1. CO-TEACHING A Value-Added Relationship Easton Public Schools

2. Do Now ◦ Please sign in ◦ Take a copy of each handout ◦ Read the first article, “ Collaborative Team Teaching: Challenges and Rewards” which we’ll use later this morning. ◦ Create a “name tent” with the large notecard

3. Agenda Easton Public Schools ◦ Introductions—Burning Questions ◦ Co-Teaching’s Positives and Concerns ◦ Co-teaching survey: What are your team’s priorities? ◦ Essential components for effective co-teaching (and the consequences if they are missing) 10:00 Break (10 minute) ◦ Co teaching models ◦ When to use each 12: 00-12:30 Lunch ◦ Co-planning Lessons and Groups ◦ Effective Group Work ◦ Using Student needs and work to develop units and organize groups ◦ Planning ◦ Agenda, Weekly planning form, Unit planning form ◦ Using student work and data to develop groups, lessons

4. High Performing Teams: It’s All About the Partnership To attain the level of a high-functioning team and to improve student achievement, both teachers must: ◦ Use multiple models to support students’ needs ◦ Have parity in planning, teaching, assessing, classroom management decisions both inside and outside the classroom ◦ But the true value added component of co-teaching comes from the partnership’s growth which will take place over time as the four areas listed below are consistently considered, critically and reflectively, during the co- teaching meetings and in the classroom. Chapman and Hyatt,

5. High-Performing Co-Teaching Team When 1 + 1+(1?)= more than 2 (or 3) Co-teachers need to have 4 ongoing critical conversations about their relationship and their classroom. Co-teachers need to consistently revisit and reflect on how they: ◦ Define the Partnership: Partners develop a shared vision, establish roles and responsibilities, and lay the collaborative foundation that may need adjusting throughout the year. ( Co-Planning is an essential ingredient.) ◦ Examine Data: Together they focus on results, use data about students to make instructional improvements and become more adept at adjusting materials and instruction to support each student ◦ Enhance Instruction: They focus on ways to provide more value as a twosome than one teacher could do alone and continue to learn together about research-based methods that work for their students ◦ Expand Impact: They recognize that they are part of a school system and that they need to have administrative support for their work together and for professional development that will support the school and the team’s capacity for improving instruction (Chapman and Hyatt 2011, 10-11).

6. Easton Processing Partners No One from your table For each blank line, trade signatures. You will meet during the day to process information Essential Elements for Successful Co-Teaching ◦The Partnership: Collaborative Relationship_____________________ ◦The Partnership: Expertise of Co-Teachers is fully used _____________________ ◦The Partnership: Has Parity _____________________ ◦The Partnership: Has a Plan to Resolve Conflict. _____________________ ◦Time for Collaboration is Provided _____________________ ◦The Classroom Climate Supports Co teaching Practices _____________________ ◦The Classroom Is Heterogeneous _____________________ ◦The Classroom Has Appropriate Space and Materials _____________________ ◦The Classroom: T he Co-teaching Models Are Varied _____________________ ◦The Whole School Climate Supports Co-teaching, Inclusion and Teaching All Students. _____________________

7. Introductions ◦ Introduce your team together ◦ Which Grade? ◦ How long have you worked together? ◦ What is a success you’d like to share? ◦ What is a “burning issue” you’d like to address or solve?

8. Parking Lot Important Issues

9. “That’s me!” First year of Co- Teaching ________________ Has been in the same co-teaching team for at least 3 years ______________ Co-teaches with at least three different teachers this year ______________ Loves data ______________ Loves teaching writing ______________ Loves teaching reading ______________ Loves teaching math ______________ Has taught 3 or more grade levels ______________ Is in the first three years of teaching ______________ Has taught in more than one district ______________ Can hardly wait for vacation ______________ Can hardly wait for retirement ______________

10. The Pros and Cons of Co-Teaching (Anchor Chart for Listing and Voting) With a Processing Partner For Processing: What are the Pros and Cons (Challenges) of Co-teaching? Does co-teaching always result in increased student achievement? MS Co-Teaching: https://www.youtube.com/watch?v=8pIe6CZX6PM&app=desktophttps://www.youtube.com/watch?v=8pIe6CZX6PM&app=desktop

11. Co-Teaching Teams: Strengths and Concerns of Your Partnership Survey 1.Take the STRENGTHS AND CONCERNS SURVEY on your own in the handout. Put checks in the appropriate column 2.Meet with your partner to prioritize what you think are the major strengths and major concerns of your team Then discuss your surveys and decide between the two of you: 1.The 2 major concerns on the whole-class anchor chart. 2.If your concern is already there, add a check.

