What Wikipedia Can’t Tell You About Co-Teaching Presentation by: Wendy Pack

Objectives: Participants will learn to efficiently plan co-taught lessons using co-teaching models. Participants will learn to integrate specially designed instruction with co-teaching models. Participants will learn how to equalize their roles as teachers within the classroom.

Gallery Walk

Old Vs. new Collaboration Co-Teaching Broad term for working together “Style of Interaction” Mutual goals with shared responsibility, shared resources, and shared accountability. Specific type of collaboration Special education service delivery option which involves two certified teachers Partnership strategies in a general education setting

Planning for Success!

Marilyn’s planning model Periodic face-to-face planning Electronic Planning On-the-spot planning

Periodic Face-to-face planning Two Components: Finding Common Planning Time Structured Planning Protocol

Finding common planning time Early planning during the summer Compensated after-school planning Alternative use of professional time Use of substitute teachers

Structured planning time procedure BEFORE THE MEETING – General education teacher gather key information about upcoming curriculum, projects and activities, and other core content and brings this material to the meeting. DURING THE MEETING – Using student data, the co-teachers decide which approaches to use given the curriculum to address, how to group students, and which aspects of the instruction pose difficulties AFTER THE MEETING – Special education teacher prepares the unique differentiated materials and strategies necessary for the instructions, and plans for meeting IEP goals within the curriculum.

Electronic planning Wikis Social Learning Platforms (Google Docs, Edmodo) Email and text messages *Caution: Be sure to check the school district policy about using platforms such as Wiki and Social Learning Platforms. Set your wiki to private, and when using other platforms, it may be wise to only use student initials.

On-the-spot planning During warm-ups/bell ringer Review and Predict Strategy (for co- teachers coming in during the period or reading block for instance) Passing period Instructional Videos

Student Involvement in Planning (Shipley) Set clear expectations Have an agenda Give students a voice Act using the student voice PDSA (Plan, Do, Study, Act)

Plan, Do, Study, Act - realistic planning Plan – Learning Targets Ex. I can evaluate expressions with exponents. Do - Agenda Ex. Bell work Super Base Song Practice Problems Assessment Act – Plus/Delta Plus – Good activities, love cooperative learning, song helped me learn Delta – More hands-on activities, more practice Study – Assessment Scores 1st Period A’s-8 B’s-5 C’s-4 D’s-0 F’s-2

Lesson Plan PLAN DO STUDY ACT

Specially Designed Instruction

Implementation “Specially Designed Instruction” (SDI) must be provided by a teacher who is certified in special education and thus “highly qualified” under IDEA, but can be reinforced by the general education teacher. The special education teacher must take the partnership lead in the planning, designing, initial delivery, and monitoring of the SDI outlined in the student’s Individual Education Program (IEP). The special education teacher should be reinforcing the content specialist as well.

The right to Specially designed instruction IDEA 2004 clarified that that SDI was the right of students with disabilities. SDI is not the same as differentiation or accommodations, it is what teachers must do to ensure students reach their goals. This means… Instruction directly connected to the IEP Teaching in the domain in which the student has special needs Changes in content, methodology or delivery of instruction Ongoing monitoring of progress

SDI examples for Academics

Station Teaching At a teacher led station, the teacher pre- teaches vocabulary for the next unit. The special educator uses brief videos for a group of students with special needs. He then focuses intentionally on essential words for the upcoming lesson. Vocabulary can be taught several different ways, from group to group.

Parallel Teaching The Special Education teacher breaks a project down in multiple steps, aiding students in explicit discussion on each segment. Students follow teacher made checklists to complete each part of the assignment.

Alternative Teaching While other student’s complete a warm- up activity, the special educator works with a group of students with and without disabilities to explain tone and theme. Students give various examples and when ready, return to the full class, prepared to be successful.

Sdi examples for behavior

Station Teaching Co-teachers embed a station, led by the special educator, in which students write stories about getting frustrated and what they do to feel less frustration and deal with situations. When the student needing SDI comes to the station, the special educator, the group holds a discussion with questions specifically formed with strategies the student can use.

Teaming A student has an IEP goal of obtaining metacognitive skills in order to monitor her attending behaviors. As part of the instruction, the teachers discuss metacognitive skills, and ask students to demonstrate. The student with behavior needs is asked to demonstrate and the special educator coaches her through the steps.

Sdi examples for social skills

Parallel Teaching A student with ASD has trouble focusing on conversations other than his own interests. The teachers split the group in half and then partner them with discussion topics. The special educator coaches the student and uses a special pre-taught signal to stop off-topic conversation. When the students transition back to the large group, the teacher touches base with him to make sure he understood the need to “let go.”

Teaming A student in elementary school has a social need of interacting with peers appropriately. The teachers decide to embed the social skill during co-taught lessons. While teaming, the teachers model being positive regarding each other. Then they ask the students to react to their behavior. They make sure the particular student is active in the exercise and then have the students do the same exercise in partners. The special educator can coach the student if she unsure of what to say.

Equalizing roles within the classroom

Refining the co-teacher relationship It is less like a marriage and more like a business partnership Each teacher brings knowledge and skill to the classroom. Co-teachers create a classroom of acceptance

Communication is key Say what you mean without being mean Be proactive Be professional Leave your personal feelings at home ALWAYS put what students need above your own needs Go beyond

What do the students have to say?