1. 1 March 2010 Iredell-Statesville Schools EC Teacher Training Material adapted from: The Power of Two, University of Indiana, 2005: A Forum on Education Production Friend, M. & Cook, L. (2003). Interactions: Collaboration skills for school professionals (Chapter 5) Boston, MA: Pearson Education, Inc.

2. 2  Based on 2008-2009 ISS EOG Data (Grades 3-8) ◦ Students with Disabilities scored significantly below the total population in all areas  Reading – 24.4 points lower  Math – 17.8 points lower  Science – 21.8 points lower

3. 3  2008-2009 Data shows that s tudents with disabilities demonstrated an increased gap on EOCs ◦ Algebra 1 – 34.1 point gap ◦ Biology – 29.6 point gap ◦ Civics and Economics – 27.9 point gap ◦ English 1 – 33.9 point gap ◦ Physical Science – 25.7 point gap ◦ US History – 29.8 point gap

4. 4  Students with disabilities are dropping out of school at a rate 2.77% higher than the overall dropout rate for ISS

5. 5  At your table, discuss: ◦ what this data means to you in your school and in your setting ◦ possible reasons for the gap and why it continues to grow ◦ what this has to do with co-teaching  Be prepared to share your group responses

6. 6  Legislation such as No Child Left Behind hold students with disabilities to the same standards as their regular education peers  Expectations and experiences students have at the elementary level impact their school experience through high school  Students taught through co-teaching have the same continual exposure to the general education curriculum

7. 7  Changes to OCS Curriculum starting 2010-11 ◦ Required to be in compliance with NCLB ◦ More rigorous and focused on applied academics ◦ Essential standards that closely align to SCOS for English 1 ◦ Biology, Algebra, and English II with the same curriculum standards as general curriculum ◦ Required EOC for Biology, Algebra, and English II that is the same as general curriculum ◦ Addition of a financial management class

8. 8  The recent Title II audit ruled that Praxis 511 and the HOUSSE did not meet the Highly Qualified requirement of No Child Left Behind for Special Education Teachers teaching core subjects at the secondary level across the state of North Carolina. ◦ To be considered highly qualified for secondary core content, a special education teacher must hold the same core content licensure as the general education core content teacher

9. 9  NC DPI is not considering a change in licensure to address High Qualified, but has stated the following: ◦ “Most special education students will receive core content instruction through a co-teaching model between special education and general education”

10. 10 Co-teaching is one of several approaches to providing special education or related services to students with disabilities or other special needs while they remain in their general education classroom.

11. 11  Two or more professionals jointly deliver substantive instruction to a diverse, or heterogeneous, group of students in a single physical space

12. 12  Two or more professionals  Joint delivery of instruction  Diverse group of students  Shared classroom space  Joint accountability

13. 13  Co-teachers are peers with equivalent employment status and credentials, therefore they can truly be partners  Classrooms that include teacher assistants would not be considered “co-taught” because both adults do not share equal “status”. These classrooms would be considered “assisted” or “supported”.

14. 14  Co-teaching is NOT just having two adults in a classroom at the same time.  If teachers are conducting the class in the same way as if he or she were teaching alone, it is NOT co-teaching  A co-teacher should not play an assistant role— this is an inappropriate use of a qualified professional.

15. 15  Based on your experience or what you know/have learned so far, discuss at your table ◦ What seems practical and easy to implement based on the definition of co-teaching ◦ What is the most difficult part of the definition to put into practice  Look at Handout: “Co-Teaching Beliefs”

16. 16  Starts with the fundamental belief that all students can learn  Relates to the day-to-day running of the classroom  Watch Power of Two: Shared Belief System

17. 17  Use the sheet labeled Handout 2 ◦ List areas in which teachers often have strong beliefs ◦ Once your list is made, consider how differing beliefs could impact the classroom ◦ Consider options for addressing differing beliefs

