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 5th 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

Determination made on an individual basis 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

Does the service match the needs of the students? 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?

What are the effects on the quality of services? 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 (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 Individual or group basis Maximum of 20 students Continuum of Services Synopsis Chart

Timeline Challenges Time to plan out services CSE Meetings Winter 2012/2013 Spring 2013 June 2013 August 2013 September 2013 Timeline Challenges Time to plan out services CSE Meetings Other students on caseload Staffing changes Inexperience with 5th grade ELA and Math modules

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 Special Education Teacher Daily routines Curriculum planning Whole group lessons Small group instruction Grade level progress monitoring Monitor paraprofessionals Specially designed instruction Related service scheduling Individual student needs based on IEP Progress monitoring

Learning Teamwork Skills 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 Build team skills Improve relationships 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 Identify common goal or problem Share information Brainstorm ideas Evaluate ideas against team criteria Select and develop solution Develop an action plan Implement and monitor plan Snell, M. E., & Janney, R. (2005). Collaborative teaming (2nd ed., p. 39). Baltimore, MD: Paul H. Brookes Publishing, Co.

Accountability Identify resources you might need 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 Explain co-teaching to the students 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 Continue communication 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 Time Activity 7:50-8:20 Staff Arrival/Morning Meeting 8:20-8:40 Student Arrival/Morning Routine  8:40-9:20   Specials/Planning  9:25-9:50 Resource Room/Pull Out 9:50-10:50 Math 10:50-11:00 Snack  11:00-11:30 11:30-1:00 ELA  1:05-1:35 Lunch  1:35-2:00 Supplemental ELA  2:00-2:20 Study Hall 2:20-2:45 Recess/Dismissal

Schedule Time Activity Brooke Elizabeth 8:40-9:20 Specials/Planning  8:40-9:20 Specials/Planning Take attendance; lunch count Prepare lessons on computer/projector Prepare for daily lessons Check over homework Write objectives  9:25-9:50   Resource Room/Pull Out Math Groups Differentiated review Pre-teaching Resource Room Fluency (ORF, Mixed Skills Probes) SDI – ELA and Math Pre-teaching – ELA and Math Behavior Re-teaching 9:50-10:50 Math Co-Teaching  11:00-11:30 Guided Reading Groups Intervention (A/B Schedule) 11:30-1:00 ELA  2:00-2:20 Study Hall Study Hall (~15 students) Review Homework Guided Study Hall(~5 students)

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 Partner Group 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 Readiness Interest Learning Profile Content Process Product Learning Environment Readiness Interest 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 Lesson Outline Instructional Strategy Modifications Formative Assessment

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/grade-5-ela-module-1-unit-2-lesson-4

Lesson Outline Opening Work Time Closing and Assessment Rereading Comprehension Quiz Oral Chapter Review Work Time Jigsaw Part 1 Jigsaw Part 2 Closing and Assessment Independent Writing

Jigsaw Groups Mama Abuelita Miguel Level of support

Jigsaw Groups Level of support Jigsaw 1 “Mama” “Abuelita” “Miguel” Group guided by special education teacher Pre-highlighted/chunked text Cloze sentences Checklist for directions “Abuelita” Supervised by general education teacher “Miguel” Independent group Directions posted Level of support

Jigsaw Groups Jigsaw 1 Jigsaw 2 1 2 3 1 2 3

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/grade-5-mathematics-module-4-topic-g-lesson-26

Lesson Outline Fluency Concept Development Problem Set 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 5th 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

Questions?

Parking Lot

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/grade-5-ela-module-1-unit-2-lesson-4 https://www.engageny.org/resource/grade-5-mathematics-module-4-topic-g-lesson-26