Effective Co-Teaching: Co-Planning for the Co-Taught Classroom Melissa A. Hughes, Ph.D. Paul A. Alberto, Ph.D. Rebecca M. Wilson, Ph.D. Rebecca E. Waugh, M.Ed. The Center for Collaborative Education Georgia State University Tina Anderson, Ph.D. Holly Ward, Ph.D. Anderson and Ward Educational Services Lynne Morris, Ph.D. LRE Project

Effective Co-Teaching: Co-Planning for the Co-Taught Classroom How do co-teachers plan for effective and efficient student learning? Level I: Planning Prior to Beginning Co-Teaching “Must-have” Conversations Level II: Planning GPS Units: The Foundation of Effective Co-Teaching Level III: Weekly “Touch Base” Planning

Level I: Planning Prior to Beginning Co-Teaching How to plan effectively in the co-taught classroom. To build a foundation for collaboration, co-teaching, and supportive instruction, teachers, paraprofessionals, interpreters and other providers begin with “must-have” conversations. As the relationships build, “must-have” conversations can be used to sustain the team. Time needed: a half day or multiple sessions

“Must-have” Conversations Level I: “Must-have” Conversations How to plan effectively in the co-taught classroom Parity/Equality: How will you introduce yourselves on the first day? What about “Open House” and “Back to School Night”? Both teachers must be on time and stay for the entire teaching period. Both teachers review IEPs together. Both teachers lead the class and work with all students. Space: Where do I put my things? Furniture, closet space, bookshelf Both teachers need to know where the supplies are kept.

“Must-have” Conversations How to plan effectively in the co-taught classroom Level I: “Must-have” Conversations Professional Behavior On time Eating/drinking in class Cell phone use Personal business Out of class Lack of preparation Inappropriate behavior with students

“Must-have” Conversations How to plan effectively in the co-taught classroom Level 1: “Must-have” Conversations Instructional Routines Warm up activities Vocabulary development Lecture/discussions Hands-on lab activities Writing activities Textbook reading Review lessons Testing

“Must-have” Conversations How to plan effectively in the co-taught classroom Level I: “Must-have” Conversations Organizational Routines Entering the classroom Roll call Being prepared Pencil sharpening Leaving during class Homework Makeup work Trash, nose blowing, other bodily functions

“Must-have” Conversations How to plan effectively in the co-taught classroom Level I: “Must-have” Conversations Behavior Management Ask Mom, if no, ask Dad!!!! BE VERY CONSISTENT Follow Behavior Intervention Plan (BIP)

“Must-have” Conversations How to plan effectively in the co-taught classroom Level I: “Must-have” Conversations Accommodations Any change to the curriculum that does not result in a change to the GPS Modifications Any change to the curriculum that requires less of the student than the minimum GPS. Support vs. Enable “Support” is the key to accessing the general education curriculum.

“Must-have” Conversations How to plan effectively in the co-taught classroom Level I: “Must-have” Conversations Review of the IEP Note present levels of performance, goals and objectives, and accommodations and modifications for testing Student Learning Profile Examine the student with disability from all aspects of the learning profile (learning style, gender, cultural aspects, etc.) Examine information about the specific processing systems which may affect the student with disability (often found in the psychological evaluation)

“Must-have” Conversations How to plan effectively in the co-taught classroom Level I: “Must-have” Conversations Grading / Testing Follow the IEP Adapt scale Adapt tests / Retake tests Consider Effort Parental Involvement Both teachers contact parents Have clear understanding of requirements, accommodations, modifications, and grading

“Must-have” Conversations How to plan effectively in the co-taught classroom Level I: “Must-have” Conversations Confidentiality If the student is in the general ed class, general ed teachers have access to all records Do not discuss the student or their identified disability with anyone not related directly to the provision of services to that student Pet Peeves Share your feelings Feedback What worked, what did not work? “Must have”

How to plan effectively in the co-taught classroom Level II: Planning GPS Units Planning GPS Unit: The Foundation of Effective Co-teaching Showing up and asking, “What are we doing today?” is not considered an effective strategy for co-teaching. It is suggested that planning starts with long range curriculum outcomes, then proceeds to unit outcomes and then daily lesson planning. Couple of hours/once per month or six weeks.

Level II: Planning GPS Units using Understanding by Design by Wiggins and McTighe (2005) What the general education teacher brings to the planning table What the special education teacher brings to the planning table Co-teaching Team Curriculum Map IEPs Unit Understandings Accommodations Unit Essential Questions Modifications Unit Knowledge Learning Profile Unit Skills Specialized Instruction Unit Assessment Individual Behavior Plans Instructional Activities Data Collection Class-wide Behavior Management Differentiate Content

How to plan effectively in the co-taught classroom Level II: Unit Planning Unit Title Essential Question Topic 1 Topic 2 Topic 3 Concepts Concepts Concepts Vocabulary Vocabulary Vocabulary Application

Level II: Unit Planning Based on GPS Units using Understanding by Design What the general education teacher brings to the planning table What the special education teacher brings to the planning table Co-teaching Team Curriculum Map IEPs Unit Understanding Accommodations Unit Essential Questions Modifications Unit Knowledge Learning Profiles Unit Skills Specialized Instruction Differentiate Content Unit Assessment Individual Behavior Plans Differentiate Assessment Instructional Activities Data Collection Differentiate Instruction, Materials, and Learning Activities Class-wide Behavior Management Determine Grouping and Co-Teaching Approaches to be used

How to plan effectively in the co-taught classroom Level II: Unit Planning Use of co-teaching approaches across a unit: One Teach, One Observe 10-15% One Teach, One Drift no more than 20% Station Teaching 30-40% Parallel Teaching 30-40% Alternative Teaching 30% Team Teaching 20-30%

Level II: Unit Planning Based on GPS Units using Understanding by Design What the general education teacher brings to the planning table What the special education teacher brings to the planning table Co-teaching Team Curriculum Map IEPs Unit Understanding Accommodations Unit Essential Questions Modifications Unit Knowledge Learning Profile Unit Skills Specialized Instruction Differentiate Content Individual Behavior Plans Unit Assessments Differentiate Assessment Data Collection Instructional Activities Differentiate Instruction, Materials, and Learning Activities Class-wide Behavior Management Determine Grouping and Co-Teaching Approaches to be used Determine Roles and Responsibilities of Co-Teachers

Weekly “Touch Base” Planning How to plan effectively in the co-taught classroom Level III: Weekly “Touch Base” Planning Revise lesson plans Reflect on what worked and what did not!! Monitor behavior plans/ IEP Goals and Objectives Check on “who’s getting it” and what do we need to do differently

References Friend, M. (2005). Successful co-teaching strategies: Increasing the effectiveness of your inclusive program (grades 1-12). Bureau of Education and Research. Bellevue, WA. www.ber.org Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Ward, H., & Anderson, T. (2006). How to differentiate instruction in the co- taught classroom. Student Achievement in the Least Restrictive Environment (SA/LRE) Project. Georgia Department of Education. Thompson, M. Learning Focused School. www.learningfocused.com Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd Edition) Association for Supervision and Curriculum.

Acknowledgment: The authors wish to acknowledge the support of the following: Kathy Cox, State Superintendent of Schools Marlene Bryar, Associate Superintendent, Innovative Instruction The Georgia Department of Education Janet Peeler, Associate Superintendent of Special Student Services Carol Seay, Director of Special Student Services Dr. Cheryl Hungerford, Director of Professional Learning Pat Jackson, Professional Learning: Special Student Services Cobb County School System