1. Co-Teaching: No Longer the Way of the Future
April 2015
Co-Teaching: No Longer the Way of the Future
College and Career Readiness Conference
Summer 2015
Monique Green, Ed.D.
This session, participants will engage in activities that help them to understand the MD Co-Teaching framework, instructional Co-planning, Co-implementing, and Co-accountability.

2. Ice Breaker: Memory Lane
April 2015
Ice Breaker: Memory Lane
Reflect on and write about your instructional experience, as an educator. Use the following questions to guide your thinking/writing:
Have you implemented co-teaching in your classroom?
If so, what does co-teaching look like?
If not, describe what instruction looks like in your classroom.
MSDE:DSE/EIS

3. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Group Norms
Keep electronic distractions to a minimum.
Be fully present at the training.
Respect all opinions and ideas.
Collaborate, Collaborate, Collaborate!
MSDE:DSE/EIS

4. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Desired Outcomes
By the end of this training, participants will increase their understanding of:
the essential components of Maryland’s Co-Teaching Framework.
instructional co-planning, co-implementing, and co-accountability for student learning.
tools and resources for implementation.
MSDE:DSE/EIS

5. Co-Evaluations Co-Development
Co-Implementation
Co-Evaluations
Co-Development
CCRC 15 Bridging State Assessment Results with Standards-Based IEP Development
4/11/2018
This slide showcases MSDE’s vision of collaboration with a focus on the importance of
Co-developing,
Co-implementation, and
Co-Evaluation or Accountability
In the planning and execution of standards-based IEPs and the subsequent instructional practices.
MSDE:DSE/EIS MK

6. MD Co-Teaching Webinar http://marylandlearninglinks.org/1007
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
MD Co-Teaching Webinar
Watch
Listen
Feedback
MSDE:DSE/EIS

7. The MD Co-Teaching Framework
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
The MD Co-Teaching Framework
MSDE:DSE/EIS

8. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Turn & Talk
What is your definition of Co-Planning?
What does effective Co-Planning involve?
MSDE:DSE/EIS

9. The What, Why, & How of Co-Planning
What is co-planning?
Why is co-planning important?
How can we prepare for co-planning?
What are some barriers to co-planning?

10. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
What is Co-Planning?
Co-planning involves teachers who co-teach making collaborative decisions about:
what goals/objectives will be taught
how instruction will be delivered to meet the needs of all students
how student learning will be assessed and instruction adjusted based on the results
Co-Planning is the key to effective collaboration for implementing effective Co-Teaching practices. Effective Co Teaching can not occur without time for the co-teachers to plan instruction and evaluate student learning together. In co-teaching situations, too often the co-teachers do not have scheduled co-planning time, and those that do have co-planning time often do not have structures in place to guide effective use of the time.
MSDE:DSE/EIS

11. Why is Co-Planning Important?
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Why is Co-Planning Important?
Clarify the curriculum goals /objectives to be taught and how they will be assessed
Identify the needs for differentiation and accommodations for diverse learners
Identify activities that will carry out the objectives
Determine co-teaching approaches, student groupings that are best for what is to be taught
Identify the roles of both teachers in developing/ gathering materials, delivering instruction and assessing student progress
Co-planning is very important for co-taught teams to effectively meet the needs of all students. Without co-planning, lessons that are developed may just address the general needs of students in the classroom.
If students in the classroom have unique academic or behavioral needs, without co-planning, accommodations may not be developed to ensure these specific students' needs are met in the co-taught setting.
It is important to remember throughout the planning process that in order to meet the needs of diverse learners, the application of Universal Design for Learning (UDL) principles and differentiated instruction need to be included in the design phase so lessons won’t need to be adapted or retrofitted afterwards.
MSDE:DSE/EIS

12. How can we prepare for Co-Planning?
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
How can we prepare for Co-Planning?
Co-teaching requires thoughtful planning time.
Administrative support is essential.
This is the time for alignment of special and general education.
This time should be as focused as possible.
Co-planners should take turns taking the lead in planning and facilitating co-planning.
Murawski & Dieker, 2004; Dieker, 2002
Planning is essential and should center on determining which instructional techniques are going to be the most effective in helping students meet content standards.
The general educator (content specialist) can provide an overview of the content, curriculum, and standards to be addressed before the planning meeting.
The special educator (behavioral and learning specialist) should provide an overview of any student IEP goals, objectives, and needed accommodations or modifications that have to be incorporated into the lessons.
Planning sessions should focus on what is going to be taught (the content) and how it will be taught. Student-specific concerns should be saved for the end of the planning session.
Include days when the special educator will take the lead in planning.
MSDE:DSE/EIS

13. What are Barriers to Co-Planning?
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
What are Barriers to Co-Planning?
Time for Planning
Instruction
Student Behavior
Communication
Evaluation
Logistics
Parity: equality and mutually agreed upon decisions.
Mutual Respect: respect/acknowledgement of unique skills.
Specific Mutual Goals: shared goals.
Shared Accountability: joint owners of the classroom.
Shared Resources: ideas, materials, methods, strategies.
MSDE:DSE/EIS

