Co-TEACHING Service Delivery Model

Co-TEACHING Service Delivery Model
Building Background Knowledge To Close the Gap for All Students Introductions… Raise your hand if you have co-taught before? Co-Teaching for Gap Closure CT4GC Cohort 2, Summer 2013

Learning Targets Co-teaching Partners will:
Gain an awareness and understanding of Collaborative Q&A document Identify characteristics of each co-teaching approaches Begin preparing to co-teach Use terminology within the appropriate context

Roles and Responsibilities
Core Module - Co-Teaching Roles and Responsibilities Brief …This was homework.. Remind that this is a resource to reference, we will be touching base on several of the questions within the training. Document

Expectations for my team:
What will you Learn and Be Able To Do: Principals Internal Coach Co-Teachers 1 2 3 Learn each of the co-teaching approaches Co-Teachers will create lessons, use approaches and evidence instructional strategies based on students’ needs Implement co-teaching approaches with fidelity Ongoing monitoring student progress Utilize KDE’s Collaborative Teaching Practices Q & A Document Recognize each of the co-teaching approaches Convey high expectations Guide scheduling & create effective co-teacher teams Utilize walk-through instrument correctly Interpret school data & student needs to determine co-taught classes Utilize KDE’s Collaborative Teaching Practices Q & A Document. Facilitate Data Collection-Student identification Numbers needed Recognize each of the co-teaching approaches. Conduct before, and after lesson feedback sessions Utilize walk-through Instrument effectively Monitor instructional needs: accommodations vs. modifications, strategies, and grading practices Administrator must agree to submit Infinite Campus student data to KDE for students participating in lab classrooms CT 4 GC

Co-teaching Partnership
It takes TWO! Both certified professionals need to step up to the plate & go above and beyond. Taking responsibilities for ALL students. Joint delivery of instruction Diverse group of students----heterogeneous ( State Q & A) ideally no more than a 1/3. In a shared classroom space

Student Characteristics
Handout Packet, page 1 As a team, read each statement and label either T – Student w/ Typical Needs U – Student w/ Unique Needs A – All students Compare your team’s response to chart on page 2. Discuss whether you agree or disagree with your findings during the comparison Statements are based from CHETL document.

All Students are General Education students first!!!
Core Module - Co-Teaching All Students are General Education students first!!! Do not print this slide… Handout packet

Rate Your Knowledge No Clue (0) Heard of it … (1) Know about it (2)
Please take out your Rate your Knowledge Sheet, page 3 of Handout packet Stand up Directions Fist (0 fingers)No Clue… 1 finger - Heard of it … 2 fingers Know about it… 3 fingers Use on a regular basis in my instruction… Pose each question on the next slide and have all participant move to one of the four walls. This provides us with information about how to structure our day based on the level of knowledge of the group. This also activates prior knowledge and allows us to structure planning to meet student needs while within the group. Please stand and listen to the following statements. Move to the wall containing the descriptor that best matches your level of understanding on the topic. Or you may want to use clickers (CPS) with this activity. Another way….”Rate Your Knowledge”. Create a form with the statements & have them rate their understanding. Use it! (3)

Core Module - Co-Teaching
Glossary of Terms Inclusion Integration Collaboration Co-teaching Lab Classroom Pause your webinar and use your “Rate Your Knowledge Form” or talk with your Administrative Team Trainer Note: Words will enter one at a time, after click, from bottom of the screen. Using provided chart, participants will rate their knowledge of the vocabulary.

Inclusion A belief system or philosophy that all students are a part of the learning community/classroom and make valuable contributions, even if their abilities differ. Adapted from: Marilyn Friend, Inc From Thesaurus: Belief --- passion, principle, opinion, conviction, attitude Philosophy --- attitude, viewpoint, way of life, thinking, values

Integration Three educational dimensions that contributes to inclusion: Physical Social Instructional Inclusive practices represent the belief or philosophy that students with disabilities should be fully integrated into general education classrooms and schools and that their instruction should be based on their abilities, not their disabilities. Inclusive practices have three dimensions: Physical integration – placing students in the same classroom as non-disabled peers as a strong priority and removing them from that setting only when ABSOLUTELY necessary. Social integration – nurturing relationships between students with disabilities and their peers and adults. Instructional integration – teaching most students in the same curriculum used for students with disabilities and helping students to succeed by adjusting how teaching and learning are designed and measured . For the few students with significant intellectual disabilities, instructional integration means anchoring instruction in the standard curriculum but appropriately adjusting expectations. Marilyn Friend, Inc

