1. David Irwin Language Development Opportunities
Co-Teaching for ELLs with Academic Conversation and Collaborative Expertise
David Irwin
Language Development Opportunities

2. Success Criteria (Language)
Participants will
review essential components of academic conversation
Address your goals
Review essential components of co-teaching, 7 models and dual teacher roles
Learn effect sizes of common educational factors (Hattie) and how they apply to our practice
Targets (Content)
Success Criteria (Language)
Apply the essential components of AC to an up-coming lesson or series of lessons (
Review and create self-assessment tool for co-teaching
Apply components of Collaborative Expertise (Hattie) an up-coming co- taught lesson of choice

3. What are our goals here?
I have some but I’d like to hear yours first, Federal Way Secondary.
Learn co-teaching strategies
Understand how to share course load between co-teachers
How to discover the model that works best for me/us
How to work through early conflicts
How we identify a good fit in co-teacher match
What are the pros & cons of this model v. ELL content classes
How to balance needs of all ELLs – co-teaching only gets to a limited number
What’s the impact on how we would plan/strategize
Understand how co-teaching can be an effective approach in your school
Gain an overview of the seven co-teaching models from Honigsfeld & Dove
Make a plan to use one of them in your setting before the next session (Dec 6/Jan 27)
Make a plan to use one more of them in your setting AND/OR modify and adapt one before the third session (Mar 7/Mar 10)

4. FWPS Secondary for next time (Jan 27)
Try a co-teaching structure
If new, try any of the models
If experienced, try another one or deepen your practice in some way
Try an academic conversation
If new, try any of the language skills
Bring your co-teacher if at all possible. We will work on
Assessment
Planning

5. Co-Teaching with ELLs Model 1
One group of students, ELL & mainstream mixed
One teacher leads
One teacher gives informal short mini-lessons to individuals, pairs, or small groups as needed
Could be vocabulary, language skills (forms) or comprehension skills (functions).
Could be preview/review of content
Recommended to move away from this one asap – parapro model

6. Co-Teaching with ELLs Model 2
One group of students, ELL & mainstream teach same content
Both teachers teach same lesson at once
One teacher gives big ideas, the other adds examples or details
ELL teacher can add details with sheltered strategies for comprehension or organizing

7. Co-Teaching with ELLs Model 3
One teacher teaches, one teacher assesses
One teacher is running the lesson.
One teacher roams the room, assessing with
rubrics, checklists, observations, anecdotal records
Which activities bring most engagement or were confusing
Both teachers review the assessments, plan for instruction with one of the other models

8. Co-Teaching with ELLs Model 4
Two groups of students, ELL & mainstream teach same content
Two heterogeneous groups, ELLs mixed in
Two identical classes, smaller class size
Additional opportunities for interaction
This not ability grouping

9. Co-Teaching with ELLs Model 5
Two groups, one teacher pre-teaches main topic (ABC), one teacher teachers alternative information besides or in addition to main topic (DEF)
Two groups based on readiness, ability or language level for that topic
Based on assessment, possibly from Model 3
Flexible, temporary grouping
Well suited for differentiated instruction strategies
More formalized than Model 1

10. Co-Teaching with ELLs Model 6
Two groups, one teacher re-teaches main topic, one teacher teachers alternative information besides or in addition to main topic
Based on assessment of previous lesson
Flexible, temporary grouping
Well suited for differentiated instruction strategies
Might need more than two groups
Similar to Model 5, except for
re-teaching, not pre-teaching

11. Co-Teaching with ELLs Model 7
Two teachers, multiple groups
Homogenous or heterogeneous groups
Skills-based instruction
Students move or teachers move

