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Reinventing Special Education: Co-Teaching Powerful Partnerships

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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” Lavender Elk 61 is young Spencer Holly Brent Big D Spencer Hi, my name is Jill. Spencer lives with me Sp. Path. SE Teacher Inclusion Teacher GE Teacher Ed. Diagnostician Gifted Ed. Professional Dev. Holly and Like to garden Beginner quilter Love to read Volunteer at the Visitor Center Holly (my daughter) and Brent live in New Braunfels, TX. #1 due in November

3 THAT’S ME! High school, middle school, elementary, administration
Born in the state that I am currently living Cat person, dog person Likes Mexican food more than Italian Rather read than watch football Traveled out of the country Volunteer Collector

4 Agenda for our Time Together
What is and is not co-teaching Planning to co-teach Designing a program for success Implementing with fidelity Evaluating, tweaking, improving

5 Agreements Participation = Professional Growth Active Listening
Limited focused attention Person talking gets Active Listening No Put Downs Treat others as you would like to be treated Cell phones on vibrate Be responsible for the energy that you bring to this situation 5

6 Reported in New York Times…
January 6, 2012 Tracked 2.5 million students over 20 years Elementary- and middle-school teachers who help raise their students’ standardized-test scores seem to have a wide-ranging, lasting positive effect on those students’ lives Students 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 challenges Proverb “Smooth seas do not make skillful sailors. Definition of Richard Villa, Ph.D Refer to handout page Co-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 students Co-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 assistants Students

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 curriculum It’s good for kids. It’s good for teachers. No choice Again, no choice. Feds require access to general ed curriculum as a matter of equity Look at the research: Included kids grow in self-confidence and academic skill and social skills Teachers report higher student achievement, more pleasure in sharing responsibility with a peer,

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 activities The 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 responsibility to educate all students? Who are the teachers in the district that show readiness? Who will provide the comprehensive training for our administrators 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 choice Again, no choice. Feds require access to general ed curriculum as a matter of equity Look at the research: Included kids grow in self-confidence and academic skill and social skills Teachers report higher student achievement, more pleasure in sharing responsibility with a peer,

14 Proactive planning for teachers?
What are our beliefs? Behavior, grading, instruction, assessments What are my, your, and our pet peeves? How will we communicate? To one another, students and parents What is our mission? Who are we and what do we do? What is our vision? An image of the future we wish to create What professional development do we need? No choice Again, no choice. Feds require access to general ed curriculum as a matter of equity Look at the research: Included kids grow in self-confidence and academic skill and social skills Teachers report higher student achievement, more pleasure in sharing responsibility with a peer,

15 WORD SPLASH Reflect upon a few key words from proactive planning for teachers and administrators Why were they important to you? We will popcorn 3 responses from the group.


Building co-teaching relationships What does each person need from the other? How will we treat one another and our students? Selecting co-teaching approaches Lead and Support, Station Teaching, Parallel, Complementary, Duet Scheduling co-teaching classes

18 Stages of Relationships
Forming Discuss how to interact, clarify roles, and discover each other’s strengths Storming Work through challenges and learn from those challenges Norming Work in sync for the benefit of all students

19 Co-Teaching Approaches
Lead and Support One leads the other supports by assisting individual students, charting information, adding and or clarifying information. Station Teaching Each teacher plans content for their station, students rotate to each station Parallel Teachers jointly plan content and deliver to separate groups of students

20 Co-teaching Approaches
Complementary Duet One teacher instructs the large group while one teacher works with smaller groups of students to Pre-teach Re-teach Supplement Enrichment Co-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 teachers Alternate to suit the content, the activity, the students’ needs

Thoughtful consideration by planning teams to construct heterogeneous classrooms Hand scheduling students Adequate support is available for the teachers and students Administrative guidance and support Co-teaching involved related service personnel Distributed use of paraprofessional support Adhere to the natural proportions Cluster students if caseloads are large The continuum of abilities is not extreme

23 Stay Out of Divorce Court
Administrators Teachers Use personality, temperament and or styles surveys when creating co-teaching pairs Be available to lend support when needed Keep to the natural proportions when scheduling classes 11-12% Build co-planning time into the day Take time to appreciate and celebrate Use open communication to discuss problems as they arise Come to an agreement on behavior Be 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 content Appropriate co-teaching structures to use Effective instructional practices and activities Criteria to assess student performance Identification of strengths and areas of improvement Resolution of challenges and concerns

27 Alignment Between Content and Performance Tasks
What do you want students to know? GOAL OF ITI MODEL: MASTERY ASSESSMENT: EE Ch. 23 What do you want students to understand? (patterns) using real life settings-BEING THERE What to you want them to do with what they understand? (programs) assess what’s worth assessing rather than what is easy to assess Mastery as in competence: not only in mastering skill or concept but he/she knows how to apply it in the real world Incorporated into a MENTAL PROGRAM Curriculum MUST BE authentic if assessment is to be authentic REAL WORLD TESTS OF MASTERY Ability to use language of discipline in social/complex situations Ability to perform appropriately in unanticipated social situations Ability to solve real world problems using skills and concepts Ability to show, teach, explain the idea or skill to another person who has a real need to know ROLE OF KEY POINTS State what’s worth learning and therefore what’s worth assessing Provide base for instructional planning Serve as communiqué to students, staff and parents about curriculum content Record what is being taught RUBRICS 3 C’s of Assessment EE p CORRECT: conforming to fact, free from error, accurate COMPLETE: having all parts/elements COMPREHENSIVE: of large scope, inclusive, extensive mental range or grasp What do you want students to do to show what they know?

28 Establishing Curricular Priorities Enduring Understanding
Worth Being Familiar With Important to Know and Do Enduring Understanding

29 Establishing Curricular Priorities Enduring Understanding
Identify the counterargument and state: Why people hold that opinion Why they might be wrong Worth Being Familiar With Be able to state one’s opinion on a topic Be able to identify others’ point-of-view Important to Know and Do Enduring Understanding People 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 axis A line that’s slope is undefined is vertical and is parallel to the Y axis Parallel lines have the same slope Two lines are perpendicular if the product of their slopes is -1. Worth Being Familiar With The slope of a line can be used to make predictions The slope of a line tells us information about linear equations A slope is the rise over the run: Up to the right is a positive slope Up to the left is a negative slope Important to Know and Do Enduring Understanding Slope is a measure of steepness/rate of change of a line Examples of slopes are handicapped ramps, mountainsides, pitch of a roof We can find the slope from two points on a line A 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
worksheet list quiz test workbook true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention 32

33 Choice board for differentiated co-teaching projects
Write a Poem Think of a list of words that have meaning for co-teachers. Write a short poem that uses these words. Design a Poster or a Wordle Make 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 Titles Make 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 Model Use 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 Sculpture With your group members, create a human sculpture that depicts co-teaching. Create a Skit Create a skit that shows a co-teaching scenario. Draw a Picture Draw a picture that depicts co-teaching. Make a Bumper Sticker Create a bumper sticker with a slogan that describes co-teaching. Create a Collage Think 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 differentiated co-teaching projects

34 Lesson Planning on the Fly...

CO-TEACHING PROCESS What 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 structures Consistency in behavior expectations Grading Parental contact Assessment


The goal is to ultimately improve the education for all the students in the program Evaluation questions should emphasize student learning and achievement Use 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.

Classroom curriculum design Varied use of co-teaching structures Effective instructional practices Positive classroom and behavior management Parent communication

40 THINKING DOTS How will this I want to know more about… I have learned…
I was surprised by… How is the information connected to what I already know? How will this information impact my profession? How will this information impact my students?

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