Collaboration “The systematic process in which we work together to analyze and impact professional practice in order to improve our individual and collective results.” How many of you have PLC meetings in your school Interactions, page Collaboration is a “reflection of contemporary societal trends that are in turn being mirrored in schools through legislation and related forms of teaming and inclusive practices.” Note: Throughout business articles, blogs, etc. within internet “Collaborate or Die” is a phrase often seen. (Businessweek picture – need to find) Marilyn Friend refers to this as being “Businesslike”. DuFour defines Collaboration in the Journal of Staff Development, Summer 2003, (Vol 24, no.3) “Leading edge: ‘Collaboration lite’ puts student achievement on a starvation diet”. 1. Systematic – collaboration is embedded in routine practices of the school. Teachers are organized in teams and provide time to meet during the day. They are provided specific dialogue guidelines around 3 critical questions: 2.Professional Practice 3. Assessed on results Rick DuFour, 2003

Lab Classroom An action-researched classroom where the co-teachers are doing something for the first time and others are observing with the intention to learn. Time for reflection on the process on how it could inform their classrooms/instruction to increase student engagement and achievement. A classroom where student gaps are being closed through use of : Continuous Classroom Improvement Co-teaching approaches Use of evidence-based instructional strategies Student supports needed Remember Toyah defined this yesterday?

Co-Teaching Defined Take a look at your Q & A document # 1, 2nd bullet, what is it going to Look like? What will you hear in a co-taught classroom? Feel like? Have participants jot down their definition & have some of them share out. A specific type of collaborative teaching format and special education service delivery option which daily/weekly involves two or more certified teachers (i.e., regular and special education), who share instructional responsibility and joint accountability for a single group of diverse learners via partnership strategies in a general education setting. Next Slide: Marylyn Friend video clip “co-teaching defined” This video segment summarizes the Collaborative Teaching Q&A 1-8, 11,12 Starts automatically 2:54 minutes.

Co-Teaching Co-teaching occurs when two or more certified teachers jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space. Co-teaching is a delivery structure for instruction. This has become the most widely accepted definition in the literature. Go over handout 1 (H1): “Co-Teaching, What it IS, what it is NOT.” This handout is shown on the next slide to help participants locate it in their packets. Allow 5 minutes to discuss this handout. Interestingly, co-teaching originated in the field of general education and has only recently been applied as a way to provide services to students with disabilities. Cook & Friend Math Co-Teachers-Stephanie Karl and Sara Matthews, Caverna High School

Two or more professionals jointly delivering substantive instruction to a diverse, blended group of students in a single physical space. (Friend & Pope, 2005;Spencer, 2005) Trainer Note: Including Students with Special Needs, 5th edition, 2009 defines (page 524) co-teaching as “instructional approach in which two or more teachers or other certified staff share instruction for a single group of students within a single classroom setting. “Co-teaching as we discuss here, is a service delivery STRUCTURE for providing special education or related services to students with disabilities or other special needs while they remain in their general education classes.” Trainer Note: The definition and notes are from Interactions, page 113. Only for the past two decades has the use of teacher partnerships been seen as a mechanism for providing services to students with disabilities and other special needs in their general education classrooms.” (Interactions, page 114) This is our focus today with Co-teaching being the main emphasis. Page 31 of Tools for Working Together “You do not have to be the person who actually delivers the instruction in the areas of need.” Co-teachers are acting as one teacher to meet the needs of ALL students they share in the classroom setting. Co-Teaching takes a team-a regular (content) teacher, a special (strategic) teacher and a supportive administrator. Co-Teaching can also include other staff and parents-Title I, Gifted, paraprofessionals, speech and other related services, etc. Team effort to improve effective teaching strategies. Consistency in instructional delivery. For students to acquire skills in the most appropriate educational environment. Research states those students who are diploma bound, are better off to receive instruction within the regular education setting. “Nationwide, about 54% of all students with disabilities were considered fully included in 2005, up from 33% in Educators deem such students fully included if they spend 80% or more of their day in general-education classrooms. Research shows many students with disabilities make social and educational gains when they are integrated into mainstream classrooms with adequate supports and accommodations.” Wall Street Journal, December, 2007 Trainer Note: will have to access on web – link is included in Bibliography. Trainer Note: Optional activity/task…If you have placed the Research CEC Posters (located in Resource file) on the wall, Research also states that students with disabilities have slightly higher academic achievement in co-taught classes. General education students that are high achievers will have the same outcomes in co-taught classes. But the students that benefit the most from co-teaching are the students who are at-risk for school failure. Research has shown that these students have much higher academic achievement in the co-taught classroom.