12. Strengths and Concerns Check-in Essential ElementSTRENGTHS CONCERNS The Partnership: Collaborative Relationship The Partnership: Expertise of Co-Teachers is fully used The Partnership: Has Parity The Partnership: Has a Plan to Resolve Conflict. Time for Collaboration is Provided The Classroom Climate Supports Co teaching Practices The Classroom Is Heterogeneous The Classroom Has Appropriate Space and Materials The Classroom: T he Co-teaching Models Are Varied The Whole School Climate Supports Co-teaching, Inclusion and Teaching All Students. TOTAL EACH COLUMN

13. Criteria Next Steps by top 3 Priorities Partnership Co-planning Co-teaching Co-assessing and co- grading Using Data Improving Practice School-wide Inclusion Vote for Your Top Three Priorities on Class Anchor Chart

14. What Co-Teaching Is NOT Co-Teaching is NOT This is not funny. https://m.youtube.com/watch?v=gY9GeuCwWc4

15. Co-Teaching/Inclusion Model What is the main idea? ◦ Heterogeneous group of students ◦ Shared delivery of instruction ◦ Shared physical space ◦ Participation within that group varies based on the needs of the students ◦ Why, how did inclusion teaming begin?

16. A Quick Look at the 4 (or 6) Models 6 models https://www.youtube.com/watch?v=TCn4qDyuZVE&app=desktophttps://www.youtube.com/watch?v=TCn4qDyuZVE&app=desktop

17. Co-Teaching Models Jigsaw ◦ Find a new processing partner ◦ Skim-Read the handout labeled with your number 1, 2, 3, 4, 5, 6 ◦ Use chart paper to summarize the positive uses for your model, the limitations of using this model, and illustrate (draw) how the model looks in a classroom and drawing the seating arrangement on chart paper.

18. 6 “models” One Teaches One Observes One Teaches One Monitors Parallel teaching Teach the same content Two teachers teaching different content Small Group/Large group Both teach equally and provide equal support New to co teaching Need to observe student(s) for specifics New team Close monitoring of student work when one T. is expert 2 teachers teach the same content Smaller groups Drill, re- teaching, test review When content is complex For review Several topics Mastery differs Enrichment/re- teaching Teachers have been together for a long time; both have content and learning techniques expertise

19. Supportive Parallel Small Groups Duet Small Groups

20. Supportive Co-teaching Acting Out Generally whole class teaching by one teacher and supportive teaching as needed by the second teacher. Teacher ATeacher BStrengthsPossible Concerns Model I: Supportive Co- Teaching Model One Teaches/ One Observes Directly Teaches the Whole Class Observes Good for the beginning of the Co-Teaching partnership If this method is used as the main model, Teacher B may not have an equal voice in the partnership. Can be used to develop data for the course One Teaches/ One Drifts Directly Teaches the Whole Class Drifts May be gathering data or supporting students as the needs present themselves Saves planning time if there is no common planning time Direct teaching to the whole class may become the dominant instructional model One teaches/One Assists or Supports Directly Teaches the Whole Class Assists and Supports May have developed a “support kit” Saves planning time B provides feedback about specific concerns A and B can alternate roles to provide a balance in the relationship.

21. Parallel and Small Groups: ACTING OUT Model TypeTeacher ATeacher BStrengthsChallenges Model II: Group 2 Parallel Co- Teaching: Small Group Instruction Parallel Teaches a heterogeneous group Parallel Teaches a heterogeneous group Equal responsibility for content and support. Provides smaller group If this is the only model used, or if teachers do not change groupings, students see only one teacher’s strengths. Group 3 Station Teaching Teaches a station Station Teaching Teaches a station Equal responsibility for content and support. Provides smaller group If this is the only model used, or if teachers do not change groupings, students see only one teacher’s strengths. Teacher A and B may not know the effectiveness of the other group Group 3 2 Groups Teaches the same lesson or a complementary lesson (then swaps groups) Teaches the same lesson or a complementary lesson (then swaps) When groups are swapped, students see the strengths of each teacher. Provides smaller group Provides higher adult to student proportion. Teacher A and B may not know the effectiveness of the other group Group 4 Skill Group Adapting Curriculum Teaching Teaches larger GE group and provides more challenges Teaches smaller group (usually at risk or target group) and provides scaffolding Little co-planning time is needed. Each teacher can prepare separately. Provides smaller group There may be an imbalance in the relationship with Teacher A always in the lead. Teacher A and B may not know the effectiveness of the other group Group 4 Learning Styles Approach Re teaches using learning style to define group Re-teaches using learning style or modality Provides hands-on or visual re- teaching Provides smaller group When used occasionally, this provides targeted support If it serves as the usual model, the classroom becomes two separate classrooms

