Examine ways to plan and include small group lessons that fill in gaps and engage learners. Leaning Out: Small Group Lessons are Not Passé. Jessica Lopez Special Education Resource Teacher

Rational: As teachers become more comfortable and competent using the online blended learning platform, we want them to begin using student data to provided remediation and small group instructions. Using data to plan small group or one on one lessons will provide ways for proactive instruction based on the students’ needs as opposed to reactive remediation based on student failures.

Moving Past Shoulder to Shoulder Teacher and Special Educator as reactive gate keepers. Shoulder to shoulder assistance. One gate keeper and one assistant. What do you see?

Student Data Reports Double clicking on a student’s unit test score in the grade book will generate a data report for that individual student This information should be used to determine any small group face to face instruction Double clicking on the unit heading in the grade book will generate a similar report for the entire class

Grade Book - Whole Class Item Analysis Course Grade Book Unit Total Possible Score

Highly Effective Co-Teach Models for Blended Learning Station Teaching: Students and strategically grouped and instruction is divided into 3-4 segment. Each teacher works with one group while the other groups work independently. Students move from station to station so they have received all segments by the end of the class.

Grade Book - Individual Item Analysis Course Grade Book Unit Student Score

Highly Effective Co-Teach Models for Blended Learning Alternative Teaching: One teacher facilitates instruction for the majority of the class. The other teacher facilitates instruction for a small group of students with specific needs.

Highly Effective Co-Teach Models for Blended Learning Parallel Teaching: Students are divided into two groups. Each teacher addresses the same standard to each group separately. Instructional strategies may vary for each group.

Benefits and Challenges of Co-Teaching Increases opportunities to meet individual student needs Increases opportunities for small group and one-one instruction Encourages teachers to work together to interpret data in order to meet individual student needs Provides opportunities to model positive behavior and peer to peer interactions Planning Respecting and valuing varying teaching styles and philosophies Recognizing the need to compromise and be fixable Establishing and maintaining excellent communication Creating parity among professionals in the classroom BenefitsChallenges

Additional Resources BCPS Co-Teaching Planning Information ni0CbHMNGRfm9feDBCMkYzVmc5WG8tQ2hfOHUxZWQ2ZmR0a25jTGdSbzNX alNhdE0tTFE&usp=sharing ni0CbHMNGRfm9feDBCMkYzVmc5WG8tQ2hfOHUxZWQ2ZmR0a25jTGdSbzNX alNhdE0tTFE&usp=sharing General BCPS Co-Teaching Information ni0CbHMNGRfkl5VzlUTjl2czJsdGIxYVFCZU56TFE4azVieWp0OXpyc3YtOFp0OD RoMjA&usp=sharing ni0CbHMNGRfkl5VzlUTjl2czJsdGIxYVFCZU56TFE4azVieWp0OXpyc3YtOFp0OD RoMjA&usp=sharing

Co-Teaching Lesson Plan

Group Discussion VEGAS PLEDGE: What is stated in this session stays in this session. How do you see remediation or small group instruction being implemented at your site? What is your site doing well? Where does your site need to improve? What might be benefits to analyzing data and using it to provide small group instructions?

Group Discussion VEGAS PLEDGE: What is stated in this session stays in this session. What might be challenges or barriers to planning small group instruction at your sites and how can we overcome these barriers? How can we support your sites efforts in planning and implementing small group instruction?

Next Steps Meet with the classroom teacher with whom you will teach. Agree upon a time to plan together. Aim for 30 minutes face-to-face weekly or the equivalent. Be flexible with your co-teaching style and remember you can use different styles throughout the school year - even within a given unit or lesson. Maintain open communication with the other classroom teacher, lead special educator, and administration at your EDLP site.

Classroom Routines Small group instruction = Change in classroom routines Consider establishing a system that will allow students to signal that assistance is needed without raising their hand and waiting or calling out. What should students do if they need to wait for assistance?