Rationale for Co-Teaching
Core Module - Co-Teaching Rationale for Co-Teaching Promotes principles of Inclusive practices among teachers Provides a number of benefits for students, teachers, and organizations Plus Delta Activity . List +& Delta’s (barriers that you want to change) --- barriers may become an action plan developed as go through training. Trainer: Ask participants to identifying benefits… link back to the requirements of Unbridled Learning: Formative Assessment Two major reasons for considering the implementation of co-teaching- slide. Trainer Note: CEC Posters file has quotes Research for Co-teaching… Access to general education curriculum and classroom teacher Minimizes instructional fragmentation Reduces social stigma associated with the “pull-out” model Positive effects on self-esteem Enhances academic performance Stronger peer relationships Increases individualized instruction For teachers Opportunity for professional growth Connections to CHETL: 1.A Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups. 1.C Teacher cultivates cross cultural understandings and the value of diversity. 2.B Teacher uses student work/data, observations of instruction, assignments, and interactions with colleagues to reflect on and improve teaching practice. 2.E Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make 2.G Teacher provides regular and timely feedback to students and parents that moves learners forward. 2.I Teacher facilitates students in self- and peer- assessments. 4.F Teacher works with other teachers to make connections between and among disciplines. 4.G Teacher makes lesson connections to community, society, and current events. 5.E Teacher provides essential supports for students who are struggling with the content. 5.F Teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately. 1.C Student collaborates/teams with other students. 4.D Student works collaboratively to address complex, authentic problems, which require innovative approaches to solve.

Co-Teaching Approaches
Core Module - Co-Teaching Co-Teaching Approaches Whole Group One Teach, One Observe (Lead & Support) Team Teaching Speak and Add Speak and Chart One Teach, One Assist (Shadow Teaching) Stress – flexibility for all… “fluid”…jello Handout: “Co-teaching Approaches” A definition and video clip of each one will follow on the next several slides. Lead and Support/One Teach, One Observe… Collection of data for instructional purposes, role exchange -- Friend suggests use 5-10% of instructional time Speak and Add, Speak & Chart … partners deliver instruction together; “one brain in two bodies” --- Friend suggests 20 – 30% (higher for MS/HS; lower for elem); be conscious of teaching styles Shadow/One Teach, One Assist… One leads instruction, one circulates and assists, prompts students --- Friend suggests use <20% Optional Activity : Break whole group up into eight different groups. Assign each group one of the eight collaborative models - sharing instruction models. Each group will have five minutes to discuss and devise a way to teach their model to the whole group. They can do this in a variety of ways: non-linguistic representation, role play, examples Each group will explain and demonstrate the roles of each teacher and that these roles can be reversed. Each group must also come up with a specific example (activity or lesson within their content area) to demonstrate/share with the whole group. Adapted from: MarilynFriend, Inc., 2008

Co-Teaching Approaches Small Group Station Teaching Parallel Teaching Alternative Teaching Skill Groups Optional Activity Station Teaching .. Instruction is divided into segments --- Friend suggests use 30% Middle & High 40% elem. of instructional time Parallel Teaching.. lesson provided simultaneously ---- Friends suggests use % of instructional time, 20% is acceptable Alternative Teaching .. .Temporary small group developed for specialized attention --- Friend suggests use 20-30%, is deemed appropriate Skill Groups… Temporary grouping of students based on skill level determined through assessment; partners are responsible for a group --- There is not a suggestion from Friend, due to this approach not being included within her materials. Ex. through Reading First Assessment, students needing to work on a specific skill is grouped to teach and practice skills. The group ends following the instruction. Adapted from: Marilyn Friend, Inc., 2008

Approaches Each approach will be defined on slide one, Strategies for implementation slide 2, Video demonstration on slide 3.

Graphic Organizer Use Handout, page 4 as we watch and learn about our co-teaching approaches. List Strengths and Drawbacks For “Our” Classroom…. when to use or not use. Please take out your graphic organizer to use while we are discussing& watching a video segment pertaining to Co-teaching approaches. Take notes on the strengths, drawbacks, and Look Fors Even though certain co-teaching approaches are recommended for use more than others, no co-teaching approach is considered to be the best; each has advantages and disadvantages. Multiple and varied approaches are recommended for any given co-teaching arrangement; with a minimum of three approaches being utilized. Through planning, co-teaching partners determine the co-teaching approach based on specific purposes for instruction, keeping in mind that initial delivery of content must be provided by a teacher who is highly qualified in the core academic subject and students are grouped temporarily. (adapted by Cooperative Network/Co-Teaching Workgroup from Co-Teach by Friend & Cook, 2008). It is not necessary to utilize all approaches, but are based on the learning needs of students and co-teaching partnership. The percentages provided are guidance for the recommended use of each approach. Marilyn Friend suggests that co-teaching partners target approaches to where the percentages total near 100%; for example, Station Teaching (30%); Alternative Teaching (30%); Teaming (30%); and Lead and Support (10%)or a total of 100%.

One Teach, One Observe (Lead and Support)
Core Module - Co-Teaching One Teach, One Observe (Lead and Support) One co-teaching partner leads the instruction, while the other partner collects data through observation Monitoring progress is based on preset criteria Co-teaching partners pre-determine specific observational information to gather during instruction and together analyze the data for instructional decisions It is recommended to use this approach 5 to 10% Roles are to be exchanged to sustain teacher parity As a school team, Highlight those ideas that are new to you…….then, those are the ones that you need to focus on when school starts this fall. For the next slides with co-teaching approaches, show video clip “Power of 2” One Teach, One Observe One Teach, One Observe which is also known as “Lead and Support” is implemented with one co-teaching partner leading the instruction, while the other collects data through observation for instructional purposes. The co-teaching partners pre-determine specific observational information to gather during instruction and together analyze the data for instructional decisions. It is recommended that this approach be used occasionally, and Roles are exchanged to sustain teacher parity.

