instruction that is needed? How to manage multiple small groups (i.e., noise level, student pairing)? Should we be pulling students/small groups out of the classroom? What materials will be available to us that lend themselves to small group instruction (e.g., flip charts, vocab cards, story board, technology)? How to manage discipline issues/class disruptions? How to balance student needs in co-taught classes (incl. core classes being scheduled at end of day)? How to differentiate given range of ability in Health classes? How to determine essential understandings that all students must master? How to differentiate assessments based on students’ ability level?

16. Our Questions (5/5) What are the specific strategies we should be using? What are ways to adapt curriculum, instruction, and assessments for lower level students? Who is responsible for making adjustments/modifications? How to integrate students with disabilities in general education curriculum that may be too difficult? What is the role of the paraprofessional in a co- taught class (e.g., side by side/whole class, overassistance/helping)?

17. I. The Cornerstone: A Philosophical Basis The members of successful co-teaching teams share several common beliefs that constitute a philosophy or a system of principles that guide their practice. Adams, L., Cessna, K., & Friend, M. (1993). Effectiveness indicators of collaboration in special education/general education co-teaching: Final report. Denver: Colorado department of Education.

18. II. Individual Prerequisites Individual teachers voluntarily bring certain characteristics, knowledge, and skills to the co- teaching situation. – Able to work with another adult – Common sets of knowledge and skills – Discipline specific knowledge and skills – Voluntary***

19. III. The Professional Relationship Co-teachers have unique professional relationships – Parity, communication, respect, and trust – Make a commitment to building and maintaining their professional relationship

20. IV. Classroom Dynamics The interactions in a co-taught classroom are unique to this teaching arrangement. – Clearly define roles & responsibilities – Instructional interactions reflect professional relationship – Maintain the instructional flow of the whole class by supporting students – Curriculum explicitly addresses academic, developmental, compensatory, and life skills and reflects the needs of students in class. – Monitor their efforts.

21. V. External supports External supports facilitate successful co-teaching. – Administrators – Appropriate professional development

22. Concerns-Based Adoption Model (CBAM) Three Components of Change Stages of Concern Level of Use Innovation Configurations

23. Concerns-Based Adoption Model (CBAM) Stages of Concern 6RefocusingI have some ideas about co-teaching that would work even better. 5CollaborationI am concerned about relating what I am doing to what other educators are doing. 4ConsequenceHow is my co-teaching affecting kids? 3ManagementI seem to be spending all my time getting material ready. 2PersonalHow will co-teaching affect me? 1InformationalI would like to know more about co- teaching. 0AwarenessI am not concerned about co-teaching (the proposed innovation). Hall & Hord (2001)

24. Levels of Use VIRenewalHow can I modify to make it work even better? VIntegrationHow can I collaborate with others in using the innovation? IVBRefinementHow is my use affecting kids? IVARoutineWhy should I change? My way is working just fine. IIIMechanicalHow can I fit this into the classroom? What impact on management of materials and time? II I 0 Preparation Orientation Nonuse Intention and start-up time indicated. Actively looking for information. No knowledge or interest Hall & Hord (2001)

25. Reasons for Resistance (Kanter) Loss of control Fear of unknown Surprises The difference effect Loss of face Concerns about future competence Ripple effects More work Past resentments Sometimes the threats are real!

26. Let’s Take A Break!

27. Team Development Performing Forming Storming Norming (Rees)

28. Forming Testing Polite Impersonal Watchful Guarded

29. Storming Infighting Controlling conflicts Confronting people Opting out Difficulties Feeling stuck

30. Norming Getting Organized Developing skills Establishing procedures Giving feedback Confronting issues

31. Performing Mature Closeness Resourceful Flexible Open Effective Close Supportive

32. Questions to Think About… How willing am I to let a colleague observe me teaching content with which I am not particularly familiar? How willing am I to consider and experiment with different ways of teaching? Am I willing to let someone else take responsibility for tasks at which I am particularly skilled? What is my level of comfort about relying on someone else in a joint project? How ready am I to raise instructional issues with my co- teaching partner, even if I am uncomfortable doing so? How prepared am I to listen and respond to instructional issues that my co-teaching partner may raise with me? Friend

