Elaine Neugebauer Marianne Trachok November, 2009 Co-Teaching Pilot Elaine Neugebauer Marianne Trachok November, 2009

PPS Vision and Mission Statement Vision: Excellence for All PPS Mission Statement - The PPS will be one of America’s premier school districts, student-focused, well-managed, and innovative. - We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so they have the opportunity to succeed in all aspects of life. Professional Development Mission Statement - To provide high quality Professional Development to the learning community of the PPS that supports the District’s Excellence for All Strategies and is aligned with the National Professional Development Standards to support and enhance research based instruction for all students.

PaTTAN’s Mission The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement.

PDE’s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment.

Today’s Objectives Participants will… Review advantages to co-teaching Explore fundamentals of co-teaching Compare the active roles of co teachers in the co-taught classroom Discuss the benefits to the collaborative teaching rubric Review the instructional planning meeting document

Ice-Breaker Activity Each person chooses two advantages to co-teaching (general educator / special educator) Choices are shared with partners Teams choose two advantages of co-teaching for students A list of advantages to co-teaching commonalities is developed and noted on a post-it Post-its are placed on large post it for sharing

Fundamentals of Co-teaching Yours, Mine or Ours? Who Grades Student Work? Where’s my Space? What about Parents? When Do We Plan?

Scenarios Identify co teaching models described in each scenario… Station Teaching Support Teaching Team Teaching Large group / Small group Teaching Parallel Teaching

Collaborative Teaching Rubric Four Corners Activity Lesson Presentation Student Interaction Physical Characteristics Communication Student Focus Discipline in the Class Lesson Development

Co-teaching Series Team Planning Worksheet Briefly summarize the areas/issues that need to be addressed and/or improved upon. Complete the table with your partner.

Be an Active Co-Teacher ---Gloria Lodato Wilson Please review the article in pairs (even – odd) and share information with a partner. Graze Poke, Prod, and Cue Land Target Pair up Form a mini group Observe Student Behaviors Observe Student Questions Etc., etc, etc……

Co-teaching in the Classroom: Active Roles Card Sort Activity If one person is doing this……. The other person can be doing this……

Touch Base Planning Co teachers should carve out thirty minutes each week to reflect on “teaching and learning” of the class. Discuss reflections

Student Profiles Final Grades Summative Data Reading and Math Benchmark Data IEP Goals Activity consensogram : The purpose of this activity is to get a baseline of participants’ perception of sharing classroom responsibilities. This activity allows teachers to proactively discuss ideas about roles and responsibilities, as each partner may have different ideas about responsibilities and in order for co-teaching to be successful, there needs to be discussion and then agreement on roles. It is also possible for roles/responsibilities to evolve over time as the partners work together. Take out Co-Teaching Activity Packet Turn to Activity#1 section *Trainer Preparation note: Each section of the handout needs to be enlarged poster size and placed on accessible wall space in order (1-8). Give participants post-it notes and have them place the notes in the areas that corresponds to their current belief of who is responsible for each classroom responsibility in a co-taught classroom. *Trainer Note: demonstrate how to begin placing post-its by starting bottom left of selected response area .Choice: I-mine/his-hers means each teacher will be responsible for supporting specific students groups. The charts will illustrate the perceptions the participants have to which roles are for general education and special education teachers in a co-taught class. No wrong answer to roles.

Instructional Planning Meeting Set Agenda What has the student learned this week? Announcements Instructional Planning To do’s for next meeting

Video: Marilyn Friend Watch the video description of co teaching approaches. Reflect on the examples of coteaching with your partner.

Strategies for Finding Co-planning Time Use other adult to help cover classes Find funds for substitute teachers Experiment with late arrival and early dismissal days Stay late once a month Reduce other work to save time to meet National Institute for Urban School Improvement, 2005 As cited in much of the co-teaching research, co-planning time is essential to successful implementation of co-teaching. Provided is a short list of a few ideas for finding co-planning time.

Co-teaching: best practices Attend co-teaching workshops together as a team Find co-planning time Decide content and how it will be taught Help to design instructional alternatives Listen actively and share decisions Try different co-teaching configurations Before Co-teaching starts:   Attend co-teaching workshops together as a team. Both teachers should take the time to envision what co-teaching will look like in their classroom. Request common planning time so co-teaching can be planned and purposeful, not just a co-assignment. Use some time to plan for small group and individual student needs Decide how the content will be taught What co-teaching models will be used Decide instructional roles *special education teachers resorted to a supportive role when no planning time was provided for both. Put both teachers’ names on the board, on handouts, on notes to families, and on exams.

A Guide to Co-Teaching For next time….. Read Chapters 2 & 3 Richard Villa For next time….. Read Chapters 2 & 3 Day-to Day Workings of Co-Teaching Teams Supportive Teaching Pay particular attention to frequently asked questions on pages 25 & 26 What it is.. Co-teaching partners share the responsibility for direct instruction, curriculum development and /or modification, guided practice, reteaching, enrichment activities, progress monitoring, communication with families, and student evaluation (Walther-Thomas, 1996 ; Magiera & Zigmund, 2005 ). Activity consensogram: Purpose: baseline of participants perception of sharing classroom responsibilities. Handout #1 Each section of the handout need to be enlarged and placed on accessible wall space in order. Give participants post-it notes have them place the notes in the area that corresponds to their current belief of who is responsible for each classroom responsibility in a co-taught classroom. The charts will illustrate the perceptions the participants have to which roles are for general education and special education teachers in a co-taught class. No wrong answer to roles. 19 19

Reflection….. Thank you for your attention and enthusiasm concerning co-teaching Share any concerns, thoughts and ideas with your partner concerning co-teaching.

December Professional Development Saturday, December 5 8:30 – 11:30 am or Thursday, December 10 3:00 – 6:00 pm

Contact Information www.pattan.net Elaine Neugebauer eneugebauer@pattan.net 800-446-5607 Pittsburgh Public Schools Marianne Trachok mtrachok1@pghboe.net 412-323-4086 Commonwealth of Pennsylvania Edward G. Rendell, Governor Pennsylvania Department of Education Gerald L. Zahorchak, D.Ed., Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director