22. Model III: Complementary Acting Out (Group 5) Category of Model Model TypeTeacher ATeacher BStrengthsChallenges Complementary or Side-by-Side Model (equal partners) Speak and Add Teacher A Speaks Teacher B adds visual or kinesthetic supports to direct teaching Little co-planning time is needed. Each teacher can prepare separately. There may be an imbalance in the relationship with Teacher A always in the lead. Duet Model Sometimes called Team Co- Teaching Described as a “high- performing” team Teaches and supports Requires time for comprehensive co-planning, co-instructing, co- assessment, and co-teaching PD All models of co-teaching are used based upon student needs and on data analysis. Uses all of the skills of each educator. Often this capacity is a result of working and learning together over a period of time.

23. Think, Pair, Share with Co-Teacher(s) Reflect on Models ◦ Which models might you use immediately? After some planning? ◦ How would that model support student needs? ◦ Share with your co-teaching partner ◦ Which new model might you try first? Next? ◦ What are student needs that help determine the size and duration of groups or content?

24. Research-Based Group Work Why do they work/How do they work? ◦ Literacy Circles ◦ Get the Gist ◦ Peer Assisted Learning System (PALS)

25. Lunch!

26. HIGH PERFORMING VALUE-ADDED TEAMS Agendas, Year-long Goals, Lesson and Unit Planning

27. High Performing Teams: It’s All About the Partnership To attain the level of a high-functioning team and to improve student achievement, both teachers must: ◦ Use multiple models to support students’ needs ◦ Have parity in planning, teaching, assessing, classroom management decisions both inside and outside the classroom ◦ But the true value added component of co-teaching comes from the partnership’s growth which will take place over time as the four areas listed below are consistently considered, critically and reflectively, during the co- teaching meetings and in the classroom. Chapman and Hyatt,

28. High-Performing Co-Teaching Team When 1 + 1= more than 2 ◦ Co-teachers need to have 4 ongoing critical conversations about their relationship and their classroom. Co-teachers need to consistently revisit and reflect on how they: ◦ Define the Partnership: Partners develop a shared vision, establish roles and responsibilities, and lay the collaborative foundation that may need adjusting throughout the year ◦ Examine Data: Together they focus on results, use data about students to make instructional improvements and become more adept at adjusting materials and instruction to support each student ◦ Enhance Instruction: They focus on ways to provide more value as a twosome than one teacher could do alone and continue to learn together about research-based methods that work for their students ◦ Expand Impact: They recognize that they are part of a school system and that they need to have administrative support for their work together and for professional development that will support the school and the team’s capacity for improving instruction (Chapman and Hyatt 2011, 10-11).

29. Criteria NoviceDevelopingProficient High- Performing Next Steps by top 3 Priorities Partnership Co-planning Co-teaching Co-assessing and co- grading Using Data Improving Practice School-wide Inclusion Think-Write Pair Share with Co-Teaching Partner Handout page11

30. 30 copyright 2008 Ribas Associates Effective Flexible Grouping and Cooperative Learning (Heacox 2002) gb 92-96 ◦ Keep group size down to 4 or 5 (start smaller if you haven’t done cooperative learning before ◦ Assign jobs ◦ Don’t feel pressured to give each group equal time. ◦ Use activities that can be done with a high level of student independence after the initial explanation ◦ Direct teach the group work routine expectations ◦ Establish a clear routine for how students get assistance from the teacher and from peers

31. 31 copyright 2008 Ribas Associates Effective Flexible Grouping (Heacox 2002) Have clearly delineated procedures and tasks for groups and individuals who complete the assigned task ◦ Make time at the start or end of class for each group to give a summary report of their work for the day. Rotate the report each day. ◦ Establish an accountability system that monitors individual and group progress in each lesson (teacher and student assessment) on both the content and the group work routine