Strategies for Implementing One Teach, One Observe
Core Module - Co-Teaching Strategies for Implementing One Teach, One Observe Communicate in/out boxes that do not interrupt teaching Behavior documentation charts Posted homework charts Materials station- both teachers need access “See Me Later” Cards Align with KCAS, Stiggins....

One Teach, One Observe Next Slide: video clip “One Teach, One Observe”
Starts automatically 0:58

Station Teaching Approach
Core Module - Co-Teaching Station Teaching Approach Co-teaching partners divide instructional content into two or more segments, with each partner taking responsibility for delivery of instruction within a station Students will access both co-teaching partners by rotating from one station to the next, with one station being for independent work It is recommended that this approach be used 30% of the time Co-teaching partners should not use this approach when content is required to be taught in sequential order Handout An example to illustrate the approach: In an English class, one station could be taking notes and discussing a novel, another station could be receiving instruction for writing a summary of a chapter or potion of the novel that was read, focusing on organization, vocabulary, and grammar. The third station, which is always the most difficult to plan, is the station without a teacher where the students must work independently. At this station students could be viewing a videotape of the novel while using a graphic organizer to complete an activity on characters. Some teachers are reluctant to use station teaching due to the possible chaos that can be created when students are moving between stations. This can be controlled by the teachers moving from group to group while students remain seated. Or the stations could be set up for three days and students just take their places as they come into class for the entire class period. Remember, when you are able to reduce teacher/pupil ratio, co-teaching becomes more effective. For teachers who have difficulty tolerating increased noise levels in the classroom, station teaching can be a challenge. With station teaching, teachers must allocate a sufficient amount of time to plan together. Teachers must plan together in order to make decisions regarding content and grouping. However, once it is decided what each teacher will be responsible for presenting they can then develop their own lesson plans for that material. Groups can be determined by student interest, learning styles, or just randomly dividing the students according to the alphabet, location in the class, numbering, or jigsaw activity. Always think about students who exhibit behavior problems when dividing students into groups. Another tip to ensure successful station teaching is to provide the students with the procedures for transitioning between stations and opportunities for practicing transitions.

Strategies for Implementing Station Teaching Approach
Core Module - Co-Teaching Strategies for Implementing Station Teaching Approach Co-teaching partners divide instructional content into two or more segments, with each partner taking responsibility for delivery of instruction within a station Students will access both co-teaching partners by rotating from one station to the next, with one station being for independent work It is recommended that this approach be used 30% of the time Co-teaching partners should not use this approach when content is required to be taught in sequential order Handout An example to illustrate the approach: In an English class, one station could be taking notes and discussing a novel, another station could be receiving instruction for writing a summary of a chapter or potion of the novel that was read, focusing on organization, vocabulary, and grammar. The third station, which is always the most difficult to plan, is the station without a teacher where the students must work independently. At this station students could be viewing a videotape of the novel while using a graphic organizer to complete an activity on characters. Some teachers are reluctant to use station teaching due to the possible chaos that can be created when students are moving between stations. This can be controlled by the teachers moving from group to group while students remain seated. Or the stations could be set up for three days and students just take their places as they come into class for the entire class period. Remember, when you are able to reduce teacher/pupil ratio, co-teaching becomes more effective. For teachers who have difficulty tolerating increased noise levels in the classroom, station teaching can be a challenge. With station teaching, teachers must allocate a sufficient amount of time to plan together. Teachers must plan together in order to make decisions regarding content and grouping. However, once it is decided what each teacher will be responsible for presenting they can then develop their own lesson plans for that material. Groups can be determined by student interest, learning styles, or just randomly dividing the students according to the alphabet, location in the class, numbering, or jigsaw activity. Always think about students who exhibit behavior problems when dividing students into groups. Another tip to ensure successful station teaching is to provide the students with the procedures for transitioning between stations and opportunities for practicing transitions.

Strategies for Implementing Station Teaching
Core Module - Co-Teaching Strategies for Implementing Station Teaching Use of timers and signals Practice routines as a class procedure Have colored index cards stating student role at stations Table tents with directions Always have something for them to turn in Provide Anchor Activities Align with KCAS, Stiggins....

Station Teaching Next Slide: video clip “One Teach, One Observe”

Parallel Teaching Approach
Core Module - Co-Teaching Parallel Teaching Approach Co-teaching partners, each take on an active role Instructionally by dividing the class into two groups and teaching the same content simultaneously This approach allows more supervision of student learning This approach also provides students a greater chance to participate and interact with their peers It is recommended to implement this approach 30-40%. Examples To review for a history test, students were divided into two random groups. Both groups participated in a “jeopardy” type game as students developed questions to answers read by the teacher in charge of their group. This allowed for greater student participation, rather than a whole class review session. Another example of parallel teaching divides the class in half and allows students to read their narrative poem to the group. Both teachers scored a rubric that was developed for the oral presentation of original poetry. This use of the parallel approach to co-teaching was an efficient way to meet the standard by reducing by half the amount of class time used.

