Effective Co-Teaching: Co-Planning for the Co-Taught Classroom

Slides:



Advertisements
Similar presentations
Classroom Walkthrough with Reflective Practice
Advertisements

K-4 Literacy Intervention Matrix Skill: Vocabulary Strand: Reading Standard 10: Students shall read, examine, and respond to a wide range of texts for.

A Study of State and Local Implementation and Impact The Study of State and Local Implementation and Impact of the Individuals with Disabilities Education.
Title I Directors Conference Sept 2007 Carol Diedrichsen Gwen Pollock Surveys of the Enacted Curriculum for English.
Classroom Factors PISA/PIRLS Task Force International Reading Association January 2005.
1 DPAS II Process and Procedures for Teachers Developed by: Delaware Department of Education.
Understanding the ACCESS for ELLs®
Understanding by Design Stage 3
Working Together: Understanding SBA Data Les Morse, Director Assessment & Accountability Alaska Department of Education & Early Development No Child Left.
The Framework for Teaching Charlotte Danielson
Southwood School: A Case Study in Training and Development
1 Daily Planning for Todays Classroom Dr. Mitchell Concepts taken from Daily Planning for Todays Classroom by Kay M. Price and Karna L. Nelson.
Evaluation of Special Education Teachers
Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” From Paper to Practice: Monitoring IEP Implementation.
Session 1 - A Story of Units
Welcome to Bibb County Public Schools Demonstrating Knowledge of Curriculum, Content & Resources Created by: Theresa M. May (Howard Middle), Harold Teel.
M eeting the Needs of All Students in a Collaborative Model: Co-Teaching The School District of Philadelphia A Collaborative Effort Office of Empowerment.
Colquitt County Schools
The Educational Assistant Classroom Partner
Co-Teaching Overview Mason City Community School District 2010.
Co-Teaching in the Inclusive Classroom Presented by Cathy Torbik Supervisor of Special Education Inclusion Facilitator
CO-TEACHING CHICAGO PUBLIC SCHOOLS OFFICE OF SPECIAL EDUCATION AND SUPPORTS.
Co-Teaching Whittney Smith Adelphi University.
Measuring and Reporting Progress Toward Measurable Annual Goals Exceptional Children Division Policy, Monitoring, and Audit Section.
The Rubric Reality Cobb Keys Classroom Teacher Evaluation System.
Co-Teaching? What’s That?
Addition 1’s to 20.
A CLOSE LOOK AT ORGANIZING AND PLANNING FOR WORK THAT MAKES A DIFFERENCE A DAY WITH BERGENFIELD’S MIDDLE SCHOOL TEACHERS PRESENTED BY GINNY LOCKWOOD Creating.
Building Capacity for Effective Co- Teaching EdPower Teacher Institute Summer 2013.
What is a Structured Learning Environment?. The Typical Cedar Lane Classroom Personal care opportunities limited due to schedule Limited Mobility opportunities.
Deana Holinka, MA, CRC, Administrative Coordinator,
Week 1.
1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training English K-6 Syllabus Using the syllabus for consistency of assessment.
PAYS FOR: Literacy Coach, Power Hour Aides, LTM's, Literacy Trainings, Kindergarten Teacher Training, Materials.
1 Phase III: Planning Action Developing Improvement Plans.
Virginia Teacher Performance Evaluation System 0 August 2012.
1 Literacy PERKS Standard 1: Aligned Curriculum. 2 PERKS Essential Elements Academic Performance 1. Aligned Curriculum 2. Multiple Assessments 3. Instruction.
Examining Student Work. Ensuring Teacher Quality Leader's Resource Guide: Examining Student Work 2 Examining Student Work Explore looking at student work.
Understanding the IEP Process
Johns Hopkins University Center for Technology in Education Principles of Effective Collaboration Success Strategies in the Inclusive Classroom Module.
Understanding Inclusion Kristin McChesney. Review…  Based on the article, what is the definition – or concept – of inclusion?  The generally accepted.
Content Mastery Center- Opening the Doors of Success
PPS Department Update Denise Doolittle, Director Paul Pattavina, Supervisor Lori Secchiaroli, Supervisor December 15, 2014.
Special Education Review & Update for Regular Educators.
Clinical Teaching/Student Teaching
PDC Procedures – Individual Growth Action Plan The Individual Growth Action Plan (IGAP) is a plan each individual completes describing professional.
Planning and Conducting Instruction
Diverse Learners CoP: Co-teaching Facilitator: Donna Lupatkin Guest: Anna McTigue & Emily Fagan Education Development Center Date: May 18, 2009.
CO-TEACHING INSTRUCTION
WELCOME!!!. NTO Science / Social Studies Michele Dorsey (ITL, Gen Ed Inclusion)- Longfellow Rebecca Allwang- (Gen Ed Inclusion) Bryant Woods Sonya Robinson.
Push-in teaching strategies in a small school
Write To Learn Stephanie Needham J Glenn Edwards Elementary/ Lee County Schools April 25, A Race to the Top Initiative.
Teresa K. Todd EDAD 684 School Finance/Ethics March 23, 2011.
Building Inclusive Schools Boston Public Schools Department of Special Education and Student Services.
Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling © 2010 Pearson Education, Inc. All Rights Reserved What.
Co-Teaching Webinar 3: Evaluation Webinar
1 Special Education Seminars “The What, Why and How of Collaboration” UFT Teacher Center Networks, Conferences & Seminars Broadway New York,
1 Building Collaborative Relationships to Improve Student Learning Presented by Auburn Montgomery School of Education.
Co-Teaching Whittney Smith, Ed.D. Adelphi University 2013.
ECE & TEACHER COLLABORATION TEACHING FOR MAXIMUM ACHIEVEMENT Beth White November 3, 2015 Equity & Inclusion Fall Institute.
Collaboration. © 2010 Pearson Education, Inc. All Rights Reserved. 2  Collaboration refers to “ongoing participation of two or more individuals who are.
Collaboration: Best Practices for Today’s Teacher Dr. Deanna Keith Miranda Arnold Liberty University November,
PLEASANTS COUNTY SCHOOLS SCTPP MODULE III FEBRUARY 4, 2016 IT’S SHOWTIME! PUTTING IT ALL TOGETHER… WELCOME TO THE MAIN EVENT!
Special Education Tier 4 Levels of Support Inclusive Services Educational Support Services 2015.
INCLUSIVE PRACTICES Co-Teaching Models
Co-Teaching Strategies Regional trainings April 5 or 6, 2016
Friday, March 19, 2010 PS/MS 20 Jo Ann Benoit
co-teaching binder First steps and resources The real resources I use!
Presentation transcript:

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