12. What are our goals here?
I have some but I’d like to hear yours first, Shelton:
How to really teach the ELLs without interrupting the primary teacher
How to not distract the gen ed students while I teach the ELLs
Make sure I can support my students and colleagues by understanding the models as well
Learn strategies to differentiate in the classroom, including supporting both teachers and academic language support
Understand what co-teaching means
Learn where sample lessons are for the teacher
Common planning time
Understand how co-teaching can be an effective approach in your school
Gain an overview of the seven co-teaching models from Honigsfeld & Dove
Make a plan to use one of them in your setting before the next session (
Make a plan to use one more of them in your setting AND/OR modify and adapt one before the third session

13. What are our goals here?
Understand how co-teaching can be an effective approach in your school
Gain an overview of the seven co- teaching models from Honigsfeld & Dove
Make a plan to use one of them in your setting before the next session (Dec 6/Jan 27)
Make a plan to use one more of them in your setting AND/OR modify and adapt one before the third session (Mar 7/Mar 10)
I have some but I’d like to hear yours first, Federal Way Elementary?.
Increase ELPA skills while also increasing content
Clarification regarding our use of IRLA in push-in co-teaching
Communication to classroom teachers around expectations of co-teaching/push-in models at the same urgency as specialists
Ways to plan and collect data in co-teaching and push-in
Learn and try out different models
Unpack ELA curriculum and look for ELL support opportunities
Break-out groups based on experience
Strategies for making push-in more effective.
Co-teach with second grade teacher daily: shared, guided, one-on-one setting
Establish a planning time with my co-teacher; plan/teach at least one lesson a month together
Honor “sacred planning time,” start and end on time each time we plan each week.
Co-teach with fourth grade teacher (IRLA support)
Get familiarized with IRLA and how to support my co-teacher
Work with new teachers
Collaborate with teachers during planning time
Co-plan/ teach in at least 2 classrooms every 6 weeks then switch. Build relationships with multiple teachers.
Try out co-teaching with at least 1 or 2 teachers.
Focus on intentional planning.
To build on improving student talk in small groups.
I will try out co-teaching this year,
Encourage teachers to try co-teaching; foster relationships.
I will be consistent,
Impact students all year.
Regular weekly planning with co-teacher to co-teach GLAD
Familiarize with IRLA to support co-teacher.
Lucy Calkins Units of Study!
Build strong, fluid, co-planning relationships with co-teacher.
Build systems/structures support for class and ELL.
Find time for co-planning
ELL district-wide strategy-sharing around our shared curricula to make co-planning more efficient
Time!
Systems to support teachers and students.

14. What makes a good partnership
Mutual trust
Mutual respect
Sense of community
Contributions are equally valued
Equal power in decision making
Shared responsibility, accountability, resources

15. Coaching questions Like this Open ended
Like this
Open ended
Tell me about your teaching experience.
What do you think about…?
Invitational
It would be great to hear about…
Would you consider…?
Specific
How often does she/he…?
What does it look like when…?
Evocative
What might this mean?
Let’s speculate about…
Positively or neutrally biased
What might you learn from this?
Tell me what you were thinking.
Challenge
What evidence do you have?
How could that be interpreted differently?

16. Facilitative Coaching questions
Like this
Paraphrasing
In other words…
You’re saying that…
Clarifying
To what extent…
Tell me what you mean when you…
Mediation
What’s another way we might…?
What would it look like if…
Summarizing
Let’s review the key points…
Can you describe the next steps?

17. The Buckets of AgreementMe
Co-teacher
Planning
Materials management
Behavior management
Active engagement
Equity
Mutual respect

18. Currently…
What is your goal for your co-teaching classroom in the next 6 weeks or so?
What is your next step to make that happen?