Strategies for Implementing Parallel Teaching
Core Module - Co-Teaching Strategies for Implementing Parallel Teaching Break groups by learning styles Ensure heterogeneous grouping Put a deck of cards over desk (on the ceiling) and call suits or matching cards for grouping Include brain breaks Teach with a timer to keep everyone on track May divide groups into girls/ guys …good to use if you are reviewing for a test.

Parallel Teaching Next Slide: video clip “Parallel Teaching”

Alternative Teaching Approach
Core Module - Co-Teaching Alternative Teaching Approach One co-teaching partner takes responsibility for instructing the large group while the other works with a small group for a specific instructional purpose The temporarily formed group maybe based on enrichment, re-teaching, interest area, pre-teaching, etc. It is recommended that this approach be used 20-30% Roles are exchanged to sustain teacher parity Based on NCLB Act, initial delivery of content must be conducted by a teacher who is HQ in the content area being taught. If the Special education/strategic/Strategic teacher is not HQ, roles may shift after initial instruction has taken place. If the Special Education/Strategic teacher is HQ, roles may exchange at any time.

Strategies for Implementing Alternative Teaching
Core Module - Co-Teaching Strategies for Implementing Alternative Teaching Use mini dry erase boards Have accessible computer station Create individualized folders with appropriate work Provide adapted classics or modified books available Align with KCAS, Stiggins....

Alternative Teaching Next Slide: video clip “Alternative Teaching”

Teaming Approach Speak & Add, Speak & Chart
Core Module - Co-Teaching Teaming Approach Speak & Add, Speak & Chart Both Co-teaching partners are fully engaged in leading the delivery of core instruction at the same time Co-Teaching partners are delivering the same instruction simultaneously Co-teachers may have equally active roles, such as one co-teacher leading the large-group lesson while the other models note-taking (Speak & Chart) or restates key concepts for clarification (Speak & Add) It is recommended that this approach be used 30% This approach requires the highest degree of collaboration and trust between the Co-Teachers. One brain in two bodies. Professional marriage, they can finish what the other one is saying. Duet – This is in the handout – ultimate goal – can read each other’s minds, anticipate what is going to happen next (married Each teacher speaks freely during large-group instruction. Each teacher moves among all students in the class. Instruction becomes a conversation, not turn-taking. The Collaborative Partners share in the process of instructing all students, whether that occurs in large group, monitoring students working independently, or facilitating group-work. The form of Co-teaching requires that the two teachers are able to merge their teaching styles: one teacher lecturing and the other teacher providing a graphic organizer of the material one teacher lecturing while the other teacher is writing notes on the overhead both teachers role playing a discussion or debating an issue one teacher lecturing and the other teacher asking questions to clarify information

Speak and Add Co-Teaching partners are on stage at the same time.
One partner leads the instruction while the other adds to the lesson by… ~ asking students questions, ~ stating important information, ~ asking co-teaching partner for clarification (referencing), ~ uses humor, ~ adds another perspective, and ~ adding new information by way of anecdotes, real world examples, short stories, etc.

Strategies for Implementing Speak and Add
Core Module - Co-Teaching Strategies for Implementing Speak and Add Develop a signal before interjecting information General educator asks for input Questions are asked for clarification Engage in referencing Align with KCAS, Stiggins....

Speak and Chart One co-teaching partner presents the information, while the other charts key points and student responses. Variety of graphic organizers are used to model connections of information Copies of organizers and note taking are modeled A means of developing copies for students who have been absent

Strategies for Implementing Speak and Chart
Core Module - Co-Teaching Strategies for Implementing Speak and Chart Have a variety of graphic organizers to model connections of information Copies of organizers and note taking assists all learners Use copies for students who have been absent Use charting for review Align with KCAS, Stiggins....

Teaming: Speak and Add Speak and Chart
Next Slide: video clip “Teaming” Starts automatically 1:37

One Teach, One Assist Approach (Shadow Teaching)
Core Module - Co-Teaching One Teach, One Assist Approach (Shadow Teaching) One co-teacher is primarily responsible for delivery of core instruction while the other co-teacher circulates through the classroom providing support to students as needed. This approach is the most commonly used, but the least preferred It is recommended that this approach be used less than 20% “Shadow Teaching” These roles may exchange, if the Special Education/Strategic Teacher is HQ to initially teach content being taught.