32. INCLUDE Process ◦ I. I dentify Classroom Demands: Grouping, Materials, Methodology, Assessment ◦ 2. N ote Student Learning Strengths and Needs: Academic, S/E, Physical ◦ 3. Check for Potential Areas of Student Success ◦ 4. Look for Potential Problem Areas ◦ 5. Use this information to Brainstorm Ways to Differentiate Instruction: Accommodation, Modification ◦ 6. Differentiate Instruction ◦ 7. Evaluate Student Progress

33. Formative Assessment Using Rubrics to Plan Flexible Groups/Lessons Goal for lesson, unit (Rubric) Basic (re-teach) Needs Imp. (reinforce) Proficient (next steps) Advanced (challenge) Rubric/Criteria List of students at each level Plan Results

34. Grading a Standard NameLearning Target 1 Write an alternate ending for a story Learning Target 2 Identify elements of a story Learning Target 3 Compare and contrast two stories BillMeeting (3) Progressing (2) SusanProgressing (2) FeliciaExceeding (4)Meeting (3) Source: © 2015 Rock Island–Milan School District #41, Rock Island, IL. Used by permission. Standards-Based Grade Book Recorded by Learning Target LevelAdvanced 4 Proficient 3 Needs Improvement 2 Not Yet 1 Standard Frequency Independence Above standard Always Independently “Gets it”At standard Usually, Generally With few prompts Some misunderstandi ngs Below standard Needs prompting often Many misunderstandi ngs Significantly below standard Needs frequent prompting

35. Social Emotional Standards CriteriaExceedingMeeting 3 Needing Improvement 2 Not yet 1 Works independently Does work with no need for prompting Does work with few prompts needed Does work and needs multiple prompts some of the time Needs prompting most of the time Works collaboratively Contributes, listens, asks questions consistently Contributes, listens, asks questions most of the time Contributes, listens, asks questions some of the time Sometimes needs reminder about the task or responsibility Contributes, listens, asks questions infrequently Frequently needs reminders about the task or responsibility

36. I can:Here is my evidence:YesNot Yet Identify and describe characteristics of nonfiction. Ask questions to focus my learning. Identify key details. Use pictures and words to think about the text. Identify a variety of text features. Use context clues. Use schema. Source: © 2014 D. Poslosky, Craig Elementary School, Creve Coeur, MO. Used by permission. Indicators of Success and/or checklist Sample: 1st Grade With evidence (Highlight, underline, star)

37. Provide for a Mastery Objective 1.A rubric 2.A checklist 3.Indicators of Success  I can statements with evidence (see sample)  2 and 3 can be combined 4.Examples of quality work at different levels (including attainable levels)

38. Teacher Role: Video: Praising the Process Learner Role: Student Success Criteria: ​ What does success look like? What evidence are you collecting? How are you formatively assessing? Create a picture of what it means to have an independent, can­ do attitude through sharing a brief vignette about a child learning to ride a bicycle. Review the process for how to write a realistic fiction book Students review the process for how to write a fiction book collectively. Can students successfully articulate the steps for writing a realistic fiction story from the previous days lesson?

39. Teacher acts out part of first grade writer starting a new piece of writing. Model getting stuck. Model being unsure of how to solve the problem. Model self talk. ”What do I already know about writing fiction stories?“ Ask students for help to give little directions/goals for what I could do to get unstuck Students share ideas for how the teacher can get unstuck. Student Success Criteria:  Listen for students ability to give directions that encourage independence.  Students might give directions like “Make the character do something...” “Think of some trouble the character gets into…” “Think of an adventure for your character…” “Pretend to be the character…” Give students a chance to try getting started in their writing and practicing independent self ­talk. Give students time to think about the next few goals they will set for themselves and have them practice whispering them to themselves and then share them with a partner. Students practice setting goals to be independent writers, jot them on a post it and share these goals with their partners.  Listen in to students self ­talk and partnerships and review students post its to check for understanding in the lesson.

