1. Specially Designed Instruction in the Co-Taught Classroom
Presented by
OCS ECS
Instructional Coaches
November 2017
Teaming
Welcome participants and make introductions

2. Agenda
Assess your knowledge-Review of the 6 Co-Teaching Models Work with Marilyn Friend’s Co-Teach! Book and IEP Guidance Document to define SDI, SAS, Accommodations, Differentiation Review and expand a Lesson that Incorporates SDI, SAS, Accommodations and Differentiation to Meet Individual Student Needs
Teaming

3. outcomes At the conclusion of this training, participants will:
Have a deeper understanding of the 6 co-teaching models
Be able to communicate the meaning of common instructional terms and their application to co- teaching
Be able to plan for the co-taught classroom with focus on SDI, SAS, Accommodations and Differentiation
Teaming
As we work through our Agenda today, I’d like for us to keep in mind the following outcomes… 
As a table group, discuss ... 
Which of these are you most interested in and why?
How might this pertain directly to your co-teaching work and co-teaching goal?
Share with whole group.

4. Norms AND Working Agreements
Be present and fully engaged
Value the spirit of collaboration
Be willing to question and be questioned
Respect multiple perspectives and avoid assumptions
Be professional in all that we do
Be focused on the vision we have for students
Use the two feet rule
Refrain from side conversations
Acknowledge quiet signal
Manage technology usage
silent or vibrate
set to side
Jamie
Tammy focal points for norms

5. Assess your knowledge
Self-determine your knowledge of the co-teaching models Solid knowledge of the models and just need to “re-activate” thinking--Jamie Surface knowledge, but would like to walk through each of the models for a review--Tammy
Parallel
Jamie—Lead those with solid background knowledge in models through the 3 Little Words Carousel Activity to activate thinking around the models.
Tammy—Lead those with limited knowledge through the graphic organizers to point out key information and allow them to capture their own learning notes.

6. Reading Digging Deeper Jigsaw
In groups, become experts on your reading section.
Use the GIST organizer to capture thinking while you read your assigned text
Aces and 4s read section on Differentiated Instruction
2s and 5s read section on SAS and Accommodations
3s and 6s read section on SDI
Move to your # around the room to locate your reading
Read and discuss with peer group
At our cue…Remix to share thinking about each reading topic: Ace, 2, 3 groups and 4, 5, 6 groups
Reading
Playing cards to create Expert Groups
Differentiation (Wormelli and Tomlinson)
SDI from IEP Guidance Document and Co-Teach!
SAS from IEP Guidance and Co-Teach!
Share large group 3-5 noticings/take ways from the reading sections

7. The Alphabet Carousel Read each scenario example Chart
SDI, SAS, ACC. Or DI that is provided
How is SDI, SAS, ACC. Or DI being monitored
Name the co-teaching model(s) being used
Extension: What changes, additions would you make to teaching practices to ensure student learning?
Tammy intro
Explain activity
Groups—Ace, 2, 3, 4, 5, 6
Move to any poster
Jamie = Signal to rotate (7, 6, 5 minutes)
Reflection Questions:
How might you choose SDI, SAS, Accommodations or differentiated instruction that works in your co-taught classroom moving forward?
How will you work to distinguish between SDI, SAS, Acc. Or DI when planning instruction?
What will be your plan for justifying to your co-teacher(s) why you are advocating for selected instructional practices?
What process might you use in the future to design lessons that keep in mind, SDI, SAS, Acc. And DI?

8. Think-Write-Pair-Share
Personal Self-Reflection Time
Take a moment to silently think about today’s learning
In writing, capture you aha’s, take aways, next steps, and questions
Find an elbow partner
Share your personal reflection on today’s learning
Reflection
Jamie Intro Activity
Wrap up by asking 3-5 people to share their reflection discussions

9. Feedback

10. Thank You!