Strategies for Implementing One Teach, One Assist (Shadow Teaching)
Core Module - Co-Teaching Strategies for Implementing One Teach, One Assist (Shadow Teaching) Use proximity control. Have additional supports available for student use. ( e.g. dictionaries or calculators for some students, vocabulary cards for others) Model appropriate behavior for class (e.g. active listening) “Shadow Teaching”

Skill Groups Each co-teaching partner is responsible for a group Students are grouped based on instructional needs in order to participate in the concept being taught Groups are temporarily formed based on instructional skill needs of the students in the classroom Group membership changes from day to day Provide explanation of Reading First – formative assessment, flexible grouping Groups do not have to be doing the same thing, due to being skill based. Example One co- teacher is working with a group of students on reading comprehension skills, while the other co-teacher has a small group of students providing specialized instruction in basic reading skills using the Language! method.

Strategies for Implementing Skill Groups
Use a sorting of the groups based upon the immediate instructional needs of the class. Grouping is temporary and flexible. Room arrangement facilitates. Cooperative learning groups need routines and structure for this to be effective. Takes more teacher prep to do well. Very targeted to student need. This co-teaching approach is one that KY has kept from our Reading First Schools.

Think-and-Chart At each table, you will find cards numbered 1 to 9
Each person/team will need one card With your handout packet (pg 5) and Q&A document (Q#3) in hand, go to the chart that has your assigned number Read the scenario that corresponds to the number you were assigned Collaboratively determine which approach the co-teaching partnership was utilizing within the scenario Discuss the benefits of the co-teaching approach chosen within the scenario Practice for identifying co-teaching approaches, Ask participants to pause webinar to complete activity. Have them to do it first and then, show the slides and let them give the right answer.

Think-and-Chart At each table, you will find cards numbered 1 to 9
Each person/team will need one card With your handout packet (pg 5) and Q&A document (Q#3) in hand, go to the chart that has your assigned number Read the scenario that corresponds to the number you were assigned Collaboratively determine which approach the co-teaching partnership was utilizing within the scenario Discuss the benefits of the co-teaching approach chosen within the scenario Rotate to the next number (example 12; 91) Practice for identifying co-teaching approaches, Ask participants to pause webinar to complete activity. Have them to do it first and then, show the slides and let them give the right answer.

Scenarios for the Co-teaching Approaches
7 Scenario 1 While studying results of the ‘daily checks for understanding' toward learning targets, co-teachers determined that some of the students are having difficulty following directions for completion of the student response system. The plan is for one co-teacher to lead the activity with, while the other co-teacher circulates and provides prompts to individual students when needed. One Teach, One Assist #7 of handout

1 Scenario 2 Co-teaching partners are planning for the next lesson within the start of a new unit. After studying pre-test results, six students were identified as not understanding some of the domain-specific vocabulary. At the beginning of the next class period, the content teacher will take that group and review vocabulary by completing a visual activity (cross-word puzzle) which includes the words students are having difficulty, while the strategic teacher begins the bell-ringer activity with the rest of the class. Alternative Teaching #1 of handout

3 Scenario 3 The class of 28 students are working through the PDSA process for 100% of the students to pass the EoC exam. After studying student performance data, the partnership decided the content teacher will compile multiple choice questions and key points from the content that need to be addressed. The strategic teacher will further study performance data to divide the class into two groups. Each group will include students who have an A /B average on the end of unit exams and those who have a C average or below. Each co-teacher facilitates a group to ensure pre-determined key points are included during response discussions. Parallel Teaching #3 of handout

1 Scenario 4 After studying the results of the previous day’s quiz, the co-teaching partnership planned for the first part of the class period. Mr. Smith will take the majority of the class and focus on preparing them for an upcoming homework assignment, while Mr. Jones will review the questions answered incorrectly on the previous day’s test with the smaller group of students. Alternative Teaching #1 of handout

Scenario 5 a & b 5a While circulating from student to student to review (study) drafts of student writing pieces, co-teaching partners recognized a need for additional practice developing introductions to engage the reader. Co-teachers decided that during the next class period they will do a whole group activity where they both present openings about a particular topic. Using a rubric, student pairs will critique which opening meets the criteria and prepare to discuss their results within a group setting while the co-teachers circulate. 5b Students pairs are then divided into two groups (student pairings being represented within each group.) Each co-teacher will facilitate a group discussion. Students will then study their own writing pieces and determine a plan of action for editing. 5 3 5a Teaming # 5 of handout 5b Parallel Teaching #3 of handout

6 Scenario 6 The class has been working on solving equations and simplifying expressions. After co-teaching partners studied the unit assessment, results consistently indicate that some students do not have an understanding of properties (commutative, distributive, etc.) and a few students lack basic multiplication and division skills. For the next class period, co-teaching partners plan to homogeneously group students for re-teaching skills or extending students’ learning. Co-teaching partners will decide who will be responsible for each temporarily formed group. Skills Group#6 of handout

4 Scenario 7 Based on the co-teachers’ study of formative data, Sam is not handing in his homework; Ben, Joe, and Jennifer appear to be struggling with the current unit. These students are not on target to reach the learning outcomes. The co-teachers decide more data, beyond student work samples, is needed to determine individual needs. The plan for the next lesson is for one teacher to lead the instruction and the other will observe to see specifically what these targeted students are doing during the learning activity. With additional data, the co-teachers will plan next steps to act on. One Teach, One Observe #4 of handout