14. During the Co-Planning Meeting
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
During the Co-Planning Meeting
The general educator clarifies instructional objectives; the special educator clarifies relevant IEP goals or objectives and students’ accommodations. Both teachers brainstorm possible teaching techniques and activities.
Both teachers determine the roles each will play in delivering instruction based on student needs and the approach of co-teaching to be used. Both teachers volunteer to prepare and gather materials for the lesson. One teacher acts as a scribe and provides a written copy of plans.
MSDE:DSE/EIS

15. How can we Co-Plan effectively?
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
How can we Co-Plan effectively?
Provide purpose and structure
Create baseline and a plan for scaffolded change
Provide a visual map to guide discussion
Keep discussions objective
Allow many issues to be put on the table for consideration
Include formal (long range and weekly) and information (on the fly) planning
Steele, Bell, & George, 2005
The information above will help to keep the discussions focused on the learners, the objectives (focused on what the kids need to learn), and data driven (where they’re performing and how we can increase their growth).
MSDE:DSE/EIS

16. Sample Planning Agenda
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Sample Planning Agenda
MSDE:DSE/EIS

17. PARTNERS: Critical Co-Planning Behaviors
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
PARTNERS: Critical Co-Planning Behaviors
Plan together weekly
Address classroom concerns proactively
Receive ongoing administrative support
Thrive on challenges
Nurture a sense of classroom community
Evaluate student performance
Reflect on practice and strive for improvement
Support each other
The PARTNERS mnemonic, a reminder of critical co-planning behaviors to promote student success. Incorporating these attitudes and actions into co-planning and co-teaching will help to build productive and collaborative planning sessions to design effective lessons for all students.
MSDE:DSE/EIS

18. Co-Planning Considerations
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Co-Planning Considerations
Understand the learners through the assessment process
Identify content expectations
Design the instruction using UDL principles
The Co-Planning process considers: where the learners are, what students need to learn, and designing instruction using UDL principles.
MSDE:DSE/EIS

19. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
UDL Resources
The UDL Guidelines. These tables of guidelines are part of the UDL Guidelines developed by CAST. They represents one resource that help teachers understand the three principles and their subtopics referred to as checkpoints.

20. Planning a Lesson with UDL
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Planning a Lesson with UDL
What do we know about the learner?
What content will students learn?
How will students demonstrate their learning?
What differentiation is needed for ensuring rigor/support?
What are the ways students will demonstrate mastery?
Are there any students who require unique objectives, materials or assessments to show what they know?
How will students be engaged in the instructional process?
Are there any specific students who require specific teaching strategies or supports?
MSDE:DSE/EIS

21. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
(Strengths and Challenges)
(Customary environments in which the student is learning and growing)
The SETT framework at its core is designed to create collaborative teams. To that end as we look at the acronym, the S refers to student reminding us that the process is Student-centered. E stands for the environment in which the student is receiving their education. T stands for the specific things the person needs or wants to be able to accomplish. The other T stands for everything that’s needed for success in terms of the Tools that are currently in use (T1) and the tools that are under consideration (T2). This process is most definitely environmentally useful.
This document represents one way of organizing the information gathers to facilitate the decision making process. This format allow us to very clearly identify the task and directly align the tools.
(T2-under consideration)
(currently in use)
(Specific things the person
needs or wants to be able to accomplish)
MSDE:DSE/EIS

22. Debriefing the Co-Taught Lesson
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Debriefing the Co-Taught Lesson
Both teachers evaluate student outcomes. The special educator monitors progress on IEP goals with the general educator’s input. Both teachers reflect upon their co-teaching relationship and implementation strategies.
Both teachers record notes regarding changes and suggestions for future lessons to be shared at the next planning session.
MSDE:DSE/EIS

23. Co-Teaching Reflection Questions
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Co-Teaching Reflection Questions
What was effective?
What needs to be changed?
Were all the learning needs met?
What is the recommended design for the next lesson?
Were there any specific learning needs you noticed that needed to be included in the lesson design?
MSDE:DSE/EIS

24. Co-Teaching Successes & Challenges
Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Co-Teaching Successes & Challenges
MSDE:DSE/EIS

25. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
321 Reflection
List the following on the capture sheet:
3 new ideas that increased your understanding of co-teaching.
2 insights that you are excited about sharing with your colleagues.
1 thing that you would like to investigate further.
MSDE:DSE/EIS

26. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Food For Thought
“No one can whistle a symphony. It takes a whole orchestra to play it.” H.E. Luccock
It will take a collaborative effort to ensure that all students are academically successful and to narrow the achievement gap.
MSDE:DSE/EIS

27. Co-Teaching No Longer the Way of the Future CCRC 2015
April 2015
Any Questions?
MSDE:DSE/EIS

28. Contacts: Division of Special Education/Early Intervention Services
April 2015
Contacts: Division of Special Education/Early Intervention Services
Paul Dunford, Branch Chief
Marsye Kaplan, M.S., CCC-SLP, ATP Section Chief
Monique Green Ed.D., Specialized Instruction Specialist
MSDE:DSE/EIS