Presentation on theme: "Reinventing Special Education: Co-Teaching Powerful Partnerships"— Presentation transcript:
1 Reinventing Special Education: Co-Teaching Powerful Partnerships Presented by Jill Hay, ICLE Consultant
2 Hi, my name is Jill. Spencer Sequim, Washington West of Seattle “Place to go shoot”LavenderElk61 is youngSpencerHollyBrentBig DSpencerHi, my name is Jill.Spencerlives withmeSp. Path.SE TeacherInclusion TeacherGE TeacherEd. DiagnosticianGifted Ed.Professional Dev.Holly andLike to gardenBeginner quilterLove to readVolunteer at theVisitor CenterHolly(my daughter)and Brentlive in NewBraunfels, TX.#1 due inNovember
3 THAT’S ME! High school, middle school, elementary, administration Born in the state that I am currently livingCat person, dog personLikes Mexican food more than ItalianRather read than watch footballTraveled out of the countryVolunteerCollector
4 Agenda for our Time Together What is and is not co-teachingPlanning to co-teachDesigning a program for successImplementing with fidelityEvaluating, tweaking, improving
5 Agreements Participation = Professional Growth Active Listening Limited focused attentionPerson talking gets Active ListeningNo Put DownsTreat others as you would like to be treatedCell phones on vibrateBe responsible for the energy that you bring to this situation5
6 Reported in New York Times… January 6, 2012Tracked 2.5 million students over 20 yearsElementary- and middle-school teachers who help raise their students’ standardized-test scores seem to have a wide-ranging, lasting positive effect on those students’ livesStudents with top teachers are less likely to become pregnant as teenagers, more likely to enroll in college, and more likely to earn more money as adults, the study found.It is the teacher – what the teacher knows and can do – that is the most significant factor in student achievement.
7 So Just Imagine the Power of Two Effective Teachers in the Classroom… Reinforce Power of Two concept – Today’s session will demonstrate the power of 2 and address the opportunities and challengesProverb “Smooth seas do not make skillful sailors.Definition of Richard Villa, Ph.D Refer to handout pageCo-teaching and team teaching are sometimes used interchangeably, but two factors distinguish these terms and are reasons to understand their differences# of students: typically the student-teacher ratio is constant. Two gen ed. classes combine- so that one master teacher would deliver instruction and then the other teacher(s) would facilitate discussion and other class activities. Same ratio of 50:2 or 75:3. Elem 4 teachers in the open school concept would share responsibility for 100 studentsCo-teaching is very different. In co-teaching, the teacher-student ratio is dramatically reduced. That is, a class of 25 students five of whom are special needs and two teachers for part or all of the school day. Changing the ratio from 1:25 to 1:12.5 makes the classroom a very different teaching/learning environment, one that cannot be accomplished in team teaching.
8 Co-teachers can be… General and special education teachers Teaching assistantsStudents
9 Why Co-Teach? It may be your district’s policy. It is the law to have students in the Least Restrictive Environment.Students with special needs are guaranteed access to general education curriculumIt’s good for kids.It’s good for teachers.No choiceAgain, no choice. Feds require access to general ed curriculum as a matter of equityLook at the research: Included kids grow in self-confidence and academic skill and social skillsTeachers report higher student achievement, more pleasure in sharing responsibility with a peer,
10 COLLABORATIVE TEACHING It is…The general education teacher and special education teacher jointly plan and lead instruction. Both teachers teach content, modify instruction, and facilitate instructional activities.The general education teacher and the special education teacher jointly monitor, assess, and evaluate progress of all students.It is not…One teacher leads instruction while the other teacher serves as an assistant in the class or outside the class, carrying out instructional support activitiesThe special education teacher separates students with disabilities from the rest of the class to work with them on a regular basis.
11 A Professional Marriage Made in Heaven Truthfulness and trustworthiness: It's hard to have a healthy relationship when you can't trust each other. Thoughtfulness and consideration: We know you're busy, but thoughtfulness really makes a difference in terms of maintaining a healthy relationship. Supportiveness: Support each other when you're going through hard times—or when you want to improve yourself or try something new. Flexibility: You can't always expect to get your way. You should be able to talk things through without getting defensive. A healthy relationship requires that you listen to one another—and sometimes give in!