3 Scenario 8 Students have finished reading the first four chapters of a non-fiction text, co-teachers decide it is time to check progress toward comprehension, character traits, and consider themes of the novel. Co-teachers divide the students into two heterogeneous groups. Co-teachers will facilitate group discussions pertaining to the relationship between two characters by using the same discussion questions they have developed. (Adapted from Co-Teach! 2014 by Marilyn Friend) Parallel Teaching #3 of handout

2 Scenario 9 In an integrated social studies and language arts class, the current unit activity requires students to research a specific topic related to an overall issue and be prepared to discuss within a cooperative group. During rotations for the next three class periods, students are heterogeneously divided into three Groups. Co-teachers will divide instructional responsibilities by one planning and leading instruction for following the rules of collegial discussions, while the other co-teaching partner will conduct a lesson using a high yield strategy for drawing evidence from text to support research findings. During one rotation, students will be independently researching their assigned topic. Station Teaching #2 of handout

Brief Discussion: Handout Packet, page 4:
Co-teaching Partners, place a star (*) by three Co-teaching Approaches you will like to first consider implementing. Note: 100% Even though certain co-teaching approaches are recommended for use more than others, no co-teaching approach is considered to be the best; each has advantages and disadvantages. Multiple and varied approaches are recommended for any given co-teaching arrangement; with a minimum of three approaches being utilized. Through planning, co-teaching partners determine the co-teaching approach based on specific purposes for instruction, keeping in mind that initial delivery of content must be provided by a teacher who is highly qualified in the core academic subject and students are grouped temporarily. (adapted by Cooperative Network/Co-Teaching Workgroup from Co-Teach by Friend & Cook, 2008). It is not necessary to utilize all approaches, but are based on the learning needs of students and co-teaching partnership. The percentages provided are guidance for the recommended use of each approach. Marilyn Friend suggests that co-teaching partners target approaches to where the percentages total near 100%; for example, Station Teaching (30%); Alternative Teaching (30%); Teaming (30%); and Lead and Support (10%)or a total of 100%.

Co-teaching Partnership
It takes TWO!

Getting to Know Your Partner
Establish rapport Identify your teaching styles Discuss strengths and weaknesses Notes school level teams

Preparing to Co-Teach Co-teaching Partners: Compare strengths each bring to the partnership How will the similarities shared contribute to the effectiveness of the co-teaching partnership? How might their differences contribute to the effectiveness of the co-teaching partnership? Trainer Note: There needs to be an activity where partners have an opportunity to discuss their preferences and how they can work together. Varied options are provided. This needs to be a fun activity to ensure communication begins between partners. Interpersonal problem-solving is integral part of collaboration. It is important to know where the other person is coming from to know how to professional approach solving a problem. Trainer Note: This activity was shared by Marilyn Friend, February 12, 2012 Trainer Note: Regardless of the amount of teaching experience, it is important for co-teaching partners to reflect on what they contribute to the partnership. This will support parity when each acknowledges and values what each person brings to the partnership. Connections to CHETL: 2.B Teacher uses student work/data, observations of instruction, assignments, and interactions with colleagues to reflect on and improve teaching practice. 4.F Teacher works with other teachers to make connections between and among disciplines. 5.F Teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately. Marilyn Friend Inc. 2012

Co-Teaching Partnership
Core Module - Co-Teaching Strategic Teacher General Education Teacher List at least one or more personal beliefs about instruction and learning. List two strengths I believe I can bring to the co-teaching partnership. List at least one or more personal beliefs about instruction and learning. List two strengths I believe I can bring to the co-teaching partnership. Option Activity 1: Trainer Note: Co-teaching partners can complete this activity on the Venn Diagram slide. Trainer Note: Provide directions to co-teaching to independently respond to the questions on top portion of the Venn diagram, a note card, scrap paper, etc. on what knowledge, skills, and characteristics you bring to your co-teaching partnership. Adapted from Marilyn Friend Inc. 2012

General Education Strategic Teacher Shared Option Activity 1 Trainer Note: Copy this as a handout. Directions: With your co-teaching partner, compare notes on what knowledge, skills, and characteristics you bring to your co-teaching partnership. Complete the top section of the Venn Diagram together. Within the bottom half of the Venn Diagram, together respond to the following questions (go to next slide to show questions): Convey: Independently complete your section of the Venn Diagram by responding to the questions (previous slide). With your co-teaching partner(or complete hypothetically with a participant near you), compare notes on what knowledge, skills, and characteristics you bring to a co-teaching partnership. Complete the Venn Diagram and then respond to questions that follow. Marilyn Friend Inc. 2012