33. PARITY – PARITY - PARITY Just whose classroom is it anyway??

34. Parity, Parity, Parity Both teachers’ names are on the board. Both teachers’ names are on report cards. Both teachers have space for personal belongings. Both teachers have adult-size furniture. Both teachers take a lead role in the classroom. Both teachers talk during instruction. Both teachers give directions or permission without checking with the other teacher. Both teachers work with all students. Both teachers are considered teachers by the students, parents, administrators and other staff.

35. A – Rules and Routines (Irene) B – Non-negotiables (Michelle) C – Teacher Working Style (independent) Stations

36. RULES AND ROUTINES Complete the Checklist for Rules and Routines as a team. Judy Wood

37. What Are My Non- Negotiables? All of us have beliefs (rules, concepts, procedures) that are not subject to compromise…our non-negotiables. These exist in both our personal and professional lives. To build open, honest, and effective teams, begin by reviewing these beliefs. 1.List your professional non-negotiables. 2.As a team, discuss similarities and differences. 3.Reach a compromise on those you have voiced. Stetson and Associates, Inc.

38. Teacher Working Style Guide Complete the worksheets. As some point, compare with your co-teaching partner. Cypress Fairbanks I.S.D.

40. Co-Teaching is like a marriage because…

41. “Collaboration cannot exist in a vacuum. It will flourish only in schools in which professionals believe that instruction is most effective in an environment characterized by the norms of collegiality and continuous improvement.” Marilyn Friend, Ph.D.

42. 2005

43. Use of Approaches Teams are encouraged to use all six approaches but a focus should be on the three with the greatest instructional time provided to students.

44. Basis for Selecting a Co-Teaching Approach Student characteristics and needs Teacher characteristics and needs Curriculum, including content and instructional strategies Pragmatic considerations

45. Video and note taking frame

46. One Teach/One Observe

47. Why? To gather data To analyze data To check student progress To compare target students to others When? In new co-teaching situations After questions arise about students As a deliberate part of a lesson One Teach/One Observe

48. Planning for One Teach/One Observe Determine: who is doing the observing which student(s) to observe what objective/behavior when, how often

49. One Teach/One Assist

50. Why? To provide unobtrusive assistance to all students as needed One teacher has a particular area of expertise When? In new co-teaching situations The lesson lends itself to delivery by one person As a deliberate part of a lesson when students need close monitoring One Teach/One Assist

51. Planning for One Teach/One Assist Determine: who is doing the “assisting” which student(s) to assist what objective/behavior when, how often

52. Planning Worksheet for Assisting or Observing Large Group – Teacher ____________ Objective/concept: Materials: Assisting/Observing – Teacher ____________ SERC Student(s)WhatTime Frame

53. Station Teaching

54. Why? To lower student/teacher ratio To teach several topics at once To teach complex material that is not hierarchical When? Students need to work in smaller groups As a deliberate part of a lesson Station Teaching

55. Planning for Stations Determine: what objective/concept who is doing which station (prep) how you will group students how long at each station

56. Planning Worksheet for Stations Station A Teacher _______ Station B Teacher _______ Station C (Independent) Activity: Students: SERC

57. Flexible Grouping Use flexible grouping in tandem with constant, on-going assessment to move students when necessary – benchmark assessments, CFAs, running records, interest inventories, spelling inventories, observation, conversation, anecdotal notes, parent input, etc. Continually review groups and move students based on analysis of assessment data Plan groups with differentiated learning opportunities by assigning groups around specific learning goals versus ALWAYS using ability to group students Effective grouping means students receive the instruction that they most need next to meet the standards SERC 201057

58. Flexible Grouping: Should be purposeful:  May be based on student interest, learning profile and/or readiness  May be based on needs observed during learning times Implementation:  Purposefully plan using information collected – interest surveys, learning profile inventories, exit cards, quick writes, observations, etc.  List groups on an overhead; place in folders or mailboxes  “On the fly” as invitational groups Cautions:  Avoid turning groups into tracking situations  Provide opportunities for students to work within a variety of groups  Practice moving into group situations and assuming roles within the group SERC 201058

