1. DIFFERENTIATION and CO-TEACHING General education teachers, special education teachers, and other resource personnel working together to match instruction to meet the different needs of learners in a given classroom

2. Why are we doing it? Too many kids are slipping between the cracks. Students with learning disabilities must take the same summative assessment (CRCT) as students without learning disabilities. Two teachers in a classroom cuts the teacher-student ratio in half. The unique knowledge of the special education teacher can benefit other students in the general education setting. The general education teacher has much to offer the special education students as well. Pulling kids out makes them feel different. IT’S THE LAW.

3. Why are we doing it? Because we are teachers, and we LOVE our students – especially the fragile ones - and we know that we may very well be their only chance!

4. Why are we doing it? According to Reid Lyons (1997) it takes 30 minutes a day of intervention to raise the reading levels of at- risk kindergarten students to average reading levels (95% of slow readers will catch up) It takes 120 minutes a day to raise the reading levels of fourth grade students to average reading levels. After 4 th grade 75% will likely never catch up - Mercer and Mercer (1998)

5. The 3-Tiered Reading Model Tier Two: Small group, needs-based instruction focusing on specific skills 7% Tier One: Whole group instruction in the core program Tier 3: Intensive Intervention outside of regular instruction 2% In a perfect world… With highly effective teaching and a quality, research- based reading program

6. How does it work during the Reading First block ?  Whole group instruction followed by teacher led and independent reading centers  Differentiated instruction is implemented at the Teacher-Led Centers, where specific skills are addressed

8. What does the whole group segment look like? 1.One teach, one observe (used only for data collection) * 2.One teach, one drift (one teaches, one drifts and assists) * 3.Parallel teaching (both teaching same content to 2 heterogeneous groups) 4.Team teaching (back and forth between teachers) * Both teachers must have an opportunity to take the role of the “lead teacher.” One teacher should not look like this, while the other is teaching, during whole group instruction: There are several acceptable models for co- teaching during the whole group segment of your reading block. A variety of models should be used – not just one.

13. What do I do with students who cannot work on grade level during whole group time? Identify students’ ability levels using a variety of assessment tools (phonics inventories, spelling inventories, timed readings and comprehension surveys) Determine which segments of grade level instruction the student can benefit from Develop a plan which involves students in appropriate grade-level instruction but provides differentiated instruction in areas of significant deficit

15. What does the small group segment look like? During small groups, teachers should each be responsible for a teacher-led group. Two models of co-teaching are appropriate for small group work: 1.Alternative Teaching: One teacher pre-teaches, re- teaches, supplements, or enriches instruction, while the other teacher instructs the large group. 2.Station Teaching: Students are divided into needs-based groups and work at classroom stations with a teacher to address specific skills. Be careful not to pull the same kids every day. Most commonly used model of co-teaching. Highly effective.

16. What am I teaching during small group time? Look FIRST at the Houghton Mifflin (or your core program) lesson to be taught Look NEXT at most recent student data to determine which skills need to be reinforced for which students Look NEXT at the IEPs of special education students to identify related goals Teachers plan together what groups will work on which skills RESOURCES: Houghton Mifflin Extra Support Handbook or other core program resources, leveled readers, Words Their Way, and other materials appropriate for support / remediation

17. What does the small group segment look like? Each teacher leads a small group while other students participate in independent learning centers Groups are small and flexible and are based on student data and observations 3-5 per group for struggling readers / 5-7 for other students Struggling readers should be seen by a teacher in a small group setting every day for 20-30 minutes Other students should be seen at least 3 times per week Instruction should be skills- focused and tailored to the particular needs of the students in the group

20. What we’re hearing… The general education teacher won’t let me teach! I don’t have enough time to address the specific goals listed in my special education students’ IEPs. Who’s in charge of classroom management? Who will provide grades for which students? I’m not Highly Qualified in reading, so I can’t teach it or I’ll get in trouble!

21. Tips for Making Co-Teaching Work

22. For the resource teacher:  COMMUNICATE (student centered)  Reassure them that you don’t want to take over their classroom.  Share your educational beliefs and expectations.  Explain any absences you might have from the classroom while on campus  Discuss all student modifications with the teacher--get them to have a stake in the modification.  Do not change the grading scale, etc. without first discussing this with the general education teacher.

23. For the general education teacher :  COMMUNICATE (student centered)  Realize many co-teachers feel just as uncomfortable as you with the situation--they might even feel as if they are invading your classroom  Don't assume the co-teacher wants to take over.  Don't assume the co-teacher is judging you.  Share your beliefs and expectations with the co-teacher so that they know where you're coming from.  Ask what the co-teacher's expectations are for you.  Don't treat your co-teacher like an aid! They're a teacher too.

24. $ Share the Wealth $ You are each an individual gold mine of strengths which can benefit all students in your classroom exponentially.

25. Ben Franklin said it best… We must all hang together, or assuredly, we shall all hang separately.