Blending Expertise How are we similar? How can these similarities contribute to the effectiveness of our co-teaching partnership? How are we different? How might these differences contribute to the effectiveness of our co-teaching partnership? Option Activity 1 Trainer Note: Remind participants that they may want to reference CHETL and other documents pertaining to Senate Bill 1/ Leadership Networks… Marilyn Friend Inc. 2012

Blending Expertise Review what you have documented that each of you bring to the partnership. What are the areas that neither of you mentioned that could enhance your partnership’s instructional practices? How could you work together to be sure that you include these areas into their shared instructional practices? Option Activity 1 Trainer Note: Remind participants that they may want to reference CHETL and other documents pertaining to Senate Bill 1/ Leadership Networks… Marilyn Friend Inc. 2012

Pulling it all together
Each teacher brings expertise to the Co-teaching Partnership Each Co-teaching Approach has its advantages and disadvantages Multiple and varied approaches are recommended for any given co-teaching arrangement It is recommended that a minimum of three approaches be utilized, to start Choice is based on the learning needs of students and co-teaching partnership Even though certain co-teaching approaches are recommended for use more than others, no co-teaching approach is considered to be the best; each has advantages and disadvantages. Multiple and varied approaches are recommended for any given co-teaching arrangement; with a minimum of three approaches being utilized. Through planning, co-teaching partners determine the co-teaching approach based on specific purposes for instruction, keeping in mind that initial delivery of content must be provided by a teacher who is highly qualified in the core academic subject and students are grouped temporarily. (adapted by Cooperative Network/Co-Teaching Workgroup from Co-Teach by Friend & Cook, 2008). It is not necessary to utilize all approaches, but are based on the learning needs of students and co-teaching partnership. The percentages provided are guidance for the recommended use of each approach. Marilyn Friend suggests that co-teaching partners target approaches to where the percentages total near 100%; for example, Station Teaching (30%); Alternative Teaching (30%); Teaming (30%); and Lead and Support (10% )or a total of 100%.

Pulling It All Together……
Directions: Begin discussion/planning: “Preliminary Discussion Questions” a. Begin co-planning for implementation Co-Teaching Approaches - Prioritize for initiating implementation: a. Determine how each approach could align with the content delivery, learning strategies, and students you share b. Choose a minimum of three approaches to where the percentages total near 100%; for example, Station Teaching (30%); Alternative Teaching (30%); Teaming (30%); and Lead and Support (10% ) for Co-planning a. Develop a list of tasks and responsibilities necessary for joint implementation: I. Parity II. Processes III. Classroom Management Last 46 minutes 15 minutes - “Preliminary Discussion Questions” 10 minutes - Co-Teaching Approaches 21 minutes - “Preparing to Co-Teach Checklist” (7 minutes each) Handout Packet Even though certain co-teaching approaches are recommended for use more than others, no co-teaching approach is considered to be the best; each has advantages and disadvantages. Multiple and varied approaches are recommended for any given co-teaching arrangement; with a minimum of three approaches being utilized. Through planning, co-teaching partners determine the co-teaching approach based on specific purposes for instruction, keeping in mind that initial delivery of content must be provided by a teacher who is highly qualified in the core academic subject and students are grouped temporarily. (adapted by Cooperative Network/Co-Teaching Workgroup from Co-Teach by Friend & Cook, 2008). It is not necessary to utilize all approaches, but are based on the learning needs of students and co-teaching partnership. The percentages provided are guidance for the recommended use of each approach. Marilyn Friend suggests that co-teaching partners target approaches to where the percentages total near 100%; for example, Station Teaching (30%); Alternative Teaching (30%); Teaming (30%); and Lead and Support (10% )or a total of 100%.

Next steps….. Begin preparations for Prior to school starting (next 30 days) by preparing for the class/students you will be sharing: “Pulling It All Together,” and Preliminary Discussion Questions “Preparing to Co-Teach Checklist Co-Planning Steps I,II, and III” handouts Plan for Day /Week 1 by planning for introduction of partnership to our class students, parents Prepare to jointly teach classroom expectations Begin utilizing the chosen Co-teaching Approaches (Day 1) Please use the Plus/Delta chart weekly with your students to reflect on Co-Teaching Approaches used within your classroom system

Next steps….. For the next 60 days by reflecting and refining Co-Teaching Practices: Reflect on Plans implemented for Start of School/30 Day Plan (PDSA) Focus on “Preparing to Co-Teach Checklist - “Co-Instruction” Begin preparing to jointly report student progress (ex. Parent Teacher Conferences) “Please use the Plus/Delta chart weekly with your students to reflect on Co-Teaching Approaches used within your classroom system

Plus / Delta Please use the handout in your packet & complete the + delta about the co-teaching session that you were involved in this morning. The purpose of the plus delta is to identify the positive feedback of the initiative and the delta is used to identify the areas that you need further information or support. This needs to be ed to Due to this being the first cohort we do not expect to have all of the intended outcomes met by the end of this cohort training. We do expect that we will begin to see impact across teaching practices and culture.

Co-TEACHING Service Delivery Model

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