13 Proactive planning for administrators? What is our vision for shared responsibilityto educate all students?Who are the teachers in the district that show readiness?Who will provide the comprehensive training for ouradministrators and co-teachers?What successful district or local sites can the administrators and teachers visit?What is the evidence that effective instruction and behavior management are being utilized?How will I monitor the fidelity of the co-teaching model?No choiceAgain, no choice. Feds require access to general ed curriculum as a matter of equityLook at the research: Included kids grow in self-confidence and academic skill and social skillsTeachers report higher student achievement, more pleasure in sharing responsibility with a peer,
14 Proactive planning for teachers? What are our beliefs?Behavior, grading, instruction, assessmentsWhat are my, your, and our pet peeves?How will we communicate?To one another, students and parentsWhat is our mission?Who are we and what do we do?What is our vision?An image of the future we wish to createWhat professional development do we need?No choiceAgain, no choice. Feds require access to general ed curriculum as a matter of equityLook at the research: Included kids grow in self-confidence and academic skill and social skillsTeachers report higher student achievement, more pleasure in sharing responsibility with a peer,
15 WORD SPLASHReflect upon a few key words from proactive planning for teachers and administratorsWhy were they important to you?We will popcorn 3 responses from the group.
17 DESIGNING A SUCCESSFUL CO-TEACHING PARTNERSHIP Building co-teaching relationshipsWhat does each person need from the other?How will we treat one another and our students?Selecting co-teaching approachesLead and Support, Station Teaching, Parallel, Complementary, DuetScheduling co-teaching classes
18 Stages of Relationships FormingDiscuss how to interact, clarify roles, and discover each other’s strengthsStormingWork through challenges and learn from those challengesNormingWork in sync for the benefit ofall students
19 Co-Teaching Approaches Lead and SupportOne leads the other supports by assisting individual students, charting information, adding and or clarifying information.Station TeachingEach teacher plans content for their station, students rotate to each stationParallelTeachers jointly plan content and deliver to separate groups of students
20 Co-teaching Approaches ComplementaryDuetOne teacher instructs the large group while one teacher works with smaller groups of students toPre-teachRe-teachSupplementEnrichmentCo-teachers plan and instruct in a highly collaborative way.Each teacher can lead large and small group
21 The Key: Alternate between models Meeting the needs of the kids and the comfort zone of the teachersAlternate to suit the content, the activity, the students’ needs
22 SCHEDULING THAT BRINGS SUCCESS Thoughtful consideration by planning teams to construct heterogeneous classroomsHand scheduling studentsAdequate support is available for the teachers and studentsAdministrative guidance and supportCo-teaching involved related service personnelDistributed use of paraprofessional supportAdhere to the natural proportionsCluster students if caseloads are largeThe continuum of abilities is not extreme
23 Stay Out of Divorce Court AdministratorsTeachersUse personality, temperament and or styles surveys when creating co-teaching pairsBe available to lend support when neededKeep to the natural proportions when scheduling classes 11-12%Build co-planning time into the dayTake time to appreciate and celebrateUse open communication to discuss problems as they ariseCome to an agreement on behaviorBe able to discuss and agree upon what are fair grading practices for each student
24 Sentence Starters Reflect upon how you would finish this sentence… Designing a successful co-teaching classroom must include ______________.Be ready to add your thought into the large group run on sentence which will include everyone’s thought.A response is very important when two or more have the same answer.
26 Ongoing discussions include… Lesson plans that address curricular contentAppropriate co-teaching structures to useEffective instructional practices and activitiesCriteria to assess student performanceIdentification of strengths and areas of improvementResolution of challenges and concerns
27 Alignment Between Content and Performance Tasks What do you want students to know?GOAL OF ITI MODEL: MASTERYASSESSMENT: EE Ch. 23What do you want students to understand? (patterns) using real life settings-BEING THEREWhat to you want them to do with what they understand? (programs) assess what’s worth assessing rather than what is easy to assessMastery as in competence: not only in mastering skill or concept but he/she knows how to apply it in the real worldIncorporated into a MENTAL PROGRAMCurriculum MUST BE authentic if assessment is to be authenticREAL WORLD TESTS OF MASTERYAbility to use language of discipline in social/complex situationsAbility to perform appropriately in unanticipated social situationsAbility to solve real world problems using skills and conceptsAbility to show, teach, explain the idea or skill to another person who has a real need to knowROLE OF KEY POINTSState what’s worth learning and therefore what’s worth assessingProvide base for instructional planningServe as communiqué to students, staff and parents about curriculum contentRecord what is being taughtRUBRICS3 C’s of Assessment EE pCORRECT: conforming to fact, free from error, accurateCOMPLETE: having all parts/elementsCOMPREHENSIVE: of large scope, inclusive, extensive mental range or graspWhat do you want students to do to showwhat they know?
