NEW ESD Special Education Cooperative Regional meeting  February 24, 2014  Welcome!!

NEW ESD 101 SPECIAL EDUCATION CO- OPERATIVE ALL REGIONS TRAINING FEBRUARY 24, 2015 Co-teaching: Building and Sustaining Effective Partnerships

Going Down Memory Lane 1880: Helen Keller 1950’s 1970’s 1980’s 1990’s 2000’s 2010’s

Outcomes Study the rational behind these service delivery models Explore models for Co-teaching Define the current reality Identify opportunities for possible partnerships Evaluate teaching styles, preferences and strengths Identify next steps Identify the relationship between these models and TPEP requirements

The possibilities…… What would happen if…………..? verty/ verty/

Elements of Co-Teaching Two or more professionals Joint delivery of instruction Diverse group of students Shared classroom space

Two or more professionals: The general education curriculum provides the instructional framework, with flexibility to modify for students requiring such modifications. The IEP team identifies the Least Restrictive Environment:  …that provides a reasonably high probability of assisting the student to meet annuals goals (WAC A (1.c) All students, including those with disabilities are:  required to access the general curriculum  Be taught by highly qualified instructors  Be included in accountability for achievement outcomes

Joint delivery of instruction: Both professionals coordinate and deliver substantive instruction, and have active roles Work to ensure instructional strategies engage all students in ways that are not possible with only one teacher Articulate strategies/approaches used based on student needs and instructional intent It does not mean: Taking turns lecturing General educator does all of the teaching, Special educator only assists Two adults merely present in the classroom at the same time

Diverse group of students: Allow teachers to respond effectively to diverse needs of students Lower the teacher-student ratio Expand professional expertise that can be applied to student needs It does not include: Separating or grouping students with special needs in one part of the classroom

Shared classroom space: Co-teachers instruct in the same physical space Groupings typically remain within this teaching space It does not mean: Planning together but grouping and instructing in separate classrooms

Setting the stage: Identify teacher preferences and strengths Identify limitations Identify time for planning, conferencing, communications Identify student needs  Based on data  Based on IEP goal areas /

Underlying requirements of Special Education: The student has an identified disability Adverse educational impact Requires specially designed instruction May require supplementary aids and services content/uploads/2013/03/SuppAidServ.pdf content/uploads/2013/03/SuppAidServ.pdf

Definitions: Specially designed instruction=what the teacher does Supplementary aids and services=what the student needs in order to learn on a fair level

Work time! Review “Getting to know you documents”  Living Together/Living alone activity  Review and discuss “provocative” questions around beliefs Enter into discussion around preferences and needs

Models of Co-Teaching Jig Saw Marilyn Friend Handout

Next steps Co-Teaching blog Planning documents Work time

Reflections Discussion/sharing Reflective feedback sheet