18. 18  Shared decision making about instruction  Both teachers have active roles in teaching  Plan and use unique and active instructional strategies to engage all students in ways that are not possible when only one teacher is present  Perform frequent review of teaching practice

19. 19  Classroom includes students with and without disabilities  Students are blended within classroom (students with disabilities are not sitting together as an isolated group)

20. 20  Co-teachers operate in a single physical space or classroom  Occasionally small groups may be taken to a separate location for a specific instructional purpose, but it should not be routine ◦ Nor should it solely be a group of students with disabilities

21. 21  Directly benefits instructional and social needs of students with disabilities  Academically gifted/advanced may have more opportunities to complete alternative assignments and participate in enrichment activities  Average students can receive more adult attention

22. 22  At risk students often receive the extra instructional boost they need to make better academic progress  Reduces stigma associated with pull-out programs  Provides an opportunity for collegial support

23. 23  Watch Power of Two: Pre-requisite skills ◦ Identify personal qualities you as a special education teacher bring/could bring to a co- teaching situation ◦ Identify personal qualities that a general education brings/could bring to a co-teaching situation ◦ How do these/could these compliment each other?

24. 24  The style used as teachers interact with one another ◦ Shared responsibility ◦ Accountability ◦ Teacher Partnership

25. 25  Watch video clip on Collaboration  At your table, review the Characteristics of Collaboration on Handout 4 (on the back of Handout 2)  With time identified in February training session as a barrier, discuss at your table how special education and general education teachers can creatively work to become collaborative partners

26. 26  One teach, one observe  Station teaching  Parallel teaching  Alternative teaching  Teaming  One teach, one assist

27. 27  One teacher has primary responsibility for designing and delivering specific instruction to entire group  One teacher observes single student, group of students, or entire class for behaviors the professionals have previously agreed should be noted

28. 28 Advantages  Requires little joint planning  Provides opportunity for special educator to learn general education curriculum design, routines, etc.  Good for new collaborative arrangements because it does not require the teachers to have a well-developed trust and knowledge of each other to begin co-teaching  Opportunity to collect data (frequency of behaviors, activities, errors, etc.) Cautions  Should NOT be used exclusively  Can easily result in one teacher being relegated to the role of an assistant Amount of Planning: Low

29. 29  Which students initiate conversations in cooperative groups?  Which students begin/do not begin work promptly?  Is (student’s) inattentive behavior less, about the same, or greater than that of other students in the class?  What does (student) do when he is confused about an assignment?

30. 30  Watch Power of Two: One Teach, One Observe class examples  Complete “Analyzing Co-Teaching Approaches Handout”  Report Out

31. 31  Co-teachers divide the instructional content and each takes responsibility for planning and teaching part of it  Students move from station to station according to pre-determined schedule. Each teacher leads instruction within their station.  Third station may be used for students to complete independent work assignments, peer tutoring, silent, sustained reading, etc.

32. 32 Advantages  Each professional has separate responsibility for delivering instruction  Effective when teachers have different teaching styles or do not know each other well  Stations have low student- teacher ratio  Equal status of all students and both teachers can be maximized Cautions  Increased noise and movement may be distracting  Cannot be used for material that is hierarchical in nature Amount of Planning: Medium

33. 33  During language arts instruction one station will address comprehension of a recently read piece of literature, one station will focus on editing of a writing assignment, and one station will consist of an activity related to a skill being taught.  In social studies to examine the geography, economy, and culture of a region or country.  In math, to teach a new process while reviewing applications of other concepts already presented.

