Rock Hill School District 3

Rock Hill School District 3
Co-Teaching Getting Ready to Work Together Dr. Wendy Dover Balough Rock Hill School District 3 You will need the DVD or VHS of Power of 2 by Marilyn Friend. You can order it from NPR, Inc. at Handout page 24. Have then work in pairs/small groups. Read each scenario and answer each question. Debrief:

I’ve Been in Your Shoes… Co-Teaching: Where do we start?
Come up with an opening story that acknowledges how difficult this is, how little structure or direction co-teaching teams have been given, or a personal experience. Manhattan High School, Manhattan, KS several years ago, we decided to move to a co-teaching model – with little preparation and little planning – how hard could this be, right? Well, harder than we thought, yet more fun and more beneficial for the teachers and the students that we ever imagined. We learned a few things along the way, and I’m here today to pass along some of the “wisdom” that we developed – and some forms, some advice, and some stories. Some name you will hear will include Mrs. Curtin (7th grade social studies/geography teacher) and Coach Sallee (Applied Math and Algebra) and others. These are the brave souls who worked with me and you’ll get to hear from other co-teaching teams from my schools through videos that were made.

A Match Made Where? Co-teaching is really all about teaming. Whether you and your partner(s) Chose to work together (a love match), Schedules threw you together (marriage of convenience) Or were told you would work together (an arranged marriage), You are on the same team. Teams are made of individuals, and that’s what makes is SO very interesting! We come to co-teaching in a variety of ways. Research stated that the best way is with a sense of volunteerism, but most often, we didn’t volunteer – we were assigned or told. Working together effectively often means finding some common ground as a starting point. Regardless of how co-teaching teams came to be partnered, it’s important that some shared beliefs be discovered – as the foundation of the partnership. Let’s start by developing some lists to share. Group GenEd and SpEd together. Have them answer the questions (either separately, then combine) or all at once as a group. Top 3 for each. DO they match? Yes – aren’t you lucky! No – just the first example of differering perspectives. You will need to remember that you will not see things the same way – not a matter of one is right and one is wrong – just that you will have to build a “shared” vision or perspective on most things. Video Clip 4:45 minutes

Making a Good Match General Educators – Develop a “Dream List” that answers the question… “What would you like most from a special education co-teacher? Special Educators – What skills, abilities, and materials do you have to offer? (a dowry, so to say!) Have them write responses on a note card individually. I use one color for SpEds and a different color for GenEds. Give them about 1-2 minutes. Then, have them get up, move around and find some one with a different color card to trade answers with. If participants are attending in teaching teams, have the team members trade responses.

Getting Ready to Work Together Today’s Agenda
Introduction and Overview Models of Co-Teaching Just the Two of Us – a Partnership There are 6 Co-teaching Arrangements Sorting and Grouping Students Co-teaching Considerations Co-planning Parting Tips

There’s More Than One Way…
Collaborative Planning Systems of Information Sharing Consultation Resource Room/Pull-Out Support Coaching and Modeling Staff development Interventions and Strategies Peer Assisted Learning Cooperative Learning Problem Solving Instructional Assistants Differentiated Instruction Co-teaching Co-teaching is not the only way to “do inclusion”. In fact, as far as a research-based intervention, Co-teaching has been awarded a “yellow” or caution light. This doesn’t mean that it’s a poor intervention; it means that there is a lack of solid research that validates this model. The real problem seems to be that although co-teaching is widely used, it is not implemented correctly – that’s why we are here today – to see that you know what is best practices and how to implement it correctly.

So,Why Co-teach? It is one of the most popular models of inclusion… AND INCLUSION is really all about ACCESSING the general curriculum, right? You can combine so many inclusive strategies with co-teaching It’s just good instructional practice – if it’s done right! I mean, does it really make sense to give students access to the general curriculum by pulling them out and separating them… AND putting them in classes that work on a historical model of 1) teacher-driven curriculum decisions, and 2) providing curriculum from at least 3 different grade levels (middle school) or at most, 5 (elementary). At high school, there are no options for general curriculum outside of the general classroom! So, let’s do it right!

Benefits of Co-Teaching
Co-teaching has lots of advantages for lots of different “stakeholder” groups General education teacher Special education teacher Students with special needs Students without special needs Handout page 2 Page 2 of your handout. If there is not time – you and your partner should take the time to compare your differing perspectives regarding the benefits. What is important to YOU; YOUR CO-TEACHER; TO YOU AS A TEAM? If there is time - 2 groups – GenEd and Sped. Individuals read through your list and find what you consider to be the top benefit for you. If it’s not there, add a new one. Also, look at the other “adult” list and try to decide which one would be the first choice of that other group - 2 minutes – share with your group. Now, get in your teaching teams and share your answers with each other. In TEACHING TEAMS, find top benefit for GenEd students and SpEd students. Research shows that GenEd students like having 2 teachers best of all.