19. Co-teaching components 1
each teacher is using her professional skills (no one feels like a para)
each person’s role is clearly planned out 
there is regular, consistent planning
clear goals for each student and clear assessment 
preparation and assessment background for all students in classroom
regularly assessing the co-teaching itself 

20. Co-teaching components 2
1.       Flexible/various models used: fitted to content (not stagnated in one model)
2.       Planning: 
Together equally, regular meeting time
Clear division of roles/responsibilities in the coteaching
Clear COLOs
3.       Assessment
of content and language
Both teachers assess
4.       Shared knowledge of content

21. Co-teaching components 3
co-planning
both teachers taking part
clear content/language objectives
smooth transitions
relationship/trust
all kids belong to both teachers "our kids"
debrief time
clearly defined roles (both teachers active)
same end goals (form/summ) in mind
regularity/consistency
flexibility

22. Co-teaching components 4
-co planning
-learning target
-content, language objective
-engagement, interest of students
-clear tools of assessment
-each teacher knows their role and how to support 
-scaffolds and visuals
-connection to student background and knowledge

23. Co-teaching components 5
- Planning time (conversation of who's doing what, preparing which materials, curriculum and lesson understanding)
-Specific roles.responsibilities defined 
-Trust/flexible conversations (instruction flows) 
-Lnaguage/content objectives visible and verbalized 
-Materials are ready to use 
-Vocabulary words visible 
-Classroom norms are being followed (students, teachers) 

24. Who provides what?
Classroom Teacher
Both Teachers
EL Teacher

25. Who provides what? Content standards Curriculum knowledge and goals
Classroom Teacher
Content standards
Curriculum knowledge and goals
Both Teachers
Instructional strategies
Assessment
EL Teacher
Language standards
Language development strategies

26. Developing the Program: Year 1
Gain administrative and financial support
Create a leadership team for support
Engage in professional learning
Present to and discuss with faculty and staff
Start small – one or two partnerships
Progress check: early successes and challenges
Plan for mid-scale for year 2
Susan Friberg, OSSS Success Coach

27. Developing the Program: Year 2
Organize visits to other co-teaching classrooms
Document your program
Teams: names and grades
Successes and challenges in a journal, online or paper
Continue to attend professional learning events with specific improvement questions in mind
Build and continue program evaluation
Plan for broader implementation for Year 3
Susan Friberg, OSSS Success Coach

28. Developing the Program: Year 3
Write/adopt policy at the district level
Plan for full implementation
Evaluate the program
Teacher implementation of the models
Student achievement co-taught classes vs. non-co-taught
Design summative evaluation
Present to school board, other schools, districts or at a conference (WABE for example)
Susan Friberg, OSSS Success Coach

29. What are the essential components of a great co-taught lesson?
List here…

30. Assessment: How do I know it’s working? Homework!
Look at page 85: Target an area of focus for assessment
Teach at least one co-teaching lesson; bring stories
Bring back your
Plan
Year-at-a-glance
Book
Classroom materials -- IRLA

31. Hattie’s Visual Learning
A list of over 800 meta-analyses of educational factors
Effect sizes show impact on achievement
Effect size of >0 shows positive effect on scores
> .40 shows a year’s growth
Let’s check out a few samples…
html

32. Collaborative Expertise in FWPS EL team
Create a team of 3 or 4
Determine who will be observed
Doing what exactly
With whose students
With what observation tool
When
Do it before March 7

33. A few others… Collective teacher efficacy (1.57)
Teachers working together to evaluate their impact (Collaborative Expertise) (0.93);
Classroom discussion (.82)
Reciprocal teaching (.74)
Building trust and welcoming errors as opportunities to learn (0.72);
Using the Goldilocks principles of challenge (the challenges must be not too big, not too small but just right); and using deliberate practice to attain these challenges (0.60).

34. Read the first two tasks in Collaborative Expertise.
Discuss how they can apply to your co-teaching work.

35. Score it!
With a partner, design a rubric to include essential components of a well taught co-taught lesson.
A few samples are available, but it’s important that your team think it through --- you will be using this tool to score colleagues.

36. Observation tool
In teams, create an observation tool to use in co-teaching
What are the essential components
How will you know when you see them
Who will be doing what
Can be a rubric
Samples available but try writing one first

37. So…here we go! Form teams of four, 2 sets of co-teachers
Each set plan a lesson that the other set can observe and rate with one of the tools we developed
Lesson plan templates available
COLO
Build background
Ensure engagement
Infuse academic conversation with tight/loose guidelines – not required but highly recommended
Assessment
Plan a time to observe, rate and debrief with each other (not one of these training days, but could be, and we’ll all watch)
Teach the other set’s class, not your own – better practice
Thoughts, ideas, questions?

