Crafting a Co-Teach Classroom

Goals and Objectives for Co-Teach Model State Board Goal: All students will achieve their full educational potential. District Goal: Students' academic performance and achievement level will reflect excellence in learning and attainment of both high expectations and high standards.

Goals and Objectives for Co-Teach Model Objective 23: Improve the academic outcomes of students in special populations (such as Limited English Proficient, gifted- talented, and special education) by strengthening the curricula designed to meet their needs. Activity 21: Improve special education students' programs and learning outcomes by implementing the district's plan of action for improvement (CAP) and by monitoring each campus's progress in providing the least-restrictive environment.

Inclusionary Models Co-Teaching Model In-Class Support Model Modifications Only Emphasize the differences between the three models. Co-Teach Model: Support provided in the general education classroom with a general education teacher and a special education teacher. In-Class Support Model: Support is provided in the general education classroom by either by a special education teacher or a special education paraprofessional. In-class support is a flexible model. Modifications Only: Support from special education personnel is indirect. Note to high school: Discuss the variations

Co-Teaching Models 1-Teach, 1-Observe 1-Teach, 1-Drift Station Teaching Parallel Teaching Alternative Teaching Team Teaching There is research from different presenters and they all have different terminology. To remain consistent across the district, we will use these model names. All models consist of collaborative planning and lesson development and delivery. See Models in Packet. Share Video at this point.

1-Teach, 1-Observe Whole class One teacher instructing One teacher pitching in or adding to

1-Teach, 1 Drift One group with one teacher providing direct instruction to students One teacher monitoring with purpose, answering questions, prompting

Station Teaching Clear teaching responsibilities Multiple groups/cooperative learning Small group instruction with teachers Groups working independently

Parallel Teaching Parallel teaching of two equally sized groups Two teachers teaching the same content simultaneously with equal responsibilities

Alternative Teaching Full use of both professionals Small group of students instructed apart from the whole group Pre-teach, reteach and extension to meet individual needs

Team Teaching Use of a variety of groupings and instructional arrangements Instruction becomes a conversation, not turn-taking Both teachers contribute in large group instruction and monitoring

Inclusionary Models Co-Teaching Model In-Class Support Model Modifications Only Review and regroup slide: We are discussing three models of inclusion. We have discussed Co-teach models, and now will address in-class support models.

In-Class Support Model General Education Teacher/Special Education Teacher General Education Teacher/Special Education Paraprofessional Roles and Responsibilities In class support provided by the Special Education Teacher can look very similar to some of the coteach models we have just discussed.

Inclusionary Models Co-Teaching Model In-Class Support Model Modifications Only Now we will discuss the final inclusionary model: Modifications only Refer to ARD page 4 in handouts that deal with modifications.

Nuts and Bolts of Co-Teaching Roles and Responsibilities Routines and Procedures Building Relationships Explain that this is an overview to bring the group back to our discussion of the Co-Teaching models of inclusion.

Roles and Responsibilities Curriculum and instruction Assessment and grade reporting Behavior management See handout entitled: Teacher Roles and Responsibilities Worksheet. Review worksheet together

Routines and Procedures Daily routines Classroom management procedures Classroom organizational preferences See handout entitled: Co-Teaching Routines/Procedures Discussion Discuss worksheet. Optional activity may be done at this time: Venn Diagram

Building Relationships Individual beliefs and values Personal and professional strengths and challenges See handout entitled: Building Relationships Worksheet Optional activities: Fruit activity(attached) or Colors activity (see staff development catalogue.)

Meeting the Challenges Finding planning time for collaboration Training Yours, Mine, and Ours Scheduling Administrator as a Co-Teach Advocate Explain that this is an overview of some of the challenges of Co-Teaching.

Time for Collaboration Common planning times Use of volunteers and substitutes Before and after scheduled school planning with duty relief Collaboration = Committee Involvement Refer to handout regarding making time for collaboration.

Training Who should be involved? When should it occur? What should be included? Refer to training handout.

Yours, Mine and Ours Effective Co-Teach classrooms create an atmosphere that models the target objective: “Students will have a clear understanding that their teachers want them to be successful.” Refer to handout entitled same. Emphasize that this is what an administrator should see when they visit your classroom Emphasize the “our” students expectation.

Scheduling Master Schedule Considerations ARD Schedule Considerations Refer to scheduling handout.

Administrator as Co-Teach Advocate Administrators are critical members of coteach team. Administrators ensure that many details that contribute to coteaching success are in place. Review Co-Teach Administrator Advocate handout Refer to handout entitled: Co-Teach Administrator Advocate Discuss the handout.