1. Integrated Co-Teaching
Christa Young

2. Objectives Break down state regulations that define co-teaching
Be able to identify different models of co-teaching
Be able to plan collaboratively for co-teaching
roles
modifying lessons
assessment

3. NYS Regulations
Part (g) Integrated co-teaching means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students.
(2) School personnel include a special education teacher and general education teacher.
*remember SDI – we are going to come back to this

4. Roles
The general education teacher is the curriculum content specialist.
The special education teacher is the expert in the students’ Individualized Education Programs (IEP), their IEP goals, as well as knowing how to accommodate or modify the curriculum.
* Each teacher is responsible for his/her expected area of expertise – but the goal is to work together to plan, implement and assess student instruction.
*It is imperative that the two co- teachers know their own and each other’s responsibilities, to prevent miscommunication and to encourage thoroughness
“Two heads are better than one.”

5. Grading Classroom Culture Routines Planning Feedback Getting Started
Start with a collaborative mindset and making some key decisions together.
Grading- Who will grade, input, and analyze which assessments?
How and when will we share this information with one another?
When will we make plans to react to this information?
Who will be responsible for giving this feedback to the students and their families?
Classroom Culture
Do you prefer a more teacher-driven or communally-constructed classroom culture?
What are your discipline, management, and classroom culture styles?
What experiences have you had (positive and negative) with classroom culture previously? How will those experiences affect our work together as co-teachers?
How can I support you (and how can you support me) as we create a classroom culture that respects all learners and both teachers equally?
How can we ensure that we have a united front on all matters?
Routines
What routines and procedures will be used?
What routines and procedures will be consistent in our room regardless of the ICT model being used?
How will the students learn these routines?
Planning
When will we plan our lessons together? Let’s designate a daily or weekly time and place.
What routines will we need to set up to make collaborative planning possible?
How will we decide who will teach what, when, and where?
Feedback
How and when will we give each other constructive feedback?
In what ways do you prefer to get feedback?
What designated time will we set up to be able to discuss how our joint vision of classroom culture is progressing?
What designated time will we set up to be able to discuss what instructional decisions need to be re-thought?

6. The Six Models of Integrated Co-Teaching
There are six models of co-teaching – we are going to start with the models you should be employing the majority of the time to the least.

7. Station Teaching
Students are split up into small groups around the room. Some stations may be run by a teacher, some may be independent, and some may use technology. Each group rotates through each station.
About 40% of the time

8. when you want a smaller student-to-teacher ratio
When to Use This Model: 
when you want a smaller student-to-teacher ratio
when concepts need to be highly differentiated
Use this Model For:
Differentiating by learning preference (auditory, visual, kinesthetic)
Differentiating by math strategy preference (invented algorithms, base 10 blocks, tens/ones drawings, etc.)
Differentiating by reading level but keeping the content of the passage/article the same
Differentiating by math problem solving ability (one-step word problems; two-step word problems; mixed one- and two-step word problems)
Each group of students rotates through each station; however, not each group of students needs to do the same lesson or activity when they arrive at the same station.
Therefore, this is an excellent model to use when differentiating a lesson because you can present the same material to different kinds of learners as they rotate through, or to groups of students who learn at different paces.

9. The Structure
Students are grouped into 3 different groups – based on levels and work pace
minute Rotations – Independent Task, Remediation OR Extension, Daily Lesson, Independent Practice
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Low Group
Middle Group
High Group
Rotation 1
Independent Task
Remediation OR Extension (depending on needs)
Special Ed Teacher
Daily Lesson
General Education Teacher
Rotation 2
Supports with remediation
Special Education Teacher
General Ed Teacher
Independent practice of lesson material
Rotation 3
Independent Practice of lesson
Special Education Teacher monitoring and supporting as needed
Rotation 4
Extension

10. Parallel Teaching
Class is split; each teacher teaches his/her group separately (no rotating)
About 30% of the time

11. when you want a smaller groups
When to Use This Model: 
when you want a smaller groups
when there is a lot of information to cover to sustain rigor
Use this Model For:
Researching two contrasting viewpoints or sides of an event
Having a debate
Writing opposing persuasive letters
e.g., In support of and in opposition to having a soda ban
Researching different parts of the same project
e.g., One group researches a snake’s habitat, while the other group researches a snake’s diet
Differentiating based on reading levels but keeping the content consistent
Each group of students rotates through each station; however, not each group of students needs to do the same lesson or activity when they arrive at the same station.
Therefore, this is an excellent model to use when differentiating a lesson because you can present the same material to different kinds of learners as they rotate through, or to groups of students who learn at different paces.

