1. What Wikipedia Can’t Tell You About Co-Teaching
Presentation by: Wendy Pack

2. Objectives:
Participants will learn to efficiently plan co-taught lessons using co-teaching models.
Participants will learn to integrate specially designed instruction with co-teaching models.
Participants will learn how to equalize their roles as teachers within the classroom.

3. Gallery Walk

4. Old Vs. new Collaboration Co-Teaching Broad term for working together
“Style of Interaction”
Mutual goals with shared responsibility, shared resources, and shared accountability.
Specific type of collaboration
Special education service delivery option which involves two certified teachers
Partnership strategies in a general education setting

5. Planning for Success!

6. Marilyn’s planning model
Periodic face-to-face planning
Electronic Planning
On-the-spot planning

7. Periodic Face-to-face planning
Two Components:
Finding Common Planning Time
Structured Planning Protocol

8. Finding common planning time
Early planning during the summer
Compensated after-school planning
Alternative use of professional time
Use of substitute teachers

9. Structured planning time procedure
BEFORE THE MEETING – General education teacher gather key information about upcoming curriculum, projects and activities, and other core content and brings this material to the meeting.
DURING THE MEETING – Using student data, the co-teachers decide which approaches to use given the curriculum to address, how to group students, and which aspects of the instruction pose difficulties
AFTER THE MEETING – Special education teacher prepares the unique differentiated materials and strategies necessary for the instructions, and plans for meeting IEP goals within the curriculum.

10. Electronic planning Wikis
Social Learning Platforms (Google Docs, Edmodo)
and text messages
*Caution: Be sure to check the school district policy about using platforms such as Wiki and Social Learning Platforms. Set your wiki to private, and when using other platforms, it may be wise to only use student initials.

11. On-the-spot planning During warm-ups/bell ringer
Review and Predict Strategy (for co- teachers coming in during the period or reading block for instance)
Passing period
Instructional Videos

12. Student Involvement in Planning (Shipley)
Set clear expectations
Have an agenda
Give students a voice
Act using the student voice
PDSA (Plan, Do, Study, Act)

13. Plan, Do, Study, Act - realistic planning
Plan – Learning Targets
Ex. I can evaluate expressions with exponents.
Do - Agenda
Ex.
Bell work
Super Base Song
Practice Problems
Assessment
Act – Plus/Delta
Plus – Good activities, love cooperative learning, song helped me learn
Delta – More hands-on activities, more practice
Study – Assessment Scores
1st Period
A’s-8
B’s-5
C’s-4
D’s-0
F’s-2

14. Lesson Plan
PLAN DO
STUDY
ACT

15. Specially Designed Instruction

16. Implementation
“Specially Designed Instruction” (SDI) must be provided by a teacher who is certified in special education and thus “highly qualified” under IDEA, but can be reinforced by the general education teacher.
The special education teacher must take the partnership lead in the planning, designing, initial delivery, and monitoring of the SDI outlined in the student’s Individual Education Program (IEP).
The special education teacher should be reinforcing the content specialist as well.

17. The right to Specially designed instruction
IDEA 2004 clarified that that SDI was the right of students with disabilities.
SDI is not the same as differentiation or accommodations, it is what teachers must do to ensure students reach their goals.
This means…
Instruction directly connected to the IEP
Teaching in the domain in which the student has special needs
Changes in content, methodology or delivery of instruction
Ongoing monitoring of progress

18. SDI examples for Academics

19. Station Teaching
At a teacher led station, the teacher pre- teaches vocabulary for the next unit. The special educator uses brief videos for a group of students with special needs. He then focuses intentionally on essential words for the upcoming lesson. Vocabulary can be taught several different ways, from group to group.

20. Parallel Teaching
The Special Education teacher breaks a project down in multiple steps, aiding students in explicit discussion on each segment. Students follow teacher made checklists to complete each part of the assignment.

21. Alternative Teaching
While other student’s complete a warm- up activity, the special educator works with a group of students with and without disabilities to explain tone and theme. Students give various examples and when ready, return to the full class, prepared to be successful.

22. Sdi examples for behavior

23. Station Teaching
Co-teachers embed a station, led by the special educator, in which students write stories about getting frustrated and what they do to feel less frustration and deal with situations. When the student needing SDI comes to the station, the special educator, the group holds a discussion with questions specifically formed with strategies the student can use.

24. Teaming
A student has an IEP goal of obtaining metacognitive skills in order to monitor her attending behaviors. As part of the instruction, the teachers discuss metacognitive skills, and ask students to demonstrate. The student with behavior needs is asked to demonstrate and the special educator coaches her through the steps.

25. Sdi examples for social skills

26. Parallel Teaching
A student with ASD has trouble focusing on conversations other than his own interests. The teachers split the group in half and then partner them with discussion topics. The special educator coaches the student and uses a special pre-taught signal to stop off-topic conversation. When the students transition back to the large group, the teacher touches base with him to make sure he understood the need to “let go.”

27. Teaming
A student in elementary school has a social need of interacting with peers appropriately. The teachers decide to embed the social skill during co-taught lessons. While teaming, the teachers model being positive regarding each other. Then they ask the students to react to their behavior. They make sure the particular student is active in the exercise and then have the students do the same exercise in partners. The special educator can coach the student if she unsure of what to say.

28. Equalizing roles within the classroom

29. Refining the co-teacher relationship
It is less like a marriage and more like a business partnership
Each teacher brings knowledge and skill to the classroom.
Co-teachers create a classroom of acceptance

30. Communication is key Say what you mean without being mean Be proactive
Be professional
Leave your personal feelings at home
ALWAYS put what students need above your own needs
Go beyond

31. What do the students have to say?