40. Example of Working toward Mastery in Writing Notice: Mastery Objectives Social-emotional And Academic Standards https://www.teachingchannel.org/videos/p raise-the-process-perts

41. Mastery Objective Indicators of Success Rubrics and Checklists Learning TargetIntroductionGuided Practice Coached Practice Independent Practice As students gain different levels of mastery Mastery Objective (Learning Target) Direct InstructionFlexible Grouping(s) by need Rubric/Checklist Indicators of successSetting Clear TargetsConferencesPeer Assessment Rubrics and ChecklistsSetting High-Standards“In the moment” formative assessments Self-Assessment Setting Attainable Targets Hinge QuestionsTeacher Conference Exit SlipsFeedback method

42. Using a Rubric to “Sort” Students into Groups Level of mastery Mastered ProficientNeeds Improvement (Guided Practice) Basic (Introductory) Student AmyCathyEmily HookHeidi Use template Student BobDaveFrank HookJim Use template Student Jim JodyKim Details Student Gary GinaLeon Details Next Step Peer conference using checklist and rubric Peer conference focus on area of need: hook or details (handout) Use template and conference first with me, then work together Whole Class Mini-lesson on peer conferencing using the template, a checklist, and the rubric. Create handout for conferencing: 1.Trade papers 2.Be positive; ask questions; go over the checklist, rubric and template and what you did with each 3.Exchange papers and select 2 areas for comments. a.One positive b.One question 4.Work on your own paragraph and discuss what you did with partner if you have time.

43. Working Toward Mastery: The Struggle Math/Social Emotional Goals ◦ https://www.teachingcha nnel.org/videos/persist- through-challenges-perts https://www.teachingcha nnel.org/videos/persist- through-challenges-perts

44. Using a Rubric to “Sort” Students into Groups Level of mastery Mastered ProficientNeeds Improvement (Guided Practice) Basic (Introductory) Student AmyCathyEmily HookHeidi Use template Student BobDaveFrank HookJim Use template Student Jim JodyKim Details Student Gary GinaLeon Details Next Step Peer conference using checklist and rubric Peer conference focus on area of need: hook or details (handout) Use template and conference first with me, then work together Whole Class Mini-lesson on peer conferencing using the template, a checklist, and the rubric. Create handout for conferencing: 1.Trade papers 2.Be positive; ask questions; go over the checklist, rubric and template and what you did with each 3.Exchange papers and select 2 areas for comments. a.One positive b.One question 4.Work on your own paragraph and discuss what you did with partner if you have time.

45. Video—Whole class and (small group) Feedback Grade 5 Writing Lesson How does the author feel about Lewis and Clark as a prequel to writing. https://www.teachingchannel.org/videos/analyzing-text-brainstorming https://www.teachingchannel.org/videos/analyzing-text-writinghttps://www.teachingchannel.org/videos/analyzing-text-writing (small ELL group)

46. Activity: Co-Planning Sharing Responsibilities (Co-Teachers) Teacher ATeacher BShared Concerns, Notes Planning for the year Planning for the week Preparing materials Grading tests, quizzes, classwork, homework Collecting, organizing and analyzing data Classwork, homework, observations, formative and summative data Classroom routines (attendance, make-up work, passes, behavior problems, meetings, schedules, IEPs, team meetings) Our 2 PD goals for the year Our scheduled meeting days/times for the year

47. Weekly Agenda—1 hour meeting (Co-Teachers) Meeting DatePeople Present Minutes Recorded by: Follow-Ups necessary: AGENDA Time 5 min Review Agenda and Positive Results since the last meeting 5 min Review the Co-Teaching Progress Rubric/Tracker to make sure you keep all of your priorities in focus 5-10 min Review student needs, student work, student data 30 min Plan for the next week using agreed-upon weekly lesson planning document or daily lesson planning document 10 min Review tasks for participants for the next week 5 min Plan for next meeting: time, place, participants, topics

48. Weekly Lesson Planning (quick form) Day of week/ Content Whole Class:  One teach/One observes  One teaches/One drifts  One teaches/One assists or supports  One teaches/One adapts the curriculum Small Groups Small Group  Parallel Teaching  Alternative  Skill Group  Learning Styles  Stations Materials, Tasks Teacher A Materials Tasks Teacher B Monday Content: Tuesday Content: Wednesday Content: Thursday Content: Friday Content:

49. Sample Middle School Quick Form Lesson Plan Content Classroom Organization Materials, Tasks Middle School ELA teacher Materials Tasks Middle School Special Educator Monday Content: Creating a Graphic Novel about the Hero Writer’s Workshop Hero Graphic Novel writing in groups of 4: Roles: Plotter, Storyboard drawing, Dialogue, Publisher Small group models Mini-Lesson: Storyboard examples Conference with Group ABC about plot and visuals Conference with Group DEF about plot and visuals Tuesday Content: Creating a Graphic Novel about the Hero Writer’s Workshop Drafts due Conference with Group ABC about rubrics Mini-lesson: Final product: example use rubric Conference with Group DEF about rubrics Wednesday Content: Reading Hero Novels Literacy Circles: Hero Theme Mini lesson in group G the hero’s journey Reading more challenging book Mini lesson in group H the hero’s journey Reading easier book Thursday Content: Reading Hero Novels Literacy Circles Hero Theme Mini lesson in group G (Reading more challenging book) Mini lesson in group H the hero’s journey (Reading easier book) Friday Content: Present and Evaluate Writing on Heroes Whole Class Present 6 groups share graphic novels Shared Rubric Carousel—Using rubric Awards for Best of Criteria of Rubric: Best Plot, best Story Board, Best Dialogue, Best as whole Demonstrate Rubric/Voting on Comic Demonstrate How Carousel works Class Norms  Positive comments  We’re all learning  Appreciate the strengths of one another  Grade—Best in gets “prize” from classroom box  Grade—based on rubric

50. 3-days a Week Co-Teaching Plan Day of week/ Content Co-teaching Models Materials, Tasks Classroom Teacher Materials, Tasks Special Educator Materials, Tasks Para-Educator Monday Content: Classroom Teacher alone Homework Club Introduces addition of double digit numbers using number line and manipulatives. Students usual seats are in groups of 4 Tuesday Content: Homework Club Mini lesson whole class on adding Then three groups Group A: word problem solved in 2’s Re-teach Monday’s lesson to small at risk group Students at computers work through program on adding Group C: Wednesday Content: Homework Club Works with group C on Problem Solving Problem solving with group B Group A on computers Thursday Content: Math Puzzler—problem solving Group C Challenging Math Puzzler—problem solving Group B—at standard Math Puzzler problem solving Group Sat standard Friday Content: Teacher aloneMath Read aloud Back to usual seats to illustrate math read aloud new problem

51. Elementary Unit (in handout) Unit/Lesson Character traits and adjectives leading up to writing a paragraph about a character Standard(s) (District or State) Common Core Reading Literature (RL), Speaking and Listening (SL), and Writing (W) standards: SL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. W 3. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.3. 4.Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. What students will know and be able to do at the end of the unit/lesson. Retell part of a read-aloud story when they’re given the text. Share their story with the class. Collect powerful vocabulary words that they want to use in their writing. Create a museum collection and list the words that a collector would need to now. Assessments: Formative: (observation, conference, quizzes, group work, rubrics) Summative: (test, performance-based task, etc.) Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery? 1. Whole class introduction/mini-lesson, etc.: Jane read a story. Richard gave instructions for group work and modeled how to write a summary of a selected part of the text to share. 2. Flexible group activities: The students move to a second group and read a two-page passage closely and work together to create a summary to share. 3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.) Students handed in their summaries. Day 2 Students begin their collection journals as a class. They select words they liked from The Boy Who Loved Words and Richard posts them on the class word wall for powerful words. Students begin their journals then break up into groups based on books that they are reading. The ELL group is together. Students select words from their books and enter them into their journals. They select 4 words to share with the class. Each student in the group picks his or her favorite word. The whole class meets and each student contributes a word for the powerful word collection.

52. Whole Unit Planning Unit/Lesson Name Standard(s) (District or State) What students will know and be able to do at the end of the unit/lesson. Assessments: Formative: (observation, conference, quizzes, group work, rubrics) Summative: (test, performance-based task, etc.) Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery? 1.Whole class introduction/mini-lesson, etc.: 2.Flexible group activities: 3.Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.) Co-teaching Model(s)  Supportive Model (Whole Class)  Parallel Model (Small Groups)  Complementary/Side-by-Side (Whole Class) Teacher A Responsibilities Teacher B Responsibilities Grouping Strategies (Seating Arrangements) Group A Students (identify by table, group, name) Group B Students (identify by table, group, name) Paraprofessional Role (Optional) Paraprofessional Materials (Optional) Accommodations, Modifications, and Materials for this unit/lesson Accommodations, Modifications, Materials for this unit/lesson Evaluation of Group AEvaluation for Group B Follow-up Notes to Share with Co-Teacher