Key Components of Co-teaching
Defined roles and responsibilities Varied instructional arrangements Starting with a plan and commitment to ongoing co-planning Formal information sharing Administrative understanding and support Implementation of individual student accommodations and modifications (CURRICULAR modifications) If you have these things, you will be on the road to “doing it right”. Let’s continue by looking a little more closely at what co-teaching is and how co-teaching partnerships fit into the continuum of services of special education.

Intros and Overview Models of Co-Teaching Just the Two of Us – a Partnership There are 6 Co-teaching Arrangements Sorting and Grouping Students Co-teaching Considerations Co-planning Parting Tips We might want to term this “models of COLLABORATION. Co-teaching is part of a CONTINUUM of collaborative services

Greenville County Schools
Special Education Service Delivery General Classroom Services Pull-out Services and Support Separate Classroom Services It use to be so much easier. The continuum of services was pretty clean and simple. Places defined the services. The trouble was, the students got trapped in those rigid, narrow (and few) choices. The services sped teachers provide follow students to a number of placements and not specific to any one place – SpEd is a service, not a place! We used to look at inclusive services as services provided only in the generla classroom – the top of o the continuum. If the students were in the general classroom, we were “doing inclusion”. If we break this down into services, we actually have a variety of services that can be provided in a number of settings that all support access to the general curriculum. These services are either direct or indirect. Alternative Setting Homebound Practical Inclusion 11

Special Education Services
Greenville County Schools Special Education Services Indirect Consultation Problem Solving Sharing student information Planning Collaboration (providing ideas for modifications, accommodations, strategies) Coaching Behavior interventions Itinerant support to students Direct Co-teaching and Supported instruction Pull-out Resource Special Classroom or Setting Direct instruction Content Skill development Remedial instruction Acceleration Preteach/reteach Academic support Social skills Behavior We can define what we do with and for kids as direct and indirect service delivery. We found that those services do not really define where they are delivered. Practical Inclusion

Continuum of Inclusive Models LESS Support Intensive Consultation Supported Instruction Co-Teaching Resource/Pull-out This is on page 3 of your handout. I said this has gotten more complicated. The next complication come with the delivery of these services in a variety of settings. It’s not clean and simple anymore. We’ve developed a Continuum of Inclusive services that takes in individual need for levels of services across a variety of contents. Just because a student may need very intensive, small group instruction in reading, doesn’t always mean he needs it for math, or for behavior. Special Ed. is no longer and “all or none” proposition. One place (or one level of service) no longer works for differing individual needs. MORE Support Intensive Practical Inclusion

Models of Inclusive Services
Greenville County Schools Models of Inclusive Services Consultation Model Student support services personnel provide indirect, out-of-class support to general classroom staff or students. Consultation Model Planning Strategies Problem-solving Shared student information Shared program information Observations Coaching Resources and materials (Snell & Janney, 2000) SpEd teacher informs GenEd of student needs and monitors progress Needed accommodations are arranged by the GenEd teacher or the student SpEd teacher provides ongoing communication Practical Inclusion

Greenville County Schools Models of Inclusive Services Collaborative/ Classroom Support Model Student support services personnel provide direct in-class support to students as they participate in the general education classroom Classroom Support Model “Inclusive” Classroom Co-teaching Supported Instruction Modifications Instructional accommodations Curricular modifications Practical Inclusion

Difference Between Co-Teaching and Supported Instruction
Co-Teaching Workshop - Short Greenville County Schools Difference Between Co-Teaching and Supported Instruction Co-Teaching GenEd teacher and SpEd teacher plan together Regular and scheduled planning Both teachers come prepared Format for planning Shared Instruction Active engagement throughout instructional time Use of a definable instructional arrangement More of an equal partnership Supported Instruction Less planning or ongoing communication may be evident Special Ed. personnel obviously in assisting role General education has primary responsible for instruction and direction Teach and Support/Assist is prevailing instructional arrangement Less of an equal partnership Let’s take a moment to explain the difference. Lots of people are doing supported education and call it co-teaching. The difference is important for a number of reasons. If you aren’t planning together, you are not co-teaching! Over time, this causes problems between teachers – better suited for an assistant role! Make sure you and your teachers have the same understanding (and agreement) about what your partnership is supposed to be. It’s only wrong if you are working at cross purposes. Get on the same page! Practical Inclusion W. Balough, 2011 16 16

