0. Making Co-Teaching Work
Co- Teaching between General Education, Special Education, Speech Language Pathologists (SLP’s) and ELL Teachers
Facilitators: Introductions of Facilitators and Academic website.

1. Activity: What is Co-Teaching
If two heads are better than one it follows, that two teachers better than one.
What is co-teaching?
Write 3 words that describe co-teaching to you.
Facilitator:
“On your response boards (dry erase paddles) write 3 words that describe co-teaching to you. Hold them up when you are done”.
Co-facilitator types in participants words in wordle. “ Wordle can be used to introduce unit topics and find group themes in thinking.”

2. Why co-teaching?
As a result of NCLB, IDEA (2004), and RTI, co-teaching is one of the fastest growing inclusive teaching practices. Despite the increase, it is often poorly implemented. For instance, classrooms may use one teacher playing a very diminished role that can lead to issues of authority and "ownership" often confusing students in the class. To prevent this, lessons using a co-teaching delivery system must be carefully planned and executed with both teachers defining and establishing their supporting responsibilities for the students.
Facilitator:
“Read slide to your self”. Facilitator share benefits below.
Student Benefits:
• Placement in the Least Restrictive Environment (LRE)
• Higher expectations established and met due to access to the general curriculum and exposure to a range of instructional alternatives
• Enhanced positive social outcomes and improved self esteem
• Increased engagement and involvement in ‘the learning process’
• Access to models of adults working cooperatively and even models of adults dealing with disagreements
• More realistic classroom communities for all students
Teacher Benefits:
• Increased teacher satisfaction
• Enhanced opportunities for professional growth
• Reduced feelings of isolation
• Mutual appreciation of general education and special education roles
• More opportunities for creativity
• More time for explicit teaching
• Shared responsibilities for classroom workload
• Reduced behavior problems

3. Co-teaching: What It Is What it is Not
Joint responsibility for planning, instruction delivery and classroom management.
One teacher maintaining all planning and instruction
A component of a continuum of services for students with disabilities
Having a “smaller” class in a large classroom
Carefully matched professionals to ensure success for ALL students
Two professionals providing instruction to a homogenous group of students
Both professionals present in class every day
An extra set of hands in the classroom
Both professionals planning lessons to meet the needs of ALL learners
One paraprofessional and one professional instructing
Both professionals being responsible for ALL students
A special educator working only with students with disabilities
Facilitator:
Facilitators take turns reading. Take a minute to reflect on your own experience and impressions of co-teaching.
“is there anyone who would like to share a positive or negative experience with co-teaching?”

4. Pre-Assessment Questions
What about co-teaching will excite teachers?
What will worry teachers most about co-teaching?
How interested are you in supporting co-teaching opportunities in schools?
How familiar are you with co-teaching practices and strategies?
Facilitator:
Facilitator explains plicker app and facilities assessment.

5. Learning Targets
Participants will have tools to support school teams in co-teaching.
Participants will understand co-teaching models and student stations and the roles of different specialists in co-teaching teams.
Participants will gain strategies to support teams in building and maintaining co-teaching relationships.
Facilitator:
Read slide

6. screen shot of website

7. Aligning to Successful Schools Framework
A co-teaching model enables schools to address the needs of diverse learners
in the general education
classroom by maximizing
resources and expertise.
Facilitator:
Navigate to Weebly to display co-teaching tab. All materials in this tab are in handouts in folder.
As a department, we are committed to reversing the trend of isolation and segregation of students with disabilities by ensuring all students have access to high quality instruction responsive to their needs and effectively delivered by culturally proficient educators in the Least Restrictive Environment.

8. Co-Teaching Models Facilitator:
This is a video of each teaching models: Jot down thoughts that come to mind for each model.
Watch Co-teaching Strategies video (6:48) to introduce the concept.

9. Jigsaw Activity: Co-Teaching Model
In your group of six, decide which co-teaching model each person will research.
Use your Aurasma app to learn about your co-teaching model.
Answer the questions on your yellow handout
share, discuss and write down notes in group
First group to complete handout wins!
Facilitator says and other Facilitator models.
In your packet you have a step-by-step instructional guide to using Aurasma. Allow 5-10 minutes to set up Aurasma App on device. To access uploaded materials on aurasma follow our channel by searching “coteach”.
Jigsaw Activity:
“ In your groups using the Co-Teaching Model handout (yellow sheet) decide which of the 6 co-teaching models you will research for your group. Once you have decided get up and go to the display of the model you chose. Use your Aurasma app to hold up to the “target” image to learn about your co-teaching model. Once the image appears you can take a screenshot or a photo of the information page and answer the questions for your model on the yellow sheet. Then, each person in your group will share about the model and you will discuss and write down the notes on your yellow sheet. Finally, we will ask you to share out what you learned to the large group.
Activity time- 60 minutes
“Once you have learned about your co-teaching model provide the following to the whole group:
Overview of the model
Benefits
Challenges
What are some other ways you could use the Arasma app in your classroom or the classrooms you serve?