34. 34  Watch Power of Two: Station Teaching class examples  Complete “Analyzing Co-Teaching Approaches Handout”  Report Out

35. 35  Teachers jointly plan the instruction, but each delivers it to a heterogeneous group comprised of half of the students in the class  Requires teachers to coordinate their efforts so that both groups receive essentially the same instruction  Grouping decisions are based on maintaining diversity within each group  Most appropriate for drill/practice activities, test review, or projects needing close teacher supervision

36. 36 Advantages  Provides more opportunities for student participation  Both professionals have parity in planning and implementing instruction Cautions  Not appropriate for initial instruction  Noise and activity level needs to be monitored  Teachers need to pace instruction similarly Amount of Planning Medium

37. 37  More students would have a chance to share their alternative ending to the story if they are split into two groups.  If each teacher took a group of students and presented environmental issues—one from the point of view of business and industry and one from the point of view of environmentalists—the class could later have a spirited discussion on the topic.  Student use of the science materials could be more closely monitored if the group is divided in half.

38. 38  Watch Power of Two: Parallel teaching class examples  Complete “Analyzing Co-Teaching Approaches Handout”  Report Out

39. 39  Co-teachers select a small group of students to receive instruction that is somehow different from large group (examples: pre-teaching, re-teaching, absence make-ups, enrichment, etc.)  One teacher works with small group within general education classroom  One teacher instructs large group in some content or activity that the small group can afford to miss

40. 40 Advantages  Provides highly intensive instruction within general education classroom  Ensures ALL students receive opportunity to interact with a teacher in a small group Amount of Planning: High Cautions  Students with disabilities may be stigmatized by repeatedly being grouped for pre or re- teaching (types of groups should vary and groups should not consist solely of students with disabilities)  Both teachers should rotate providing small and large group instruction

41. 41  The large group completes an assignment or exercise related to the concepts just taught; the small group receives additional direct instruction  The large group checks homework; the small group is pre-taught vocabulary related to the day’s lesson  The large group is working on projects in small groups; the small group is being assessed. All students will be assessed across two days.

42. 42  Watch Power of Two: Alternative teaching class examples  Complete “Analyzing Co-Teaching Approaches Handout”  Report Out

43. 43  Both teachers responsible for planning instruction, monitoring, assessments, etc.  For example: ◦ Teachers may alternate roles in leading a discussion ◦ One teacher explains concept while other teacher demonstrates ◦ One teacher speaks while other models notetaking

44. 44 Advantages  Both educators are truly teachers of equal status  Opportunity for true collaboration and collegiality  Students benefit from two teachers providing instruction Cautions  Requires greatest level of mutual trust and commitment  Teachers need to be able to mesh teaching styles  Should not be attempted by novice co-teachers too soon Amount of Planning: High

45. 45  In science, one teacher explains the experiment while the other demonstrates using the necessary materials  In social studies, the teachers debate U.S. two different points of view regarding government policy.  In language arts or English, the teachers act out a scene from a piece of literature.  As the steps in a math process are taught, one explains while the other does a “think aloud” activity  One teacher talks while the other demonstrates note-taking.

46. 46  Watch Power of Two: Teaming class examples  Complete “Analyzing Co-Teaching Approaches Handout”  Report Out

47. 47  One teacher has primary role managing classroom and leading instruction  One teacher monitors class assisting students who need support or have questions.

48. 48 Advantages  Requires little joint planning  Gives a role to special educators in situations in which they may not feel comfortable leading instruction  Teachers can/should take turns in teaching and assisting roles Cautions  Lack of planning time may relegate special educator to always be the “assistant”  “Assisting” teacher may distract students  May encourage students to become too dependent on teacher assistance Amount of Planning: Low

49. 49  “This is my absolute favorite topic to teach. Am I wrong to want to teach it myself?”  How well do the students understand the steps in long division?  Are all students following as they learn how to take notes?  “I’ve never taught geometry or worked with this teacher. I need to get a sense of the flow of the class.”

50. 50  Watch Power of Two: One Teach, One Assist class examples  Complete “Analyzing Co-Teaching Approaches Handout”  Report Out

51. 51  At your table, identify drivers and barriers to implementing effective co-teaching in your school  Report out to create group list  Identify possible solutions  Questions?  Plus/Delta/Issue Bin