Co-Teaching Making it work

Downloading Files You can download all of today’s materials in the FILES 2 Pod on the bottom left of your screen at any time during the presentation – Click on the selected file – Click DOWNLOAD FILE – Select the destination where you would like to save the file

People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from “People First Language puts the person before the disability and describes what a person has, not who a person is.”

Today’s outcomes: Gaining Knowledge  How to form a partnership  Overview of Inclusive practices  Co-teaching (6 arrangements)  Considerations

A Match Made Where?  Co-teaching is really all about teaming. Whether you and your partner(s)  Chose to work together,  Schedules threw you together  Were told you would work together,  You are on the same team. You both are here for the students. You both want them to be successful in mastering the content in which you teach.

Creating a “Partnership”  General Educators –  What would you like most from a special education co-teacher?  Special Educators –  What skills, abilities, and materials do you have to offer?

Inclusive practices:

Sharing Information – It’s VERY, VERY Important! SPED Teacher has…  Specific, individual student information  Learning styles & strengths  Specific IEP information  Goals/objectives  Modifications and accommodations  Present level of performance  FBA/BIP  Student Profile Student Profile GenEd Teacher has…  Classroom info and expectations  Instructional styles & preferences  Grade level characteristics & expectations  Learning and behavioral expectations  Curriculum knowledge and understanding  Classroom Profile Classroom Profile

Key Components of Co-teaching  Defined roles and responsibilities  Varied instructional arrangements  Starting with a plan and commitment to ongoing co-planning  Formal information sharing  Administrative understanding and support  Implementation of individual student accommodations and modifications (CURRICULAR modifications)

Special Education Services: Co- Teaching is the blending of the two Indirect  Consultation  Problem Solving  Sharing student information  Planning  Collaboration (providing ideas for modifications, accommodations, strategies)  Coaching  Behavior interventions  Itinerant support to students Direct  Co-teaching and Supported instruction  Pull-out  Resource  Special Classroom or Setting  Direct instruction  Content  Skill development  Remedial instruction  Acceleration  Preteach/reteach  Academic support  Social skills  Behavior

Why Co-teach?  It is one of the best practice models of inclusion… AND INCLUSION is really all about ACCESSING the general curriculum, right?  You can combine so many inclusive strategies with co-teaching  It’s just good instructional practice – if it’s done right!  Best of Both Worlds

6 Co-Teaching Arrangements  One teach, one observe  Station teaching  Parallel teaching  Alternative teaching  Teaming  One teach, one assist

One teach, one observe

Station teaching

Parallel teaching

Alternative teaching

Teaming

One teach, one assist

 Which approach or approaches do you use most often?  Which approach seems most appealing?  How could you and your co-teacher apply these arrangement in your current partnership?

Co-Planning  Without co-planning, it never gets past supported instruction  Co-exist  Communicate  Coordinate  Collaborate (problem-solve)  Have to make time for it  Must have procedures and a format  The time for planning actually decreases if…

Remember: It’s a journey… 3 Stages of Co-Planning Stage 1 (year 1-2) GenEd Teacher plans and does not share Stage 2 (year 2-3) Both GenEd and SpEd teacher review curricular content and develop instructional activities  Make judgments about the topics, content, and activities in relation to students  Define changes to content, activities, student groupings, adult responsibilities  Arranging the students Stage 3 (year 3 and beyond ) Both teachers prepare  Materials and resources for students that require significant changes  Collects alternative materials  Plans for implementation Prepare Review Together and Develop Gen Ed Teacher Plans

Make the Partnership a Priority  Be there  Be responsible  Be on time  Be prepared  Be actively engaged  Communicate

 Make sure both teachers have the same “understanding” of things  Fill out these forms together!  Brush up on basic communication and “people” skills  Develop a “support group”  Incorporate strategies and techniques that have a sound research base.

 WRITE DOWN roles and responsibilities (post them)  Review your lists periodically  Co-teaching priorities (is/is not)  Co-teaching roles and responsibilities  Make changes only at natural breaks, like the end of a marking period or semester

Co-Teaching is a journey Buckle up and enjoy the ride. For more information on Inclusive practices and co-teaching, please visit Inclusive practices Webinars

Building Capacity When you leave today, what will you do with this information? How will you share it with others in your district? When will you share it? (Timeline)

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Kala Burrell-Craft

Reminder -In order to receive a certificate for 1 CLU, you must complete the online reflection at before January 22,