Greenville County Schools Models of Inclusive Services Pull-out Model Student support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom. - smaller groups - more intense or specialized instruction Pull-out Model Resource Class Academic support Academic enrichment and acceleration IEP skill development Self-contained Class Functional curriculum Curricular modifications GO NEXT Pull-out Resource: Supplemental Support - accommodations/ modifications, strategy instruction, and direct support of instructional activities associated with the general education classroom (Spinellli, 2002), and Individualized Support - IEP goals and individual student needs/skill development. The student’s IEP team may decide a separate setting is necessary for the student’s achievement and progress. Pull-out self-contained: USED to do all content instruction, including Science and Social Studies. Now, because of limited number of students who can take the SC ALT, we try to include these student in Science and Social Studies with curricular modifications (which we will talk about later. Special Education services and supports are provided in a separate setting/classroom by a special education teacher or therapist. Practical Inclusion

Continuum of Inclusive Models LESS Support Intensive Consultation Supported Instruction Co-Teaching Resource/Pull-out My hope is that you and your teacher partner(s) see that there are many options. What you ultimately do depends on the needs of the students you teach and not what you want to do or like to do best. I’m going to assume that if you here today, you are expected to develop some type of co-relationship that means spending time teaching in the same general classroom together. You and your co-teacher need to start with some basic co-teaching priorities – what this should and should not look like. Before I ask you to make some decisions, let’s look at the wisdom of the literature. MORE Support Intensive Practical Inclusion

Co-Teaching Workshop - Short
I Know What I Don’t Want! Turn taking One teaching while the other prepares instructional materials, corrects papers, works on the computer… One teaches and the other stands or sits by and watches One person always dictating what is taught or how it is taught The assignment of someone to just act as a tutor or assistant One who does not make the partnership a commitment or priority With all these choices, teaching partners can set some priorities W. Balough, 2011

Make the Partnership a Priority
Be there Be responsible Be on time Be prepared Be actively engaged Communicate

OUR Co-Teaching … IS IS NOT In the general classroom
A joint responsibility Coordinated instructional arrangements Ongoing communication Formal planning Proactive Dependent on joint co-planning IS NOT One doing all the directing Turn Taking A remedial class A plan to improve weak teaching skills Minimal communication Little/no formal planning Independent actions Reactive Here is what the literature says. Do you want to change what you’ve done? And turn it in – accountability. Administrators – make them accountable. Give then 2 minutes. Write on handout page 1 – Inclusion IS/IS NOT. Is there time to share?

Intros and Overview Models of Co-Teaching Just the Two of Us – a Partnership There are 6 Co-teaching Arrangements Sorting and Grouping Students Co-teaching Considerations Co-planning Parting Tips One of the priorities for a co-teaching partnership is understanding each one’s role and responsibilities.

Inclusion I do! YOU do! WE do!
The “Co” in Co-teaching means “collaborative” and synonyms for collaborative include joint, two-way, mutual, and shared. Roles and responsibilities or expectations in co-teaching partnerships need to be clearly defined so there is no “guessing” or “assuming” what the other person is/should be doing.

General Education Teacher Special Education Teacher
Job Titles May Help General Education Teacher Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Collaborator Co-Teacher Special Education Teacher Consultant Strategist Resource Specialist Coach Case Manager Collaborator Co-Teacher Handout page 4 You and your partner the second row – Overall Roles and Responsibilities – aloud. SpEd teacher reads the SpEd list and the GenEd teacher read the GenEd list. Maybe start by saying “I promise to…”. Are you OK with these? Any changes? Any to add? That’s what you can expect from each other. Now, let’s look at the wealth of info you each have and make sure we address how you are going to share all this info!

Overall Roles and Responsibilities
Handout Page 4 Each team read both lists Top 2 roles and responsibilities for each Any changes? Any to add?

Sharing Information – It’s VERY, VERY Important!
Greenville County Schools Sharing Information – It’s VERY, VERY Important! SPED Teacher has… Specific, individual student information Learning styles & strengths Specific IEP information Goals/objectives Modifications and accommodations Present level of performance FBA/BIP Student Profile GenEd Teacher has… Classroom info and expectations Instructional styles & preferences Grade level characteristics & expectations Learning and behavioral expectations Curriculum knowledge and understanding Classroom Profile The Profiles are just tools that can help structure informal conversations or be used to formally transmit information. Any other ways to use them? Practical Inclusion