53. Developmental Continuum of High Performing Co-Teaching Teams (use highlighter) Criteria NoviceDevelopingProficient High-Performing Team Next Steps Partnership Begin to set goals using Co- Teaching Progress Rubric/Tracker Begin to clarify on roles and responsibilities using Teacher Skills Survey Begin to set standards for classroom routines, behavior using the Roles and Responsibilities Matrix Develop daily/weekly communication plan Measure progress on goals fairly often and adequately Roles and Resp. getting clarified Norms generally observed Meetings mainly effective Problem solving protocol mainly works Daily/weekly communication plan mostly works Other: Measure goal progress generally consistently Roles and Resp. generally consistently clarified Norms observed generally consistently Meetings generally are effective Problem solving protocol works generally effectively Daily/weekly communication plan g enerally works reliably Other Goals are mutually shared and measured by each teacher and team consistently Roles and Resp. consistently clarified Norms observed consistently Meetings consistently effective Problem solving protocol works well consistently Daily/weekly communication plan consistently works efficiently Other Co- planning Begin to plan for full year’s meeting schedule Develop agenda format Develop Lesson Plan format (long form) Develop weekly lesson plan format (short form) The full year’s meeting schedule mainly works The agenda format mainly works Lesson Plan format (long form) mainly works Weekly lesson plan format (short form) mainly works The full year’s meeting schedule generally works effectively and consistently The agenda format generally works effectively and consistently Lesson Plan format (long form) generally works effectively and consistently Weekly lesson plan format (short form) generally works effectively and consistently The full year’s meeting schedule works effectively and consistently The agenda format works effectively and consistently Lesson Plan format (long form) works effectively and consistently Weekly lesson plan format (short form) works effectively and consistently

54. Elementary Unit Lesson Co-teaching Model  Supportive Model (Whole Class) X Parallel Model (Small Groups)  Complementary/Side-by-Side (Whole Class) Jane’s Responsibilities 1.Read story to whole class 2 Circulate among groups. Day 2: Co-Lead group as they collect favorite words from The Boy Who Loved Words Work with book groups Whole class: Co-lead and collect each student’s powerful word. Richard’s Responsibilities 1. Model My A-Z Journal of Powerful Words 2 Work with all groups on day 1 Day 2: Show students how to add words to their journal Work with book groups Whole class: Write powerful words Grouping Strategies (Seating Arrangements) Whole Class Table-Groups (Typical home-room seating, heterogeneous) Book Groups based on the specific book they are reading (homogeneous). Group Students (identify by table, group, name) Homeroom heterogeneous grouping Flexible Reading Group based on book and level. One group is made up of ELL students. Group Students (identify by table, group, name) Homeroom heterogeneous grouping Flexible Reading Group based on book and level. One group is made up of ELL students. Accommodations, Modifications, and Materials for this unit/lesson Journals for all students Leveled books for book groups Accommodations, Modifications, Materials for this unit/lesson Document camera for read aloud and for student presentations of their summaries on day 1 and their words on day 2. ELL book group materials Evaluation of Group A Journals, small group work, whole-class work Evaluation for Group B Journals, small group work, whole-class work Follow-up Notes to Share with Co-Teacher Most were successful. HH did very well considering he missed a week of school. The kids liked the story. Follow-up Notes to Share with Co-Teacher Students did very well, and the ELL students really liked that they had some really powerful words to share with classmates.

55. Next Steps: Becoming a High Performing Team ◦ Teaching Techniques Survey ◦ District Initiatives ◦ Developmental Continuum of a High Performing Team (Rubric) ◦ Using student work and data and tracking individual student progress

56. Teaching Techniques Survey Teaching Techniques Survey: 1) On your own 2) Vote with stickies Major StrengthSome Strength I could learn something about This is a challenging area that I could learn about Content areas of classroom Flexible grouping, cooperative learning Making groups accountable Teaching reading, writing, or specific skills Developing a positive classroom environment Routines for classroom (attendance, bathroom passes, transitions, passing out paper, make-up work) High expectations for all Grading with another teacher Modification of lessons for specific needs Designing scaffolds to support specific learner needs Differentiating for different learners Developing challenging and engaging units Positive behavior supports IEP Goals and progress monitoring Creating a challenging yet safe environment for learning Using data to make decisions Specific district or school Initiatives Technology: Data bases, assessment, web-site design, behavior

57. Next Steps Hopes for this yearConcerns