59. Some Guiding Questions: Is the focus on meaningful instruction vs. tasks in isolation? Do the activities selected reinforce/extend current knowledge? Are the activities related to the learning goal? Will students enjoy? Will students be successful? Can students do independently? Do students understand the management procedures? Are options available to accommodate interests/ abilities of all students? Are there increasing levels of challenge? Does the environment allow for easy transitioning? Can student work be documented? SERC 201059

60. Parallel Teaching

61. Why? To lower student/teacher ratio To foster participation in discussions To monitor students more closely When? As new topics are introduced To review for tests, drill and practice, or re- teaching a topic Parallel Teaching

62. Planning for Parallel Teaching Determine: what objective/concept what materials (same/different) how students will be grouped how much time for the lesson will there be large group sharing what sponge or backup activity will be used if groups don’t finish at same time

63. Parallel Planning Worksheet GROUP A Objective/concept: Materials: Students: GROUP B Objective/concept: Materials: Students: Sharing activity:Sponge: SERC

64. Alternative Teaching

65. Why? If a small group of students needs remediation For enrichment For assessment purposes If mastery of a concept varies When? “Flu” group Friday review Pre-teaching Alternative Teaching

66. Planning for Alternative Determine: why there is a need which students need to be in the small group what objective/concept will be covered in each group when, how long

67. Alternative Planning Worksheet Large Group Objective/concept: Materials: Students: Alternative Group Objective/concept: Materials: Students: Sponge: SERC

68. Teaming

69. Why? To demonstrate interaction to students (role playing, modeling) When? Teachers have a high sense of comfort working together Teaming

70. Planning for Team Teaching Determine: what objective/concept what impact from “Power of 2” when, how long

71. A Definition for Differentiation In the context of education, we define differentiation as a teacher’s reacting responsively to a learner’s needs…The goal of a differentiated classroom is maximum student growth and individual success. Tomlinson & Allan, 2002

72. 4 Corners Corners: Station Teaching Parallel Teaching Alternative Teaching Teaming Now, choose a corner.

73. 4 Corners In groups, discuss these questions: How does this approach look in practice? How do you currently differentiate to meet students needs when using this co-teaching approach? Teams Review: Share the main ideas of your conversations and post them on chart paper..

74. Topics for Co-Teachers to Discuss Instructional content and expectations for students Planning, including time to do it and who does which part Instructional format, including who will do which part of the instructional delivery Parity, or how it will be clear that both educators have the same status in the classroom Space, related to both students and teachers

75. More Topics to Discuss Noise and each educator’s tolerance for it Instructional routines Organizational routines The definition of “help” Discipline procedures for the classroom Safety matters (e.g., for students with hearing impairments) Feedback, including when and how to discuss issues with each other

76. And More Topics Student evaluation, including grading Teacher chores such as grading, duplicating, assignment preparation, and so on Responsibilities and procedures for substitutes Confidentiality Pet Peeves

77. How do you find time to co-plan?

78. Lessons Learned The goals of planning should shift from focusing on covering the curriculum to focusing on student learning the curriculum. Adaptation for students with disabilities should be considered as part of the broader challenge of responding to the academic diversity within a class.

79. Lessons Learned Administrative support is essential. Alignment of special education and general education begins with the planning process. It is the combination of the two perspectives that enriches the instructional environment for all.