One More “Partnership” Tidbit
Any problems with communication has to be… …the other person! Are we in sync? Skills: communication, collaboration, problem-solving, facilitating, empowering, coaching, listening, “our kids” not “my kids” If there is time, do E or I. If not, point out tips on page 7 for Working with Introverts/Extroverts. Set this as an expectation Working in a cold climate Story of RWES – took program people out of offices and make them share 1 classroom. Grade level teams/RTI team have to all meet in that room. Make sure ALL your SpEd teachers increase their communication and collaboration skills

Intros and Overview Models of Co-Teaching Just the Two of Us – a Partnership There are 6 Co-teaching Arrangements Sorting and Grouping Students Co-teaching Considerations Co-planning Parting Tips Knowing and using the SIX co-teaching arrangemenets is one of the hallmarks of co-teaching. Distinguishes it from supported instruction. Was asked if the training was different for co-teaching and supported instruction? No – even if you make the conscience decision to do supported instruction, everyone needs to know about the 6 and how to do them. If you are doing supported instruction, you need to know what you can grow toward, as well as the direction the co-teacher may get from the directing teacher – may want to do small group instruction, for example.

To “Do” Co-Teaching RIGHT…
You MUST plan for the use of varied instructional arrangements AND use them! You MUST do more than Teach and Support

VIDEO CLIP - Co-Teaching Arrangement Examples
One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist 27 minute clip One-page handout provides a definition of each of the 6 co-teaching arrangements, the 2-page handout provides a summary of much of the information from the video about each co-teaching arrangement. Encourage the workshop participants to make notes of information and ideas while watching. You are going to need to be able to describe each of the six, so it’s helpful to remember which one to associate with each of the video clips. You can make notes. I’ve included the expanded notes in your handout – pages 9-11. SHOW VIDEO Activity – can you describe each of the 6 arrangements?

Worth Talking About Which approach or approaches do you use most often? Which approach seems most appealing? How could you and your co-teacher apply these arrangement in your current partnership? Tag Team Teaching Ideas (handout) Groups of 6 – have them explain, in their own words, each of the six arrangements. The video should provide a great deal of useful images and ideas for co-teaching teams. This slide provides discussion points for the group or pair/shares to follow-up the clip. I’ve found that some people need MORE specifics, so the handout – Tag Team Teaching Ideas – is about as specific as you can get!

Practicing with Content Activities
Handout p Content Orientation (Question 1) What content subject area will you be co-teaching? In broad/general terms, what knowledge or skills is targeted by the general curriculum? What unit titles or topics will be covered during the first grading period? Handout p Briefly describe 3 class activities, assignments, or projects.

Practicing with Content Activities
Together, develop a way to use each of the instructional arrangements with the 3 activities, assignments, or projects. Provide 10 minutes. Group share.

Co-Teaching Arrangements: Got to Use All Six!
One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist 27 minute clip One-page handout provides a definition of each of the 6 co-teaching arrangements, the 2-page handout provides a summary of much of the information from the video about each co-teaching arrangement. Encourage the workshop participants to make notes of information and ideas while watching. You are going to need to be able to describe each of the six, so it’s helpful to remember which one to associate with each of the video clips. You can make notes. I’ve included the expanded notes in your handout – pages 9-11. SHOW VIDEO Activity – can you describe each of the 6 arrangements?

Intros and Overview Models of Co-Teaching Just the Two of Us – a Partnership There are 6 Co-teaching Arrangements Sorting and Grouping Students Co-teaching Considerations Co-planning Parting Tips

Scheduling Across Those Different Delivery Models LESS Support Intensive Consultation Supported Instruction Co-Teaching Resource/Pull-out So, how do you know which students will function best in a co-teaching/supported instructional setting or benefit from intensive pull-out services? We’ve developed a tool that helps us make some decisions. You can’t assume that all student needs will be met through an in-class model, just like you can’t assume that all needs would be met through everyone getting a pull-out/resource class period. Ever had students in your resource class who didn’t need to be there? How hard was it keeping them “busy”? MORE Support Intensive Practical Inclusion

Inclusion Schedule Planner
Handout pages 14-15 Best completed by the teacher with the most experience with the student We’ve use IEP present levels Best completed before working on the new schedule We’ve done it in October! The “values” on page 15 can be changed! These are only SUGGESTED

Once It’s Complete…(Murawski, 2010)
Greenville County Schools Once It’s Complete…(Murawski, 2010) List and count the number of students in each area (by grade) “dump” into EXCEL spreadsheet or make lists Develop “class lists” for consultative, co-taught, and resource/pull-out Watch the percentages as you develop the classes or place them in classes! Load up or spread out? 5. Make is a group project! We get subs for a day and have folks sort, group and define supports that are needed. Susan’s sheets 6 – My staff didn’t like the “weighting” and replaced it with “Behavior Plans” Practical Inclusion 38