10. Activity: Co-teaching Student Stations
At your table, read over the 10 suggested student groupings on green sheet.
Complete the worksheet to match the appropriate grouping title to corresponding description.
One person from each group will check answers using your Aurasma app.
Discuss which grouping would work well for students.
Facilitator:
Hand out student stations descriptions and worksheet.
Group Share Activity: Activity time- 30 minutes
“ In your groups use the Co-Teaching Student stations descriptions to complete the worksheet. Match the appropriate station title to the description. Use your Aurasma app to hold up to the “target” image to check your work. Share out which grouping you think would work well for students.

11. Student Stations 3 Station Tiers 4 Station with on Teacher Flip/Flop
4 Station Rotation
4 Stations with Tiers
Mirror
Flip/Flop
Flip/Flop Switch
6 Stations with Interrupters
Skills Groups
3 Station Rotation

12. Lunch...enjoy!

13. Preparing for Partnerships
Communication is key to successful co-teaching
Establish rapport with co-teacher
Identify and communicate your style of supporting academic needs and behavioral supports.
Discuss strengths and weaknesses - strike a balance.
Discuss Individualized Education Plans and regular education goals – plan how you collect data
Formulate a plan of action and act as a unified team - creating co-teaching norms
Facilitator:
This process will take time to run smoothly, expect bumps in the road to successful implementation. Allow for reflective practices and adjustment.
Activity:
Take out your Co-teaching Relationship Buidling Quesitons and star the ones you think will be the most important to discuss. Compare with table mates.

14. Activity: Communication in Co-teaching
Facilitator:
As you watch this video jot down what you notice. Large group share out.

15. Scheduling a Time to Co-plan
Common planning periods
•Scheduled meetings
•Sub/administrator coverage
•Student Activities
•School assemblies
•Release from duties (bus duty, lunch duty, etc)
•Use of technology
(Friend, 2008; Murawski, 2009)
Facilitator:
Read slide

16. Co-Planning Before Meeting During Meeting After Meeting
Gen Ed. and Sped teachers gathers key information about upcoming curriculum, projects, activities and individual student needs.
Decide which co-teaching models will be used, how to group students and which aspects of instruction may need to be adapted.
Individual student matters are discussed
Decide on “roles” during the lessons.
Sped and Gen Ed. teachers adapt instruction to meet the needs of individual students.
Facilitator:
As general and special educators join to teach together, collaborative planning must be woven into schedules to promote student success. Planning sessions should occur frequently and routinely.
Both teachers contribute to the planning stage.
Both teachers agree as to which teacher will be responsible for what activity and for what materials.
Both teachers will talk openly with each other AFTER the class to evaluate the effectiveness of the lesson.
Furthermore, Basso and McCoy (2009) suggested looking for 6 critical components in 6 minutes:
•Co-planning has occurred
•The use of “we” and/or “us”
•Both teachers actively involved in teaching/instruction
•Student engagement
•Both Teachers work with all students
•Different types of co-teaching models used
Teachers collaboratively working together
•Parity between co-teachers
•Both teachers begin and end class
•Both teachers provide assistance to students
•Evidence of co-planning
•Evidence of effective communication
•Varied instructional approaches
•Both teachers engaged in classroom management strategies
(Murawski & Lochner, 2011)
(Adapted from Friend, 2008)

17. Co-Teaching with Special Education Teacher
Students with IEPs are guaranteed an individualized education program by law. In co-taught classrooms there are likely several students on IEPs and several students without IEPs whose needs all must be met. Co-teachers must be thoughtful and skilled at differentiating instruction and providing supports that enhance learning and don’t single out or embarrass anyone.

18. Co-Teaching with SLPs The benefits of co-teaching with an SLP include:
Support to students without IEPs
Development of functional communication skills in a real life context
Easier generalization of skills for students.

19. Co-Teaching with ELL Teachers
The benefits of co-teaching with an EL teacher include:
On-the-job training for classroom teachers
Language supports are provided in a real life context
Easier generalization of skills for students.
Students have access to rigorous academic instruction and content

20. Para Educators and Co-Teaching
Paraeducators may support student acquisition and mastery of skills and concepts. including the following:
• Copying or supplying notes
• Cueing/refocusing/redirecting students
• Working with small groups of students on activities previously taught by the teacher.
• Creating worksheets, manipulatives, etc. (under the direction of the teacher)
• Asking/answering questions in order to provide clarification for students or even to share an opposite perspective of a concept
• Reviewing tests with small groups of students
• Delivering individual accommodations, e.g., reading materials aloud, transferring answers, etc.
Facilitator:
"paraeducators may work with a small group of students, review concepts that have been taught, and assist with monitoring. However, they should not be responsible for large group instruction, neither plan nor deliver initial instruction, interpret assessment results, make instructional decisions, nor assume primary or sole responsibility for a group of students over an extended period of time (French, 2003 in Friend, 2008).”
Paraeducators assigned to general education classes provide supports to all students in the class, both special and general.

21. Take time to explore the teachnology tools.
Tips and Technology
Take time to explore the teachnology tools.
Facilitator:
Hand out “using QR code” instructions.