80. Co-Planning Use a template for planning Have regularly scheduled meetings, rather than “fitting it in.” Stay focused Review content in advance of meeting Set Goals – Learners – Strategies Make plans for instruction, establish timelines and priorities, assign preparation tasks

81. Weekly Scheduling Co-Planning Time Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week. Experienced teams should spend 10 minutes to plan each lesson. Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

82. All students can learn, however not all students should be expected to learn everything and not at the same time.

83. Course Knowledge University of Kansas Center for Research on Learning (KU-CRL) Critical Knowledge

84. Identifying the Priority Standards KU-CRL

85. Unit Planning What are the essential understandings that all students need to know? What content should most students know? What content could some students know? KU-CRL

86. BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

87. Knowledge Categories CategoryDefinition and Examples Fact A specific detail; verifiable information or data e.g. The capital of New York is Albany. Concept A class of things; a category with common elements e.g. capital, city, nation Principle A fundamental truth, law, rule, or doctrine that explains the relationship between 2 or more concepts e.g. Social, political, and geographic factors influence the location of a capital city. Skill A proficiency, ability or technique; strategy, method or tool e.g. Locate capital cities using longitude & latitude. Attitude A belief, disposition, appreciation, or value e.g. Develop an appreciation for the cultural heritage of selected capital cities. Problem Solving, Transfer and Application The ability to use knowledge to address a goal that may not be immediately understandable. e.g. Examination of issues that might arise when a capital needs to be relocated Hilda Taba

88. Levels of Learning Facts - Monet was an Impressionist Concepts - perspective Principles - objects can be viewed through a variety of perspectives Attitudes - I prefer realism to abstract Skills - Present realistic and impressionistic views of an object.

89. “If all you want to know is what students memorized, quiz them!”

90. “If you want to find out what students know and can apply, complex performances are required.” Alan November

91. Please call if you have any questions: (860) 632-1485 Michelle LeBrun-Griffin X321 griffin@ctserc.orggriffin@ctserc.org Irene H. Zytka X363 zytka@ctserc.orgzytka@ctserc.org Thank You!

92. PLANNING TOOLS 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department of Education · Division of Educational Programs and Services

94. National Professional Resources, Inc. 2006 Third Edition $19.95 http://www.nprinc.com/co-teach/ctlp.htm

96. CO-TEACHING DAILY LESSON PLANS Teachers ________________________________ Subjects __________________________ DateWhat are you going to teach? Which co-teaching technique will you use? What are the tasks of both teachers? What materials are needed? How will you evaluate learning? Information about students who need follow-up work Vaughn

98. Other Planning Form ©Gable & Hendrickson 1993 H:/Hendrickson/StudentTeaching/CoTeachPlan bb 07/31/02

99. Special Connections University of Kansas

100. What Is Backward Design? Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning. Traditional Topics Activities Assessments Backward Design THREE STAGES Goals & objectives Assessments Activities Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/198199/chapter1.html http://www.ascd.org/publications/books/198199/chapter1.html

101. 3 Stages of “Backward” Design Stage 1 : IDENTIFY DESIRED RESULTS. (What are the big ideas?) Stage 2 : DETERMINE ACCEPTABLE EVIDENCE. (How do you know that students have mastered the objectives and goals? What’s the evidence?) Stage 3 : PLAN LEARNING EXPERIENCES AND INSTRUCTION. (How will we get there?)

102. How can I use numbers, lists, classifications, logic, scientific inquiry? How can I use language (stories, poems, readers’ theater)? How can I use partners or cooperative group activities? How can I use elements of the natural world (flora, fauna, etc)? How can I use movement or hands-on activities? How can I use music, rhythm, songs, raps, chants, or instruments? How can I provide choices or involve personal memories or feelings? How can I use visualization, art, colors, or metaphors? Multiple Intelligences Unit Planning Guide Mathematical-Logical Spatial Intrapersonal Musical Linguistic Bodily/Kinesthetic Interpersonal Naturalist

103. 4MAT  Cycle of Learning Connect Imagine InformPractice Extend Perform Refine Reflection Action Introductions and Brainstorm on Decisions Realities of Planning Variety of Planning Tools Design and implement a learning experience using one of the formats from tonight; reflect and assess impact on teaching Round Table & Stand and Share Story Complete a web, 4MAT cycle, and Unit Organizer Read sections of books (First Day and DI) Explore given web sites and answer questions on WebCT Attend Bernice McCarthy, Ph.D.

104. NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 KU-CRL

105. NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map is about... 9 10 KU-CRL