12. The Structure
Students are grouped into 2 different groups – based on levels
Class can start as whole for mini- intro and conclude with mini- conclusion
The same content is being taught
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13. Alternative Teaching
One group receives tailored, differentiated instruction while most of the class receives whole-group instruction
30 % of the time

14. When to Use This Model: 
When you need a small group to receive a more intensive remediation/extension
Use this Model For:
Re-teaching a lesson
Pre-teaching a lesson or vocabulary
Skills assessment
Skills remediation
Extension beyond the expected level of mastery

15. The Structure Majority of class is in whole group
Small group 2-5 for intensive intervention/extension
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Rotate the members of the small group – use this not just for

16. One Teach One Assist
One teacher leads the whole class; the other teacher simultaneously supports pre-selected students.
Under 10% of the time –
During times the students need the least support –

17. Modeling a method or strategy with which only one teacher is familiar
When to Use This Model: 
When only one of the teachers feels comfortable with the curriculum (he/she may lead while the other teacher assists)
When specific students require individualized attention such that they will need one-on-one teacher support throughout the lesson
Use this Model For:
Introducing a new unit
Modeling a method or strategy with which only one teacher is familiar
Modeling a teaching technique for your co-teacher while he/she assists (especially appropriate at the beginning of the year)
Teaching something on the fly: it is simple and requires little preparation
A mini-lesson (so long as you alternate who leads the mini-lessons)
Each group of students rotates through each station; however, not each group of students needs to do the same lesson or activity when they arrive at the same station.
Therefore, this is an excellent model to use when differentiating a lesson because you can present the same material to different kinds of learners as they rotate through, or to groups of students who learn at different paces.

18. The Structure
Whole Group – when students need the least amount of support
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19. Teaming Both teachers co-lead the lesson.
Sparingly and specifically – this takes a long standing relationship and familiarity with your co-teacher

20. Making a chart – one is writing, one is calling on students
When to Use This Model: 
When students would benefit from having both teachers in the front of the room.
Use this Model For:
Making a chart – one is writing, one is calling on students
One teacher is reading a book aloud, while the other is calling on students and recording their answers on chart paper 
Co-leading a lesson, referencing a previously-made chart
-Teachers are seated on opposite sides of a small easel at the front of the room, positioned such that either teacher may, at any moment, point to the board between them 
Modeling metacognitive strategies
-One teacher can model while the other explains the strategy to the students
Modeling group or peer work, especially when teaching new protocols 
Modeling a debate
Each group of students rotates through each station; however, not each group of students needs to do the same lesson or activity when they arrive at the same station.
Therefore, this is an excellent model to use when differentiating a lesson because you can present the same material to different kinds of learners as they rotate through, or to groups of students who learn at different paces.

21. The Structure Whole group
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22. One teach, one observe
One teacher leads the whole class; the other teacher takes observational notes.
Sparingly and specifically – this is an opportunity to assess and slowly release your support and increase student independence.

23. When teachers need to collect data.
When to Use This Model: 
When teachers need to collect data.
Use this Model For:
Observe how students approach a specific task, lesson, or project
Take observational notes for a student’s upcoming Individualized Educational Program (IEP) meeting
Gather data for a child’s Behavior Intervention Plan (BIP) or Functional Behavior Assessment (FBA) (“One Teach, One Observe,” n.d.)
Gather data about student participation and/or interactions 
Each group of students rotates through each station; however, not each group of students needs to do the same lesson or activity when they arrive at the same station.
Therefore, this is an excellent model to use when differentiating a lesson because you can present the same material to different kinds of learners as they rotate through, or to groups of students who learn at different paces.

24. The Structure Whole Group
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25. SDI
Section (vv) Specially Designed Instruction means adapting, as appropriate to the needs of an eligible student under this Part, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability ; and ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.

26. Understanding The Hierarchy SDI
Specially Designed Instruction
Differentiated Instruction
Universal Design for Learning

27. Universal Design for Learning
Universal Design for Learning is what we do for ALL students – it includes recognizing that students learn in different ways and adjusting our representation, engagement, action and expression when we teach.

28. Think
Multiple Intelligences/ Learning Styles

29. Differentiated Instruction
Differentiated Instruction – is what we do for ALL students – it includes basing instruction on readiness, interests, and/or learner profiles by differentiating content, products and processes.

30. Think
Bloom’s Taxonomy WITH Multiple Intelligences

31. Specially Designed Instruction
Specially Designed Instruction– is what we do for Students with Disabilities to specifically meet their identified needs and work toward their goals. SDI incorporates UDL and DI but takes it one step further individualizing instruction (explicit instruction) to target the student’s learning needs and accommodating/ modifying instruction to help the student overcome their disability.

32. Incorporating SDI in Lesson plans
Where to I start?
The IEP – Effect of Student Needs, Management Section, PLP’s, and Goals
Planning Tools – SDI Summary Form, CCLS Lesson Plan, Lesson Plan Form