1. Co-Teaching Whittney Smith, Ed.D. Adelphi University 2013

4. Effective Practices Co-Teaching Model Co-Teaching Model – Specialized support within the heterogeneous, general education class – Special education and general education teachers meet, plan, and teach together – Adaptations in materials, methodology, presentation, and strategy – Benefits students with disabilities, at-risk students, and higher functioning students simultaneously

5. Content Area Specialist – Observer Content Area Specialist – Observer Content Area Specialist – Floater Content Area Specialist – Floater Parallel Teaching Parallel Teaching Station Approach Station Approach Large Group – Small Group Large Group – Small Group Tag – Team Teaching Tag – Team Teaching Six Models of Co- Teaching

6. Content Area Specialist presents material to class Content Area Specialist presents material to class Special Educator makes purposeful observations about a student or group of students Special Educator makes purposeful observations about a student or group of students Roles can be reversed Roles can be reversed Content Area Specialist - Observer

7. Content Area Specialist – Floater Most frequently used co-teaching style Most frequently used co-teaching style Content Area teacher delivers the material while the special educator floats around the room addressing individual needs Content Area teacher delivers the material while the special educator floats around the room addressing individual needs Special educator also clarifies directions, asks questions, and facilitates the lesson Special educator also clarifies directions, asks questions, and facilitates the lesson Roles can be reversed Roles can be reversed

8. Parallel Teaching Both teachers are presenting the material simultaneously to a group of students Both teachers are presenting the material simultaneously to a group of students The groups can be divided either heterogeneously or homogeneously The groups can be divided either heterogeneously or homogeneously This allows for a smaller student to teacher ratio and more individualized attention This allows for a smaller student to teacher ratio and more individualized attention

9. Station Approach Each teacher is presenting a different portion of content material to a different group Each teacher is presenting a different portion of content material to a different group At a pre-determined signal, the groups switch (rotation) At a pre-determined signal, the groups switch (rotation)

10. Large Group – Small Group Either teacher can take either role (one leads the small group and one the large) Either teacher can take either role (one leads the small group and one the large) These groups could be divided homogeneously and one could leave the room These groups could be divided homogeneously and one could leave the room This may be beneficial if the content needs many adaptations or accommodations to meet the needs of the students with learning disabilities This may be beneficial if the content needs many adaptations or accommodations to meet the needs of the students with learning disabilities

11. Tag – Team Teaching This approach needs ample planning in order to be successful This approach needs ample planning in order to be successful Models cooperation and teamwork within the class Models cooperation and teamwork within the class Each co-teacher will take over the lesson at different times Each co-teacher will take over the lesson at different times Both voices are heard throughout the lesson Both voices are heard throughout the lesson

12. Roles and Responsibilities in Co-Teaching

13. Responsibilities of Inclusion Team Members Facilitate Test Modifications Re-Teach / Reinforce Lessons Provide Emotional Support Create I.E.P. Implement I.E.P. Create Behavior Modification Plan Implement Behavior Modification Plan Plan Curriculum Adapt Instruction Deliver Instruction Assess Student Progress Grade / Evaluate Keep Records Parent Communication Create / Adapt Materials Develop Instructional Strategies

14. Content Area Specialist Special Educator Teaching Assistant Or Teacher Aide

15. Instructional Strategies

16. Inclusion Classroom Strategies Course Outline / Unit Assignment Guide Course Outline / Unit Assignment Guide Stick to a routine throughout the year Stick to a routine throughout the year Require students to use a three-ring binder; make sure all handouts are hole- punched Require students to use a three-ring binder; make sure all handouts are hole- punched Distribute special education students evenly in classes (this is a systemic issue) Distribute special education students evenly in classes (this is a systemic issue) Refrain from confronting students in front of the class Refrain from confronting students in front of the class

17. Inclusion Classroom Strategies Be sure teachers and TA’s have IEP knowledge & a Copy (Chapter 408) Be sure teachers and TA’s have IEP knowledge & a Copy (Chapter 408) Conduct notebook checks regularly (not for punitive purposes) Conduct notebook checks regularly (not for punitive purposes) Use graphic organizers – Use graphic organizers – spend time teaching how to use them… Develop an interactive study guides (avoid enabling) Develop an interactive study guides (avoid enabling) Assign critical vocabulary words and concepts at the beginning of a unit Assign critical vocabulary words and concepts at the beginning of a unit Write notes on board from left to right Write notes on board from left to right

18. Inclusion Classroom Strategies Survey the class before erasing notes Survey the class before erasing notes Use an outline format Use an outline format Write homework assignments consistently in the same place or utilize a weekly assignment sheet Write homework assignments consistently in the same place or utilize a weekly assignment sheet Provide review guides for exams Provide review guides for exams Online Reviews - Video Tutorials Online Reviews - Video Tutorials

19. Support Strategies for Inclusion Classrooms

20. Arrangements Cooperative Learning Groups - Centers Cooperative Learning Groups - Centers Paired Reading / Writing – Guided groups Paired Reading / Writing – Guided groups Reduced seat time Reduced seat time Specific seating arrangements Specific seating arrangements Individual Work Individual Work

21. Materials / Equipment Books on CD, MP3, MP4 Books on CD, MP3, MP4 Videos, Software Videos, Software Recording Devices Recording Devices Communication aids Communication aids Computers / laptops (Neos, Ipads, Netbooks) Computers / laptops (Neos, Ipads, Netbooks) Calculators Calculators

22. Curriculum Aids Study Guides Study Guides Vocabulary Lists Vocabulary Lists Main Idea Summaries Main Idea Summaries Writing Process Aids Writing Process Aids Pre-Written Notes Pre-Written Notes Graphic Organizers Graphic Organizers Homework Sheets Homework Sheets Organizational Aids Organizational Aids Skeletal Outlines Skeletal Outlines Highlight Reading Materials Highlight Reading Materials Multi-sensory Presentations Multi-sensory Presentations Recordings Recordings Videos Videos Webpage Webpage

23. Individualized Support Assistive Technology Assistive Technology Shortened / Modified Assignments Shortened / Modified Assignments Oral Tests Oral Tests Open Notebook Tests Open Notebook Tests Re-word, Re-phrase Instructions/Questions Re-word, Re-phrase Instructions/Questions Picture Cues Picture Cues Multiple Intelligences Multiple Intelligences

24. Parent Involvement

25. What parents want… Communication, Communication, Communication! Communication, Communication, Communication! – Parent open house meetings – “Meeting them where they are” – Parent newsletters – Notes in the student’s planner – Parent handbooks Clear and concise homework assignments Clear and concise homework assignments A “bag of tricks” to use at home A “bag of tricks” to use at home Us to know their child’s learning style and I.E.P Us to know their child’s learning style and I.E.P

26. Self - Evaluate Often Student, teacher, parent questionnaires / surveys Student, teacher, parent questionnaires / surveys State Assessments State Assessments Growth Assessments (AIMSWeb, NWEA, DIBELS) Growth Assessments (AIMSWeb, NWEA, DIBELS) Continued collaboration and reflective practice Continued collaboration and reflective practice