38. The tight/loose of AC Tight --- the parts that make the car run
Partners
Norms
Time
Signal
Specific directions for input and it’s chunked (content)
Specific directions for conversations including frames (language)
Loose --- the options you add to make the car your own
How you do each of the “tights” in your room, for your lesson
Frequency
Assessment

39. Partners Example Class: How to break students into precision partners:
1. Esme (highest) 11.Eduardo (middle)
2. Rogelio 12. Ben
3. Guillermo Roberto
4. Maria Tomas
5. Roberto 15. Jose
6. Katie Gloria
7. Alex Patrick
8. Ryan Sarah
9. Tina Nikita
10. Teo (middle) Jose (lowest)
How to break students into precision partners:
List students in order from (with 1 being the highest and the last student being the lowest in a skill/language ability)
Cut the list in half, match the middle student with the highest student. The middle students will be matched with the lower students.
Modify as needed

40. Three & One talk. Two check Three.
3 Partners
Two & Three talk.
One check Two.
Three & One talk. Two check Three.
One & Two talk.
Three check One

41. 3 Partners 2 & 3 talk 1 checks 2 3 & 1 talk 2 checks 3 1 & 2 talk

42. 4 Partners 1 A 1 B 2 A 2 B First round: A & B talk Alternate:
Check
First round:
A & B talk
Alternate:
1 & 2 talk

43. 4 Partners scoring 1 A 1 B 2 A 2 B First round: 1’s talk; 2’s score
Check
First round:
1’s talk; 2’s score
Second Round:
A’s talk; B’s score

44. Norms We listen to each other We share our own ideas and explain them
We respect another’s ideas, even if they are different
We let others finish explaining an idea without interrupting
We take turns and share air time

46. Time Structured at first
Must talk to your partner for 15 seconds, then it’s their turn for 15 seconds (30, 40, etc)
Stop and check that each partner actually did talk, and used the language skill
Looser as your class gets the hang of it
Listen to the tone rather than use a timer
If there’s a good academic buzz, let it continue
When it drifts, do the signal
Check in as to what was discussed
Partners tell partners
Numbered heads report out

47. Signal
Make sure students know how you will get them to stop the conversation Audible or silent?

48. Chunks Measure the input Reading Visual Oral GLAD 10/2
Draw lines, mentally or physically, at sentences or paragraphs
Visual
Stop the video at key points
Oral
Plan your oral presentations to students with specific stop and talk points with questions
GLAD 10/2
no more than 10 minutes input, 2 minutes conversation

49. Frames Language skills are taught through practice
Language learners need to practice the skills with specific language at first
Post them somehow
Tents available at
27 versions
Download/modify for your own use
Frames match the lesson you’re teaching
You’ll have to make your own  Be creative!

50. Assessment Mill around with clipboard tallying skills heard
Conversation counter
Class-made rubric
Video your stars
Class analyzes the conversation
Record or video, make a transcript of linguistic structures
EL shadowing

51. Frequency How much is reasonable for your class?
Sample: Students engaged in academic conversation 2-3 days a week, 3-4 times per period
AC doesn’t fit every day for every activity. When does it work the best for you?

52. Where are you now and where do you need to go next with academic conversation?
With a partner, rank yourself on a 1-5 scale on each of the “tights”
Partners
Norms
Time
Signal
Specific directions for input and it’s chunked (content)
Specific directions for conversations including frames (language)

53. Where are you now and where do you need to go next with co-teaching?
We are going to determine the “tights”!
Designate a scribe; collect your list per table. it to

54. Next time March 10 Try out your observation tool. Modify, edit it.
Revisit your co-teaching goal and your next step. Bring back a story.
This will be awesome!!