28 Establishing Curricular Priorities Enduring Understanding Worth Being Familiar WithImportant to Know and DoEnduring Understanding
29 Establishing Curricular Priorities Enduring Understanding Identify the counterargument and state:Why people hold that opinionWhy they might be wrongWorth Being Familiar WithBe able to state one’s opinion on a topicBe able to identify others’ point-of-viewImportant to Know and DoEnduring UnderstandingPeople do not always agree about issues. They can have opinions.An opinion may not be right or wrong; it is what a person believes.
30 Establishing Curricular Priorities Enduring Understanding A line that has a slope of 0 is horizontal and parallel to the X axisA line that’s slope is undefined is vertical and is parallel to the Y axisParallel lines have the same slopeTwo lines are perpendicular if the product of their slopes is -1.Worth Being Familiar WithThe slope of a line can be used to make predictionsThe slope of a line tells us information about linear equationsA slope is the rise over the run:Up to the right is a positive slopeUp to the left is a negative slopeImportant to Know and DoEnduring UnderstandingSlope is a measure of steepness/rate of change of a lineExamples of slopes are handicapped ramps, mountainsides, pitch of a roofWe can find the slope from two points on a lineA slope can go up or down
31 Rigor/Relevance Framework Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities.Aside to consultant: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well. This session is not an overview of the Framework, if they would like more information, point them to Linda Jordan’s sessions in the program.
32 Product by Quadrant A C B D evaluation scrapbook definition essay worksheetlistquiztestworkbooktrue-falsereproductionrecitationBscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutlineCessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassificationDevaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention32
33 Choice board for differentiated co-teaching projects Write a PoemThink of a list of words that have meaning for co-teachers. Write a short poem that uses these words.Design a Poster or a WordleMake a list of words that describe co-teaching. Create a poster or a wordle, laying these words out in an attractive pattern of positions and colors.Think of Song TitlesMake a list of song titles that could describe co-teaching. Write the list down. Be prepared to sing one of your songs for the group.Make a ModelUse simple household materials like toilet paper rolls, balloons, string, and pipe cleaners to make a model of what co-teaching looks like.Create a Human SculptureWith your group members, create a human sculpture that depicts co-teaching.Create a SkitCreate a skit that shows a co-teaching scenario.Draw a PictureDraw a picture that depicts co-teaching.Make a Bumper StickerCreate a bumper sticker with a slogan that describes co-teaching.Create a CollageThink about words and images that the concept of co-teaching evokes in your mind. Find pictures and words in magazines and create a collage.Choice board for differentiatedco-teaching projects
35 TEACHER ACTIVITIES DURING THE CO-TEACHING PROCESSWhat is the general education teacher doing?What is the special education teacher doing?
36 Resolving Challenges and Concerns During planning discuss the following questions:Are we comfortable in our roles?What has our biggest success so far?What do we need to improve upon?Varied use of co-teaching structuresConsistency in behavior expectationsGradingParental contactAssessment
37 TWEAKING AND IMPROVING EVALUATINGTWEAKING AND IMPROVING
38 EVALUATING STUDENT ACHIEVEMENT AND PERFORMANCE The goal is to ultimately improve the education for all the students in the programEvaluation questions should emphasize student learning and achievementUse measurements such as pre and post assessments, state and district assessments, AYP data, and student surveys and interviews about their experiences in the co-teaching program.
39 EVALUATING FIDELITY OF CO-TEACHING MODEL IMPLEMENTATION Classroom curriculum designVaried use of co-teaching structuresEffective instructional practicesPositive classroom and behavior managementParent communication
40 THINKING DOTS How will this I want to know more about… I have learned… I was surprised by…How is theinformationconnectedto whatI already know?How will thisinformation impactmy profession?How will thisinformationimpact my students?