Scheduling Options “Loaded Up” SpEd has fewer teachers/teams to support Requires more direct in-class support Need to add variety & flexibility by using direct support creatively Training and support concentrated to a smaller group Easier to administrate “Spread Out” SpEd has more teachers/ teams to support More resource intensive Planning & communication more difficult or complex creativity & flexibility a must from the start Requires more initial responsibility by GenEd teachers More equitably More complicated to administrate – multifaceted Practical Inclusion 39

Getting On Paper – Initial or Clarifying Planning
Co-Teaching Considerations Content Orientation Collaboration Plans Introductions Co-teaching Tasks and Responsibilities Substitute Plans Room Set-up Student Considerations Feedback Partner Activity I strongly suggest each individual team go through the 3 pages of the Co-Teaching Considerations and generate written responses. For accountability, the teams could be required to turn in a copy of the Co-Teaching Considerations OR summarize the information by completing and turning in a Co-Teaching Plan. Activity – with a partner (or two), read each item on the three sheets. Underline the most important question in each. 15 minutes. Report back to whole group/Write on an index card – If a team only had time to discuss 1 of these considerations, which one would you pick?

Intros and Overview Models of Co-Teaching Just the Two of Us – a Partnership There are 6 Co-teaching Arrangements Sorting and Grouping Students Co-teaching Considerations Co-planning Parting Tips Co-planning – look at the Sullivan Middle workshop. They were asked to create a co-planning document. May have a slide with this on it already

Co-Planning Without co-planning, it never gets past supported instruction Co-exist Communicate Coordinate Collaborate (problem-solve) Have to make time for it (p. 20) Must have procedures and a format The time for planning actually decreases if… I’ve heard all the reasons why you can’t plan – believe me! I know them all Practical Inclusion 43

Co-Planning IS Different!
Greenville County Schools Co-Planning IS Different! 3 Stages of Co-Planning Stage 1 GenEd Teacher plans prior to co-planning meeting Outline curricular content and related instructional activities Prepare Review Together and Develop Gen Ed Teacher Plans Practical Inclusion

Greenville County Schools Co-Planning IS Different! Stage 2 Both GenEd and SpEd teacher review curricular content and develop instructional activities Make judgments about the topics, content, and activities in relation to students Define changes to content, activities, student groupings, adult responsibilities Arranging the students Arranging the teachers/adults Prepare Review Together and Develop Gen Ed Teacher Plans Practical Inclusion

Greenville County Schools Co-Planning IS Different! Stage 3 Both teachers prepare Materials and resources for students that require significant changes Collects alternative materials Plans for implementation Prepare Review Together and Develop Gen Ed Teacher Plans Practical Inclusion

On-Going Co-Planning Can’t be done “on the fly”. Prepare and show up! Gen. Ed. – instructional plans and materials Special Ed. – target student names and special needs information Include requirements (standards, goals, etc.) Need a (visual) planning format Co-planning book Planning Ahead Form (p. 21) Practical Inclusion 47

Finally, Tips for Co-Teaching
Modification Basics (page 22) Be aware of the target students and consider individual IEP needs in planning Keep special needs student ratio about 1/3 to 1/4 Don’t always group the students with special needs together or seat them in one special spot Schedule consultation or joint planning time. Make sure all the adults are aware of who the target students are It’s helpful if general ed. teachers, special ed. teachers and administrators get the same training (or at least understanding) of inclusive classrooms and how they should operate. Schedule appropriate and joint planning time. Start with small meetings and grow. Everyone needs to brush up on basic communication and “people” skills DEFINE ROLES AND RESPONSIBILITIES of both teachers and put it in writing Take individual student needs/IEP requirements into consideration It’s best to keep student ratio about 1/3 to 1/4 students with special needs Know student modifications & learning styles to incorporate in lessons and lesson planning In small group instruction, don’t always group the students with special needs together or seat them in one special spot in the room

Finally, Tips for Inclusive Settings
Make sure both teachers have the same “understanding” of things Fill out these forms together! Brush up on basic communication and “people” skills Develop a “support group” Trouble shooting p. 23 Incorporate strategies and techniques that have a sound research base.

Finally, Tips for Inclusive Settings
WRITE DOWN roles and responsibilities Review your lists periodically Co-teaching priorities (is/is not) Co-teaching roles and responsibilities Co-teaching considerations a Make changes only at natural breaks, like the end of a semester

Review the Work Your Team Need to Do
Set co-teaching IS/IS NOT priorities Agree on overall role/responsibilities Share information Be able to explain 6 instructional arrangements Sort students by level of need Complete your co-teaching considerations Agree to a co-planning schedule and format

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