1. Co-Teaching Webinar 3: Evaluation Webinar
Introduce staff and state who is on the webinar.

2. PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.
OK. So let’s get started.
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

3. PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Although co-teaching is not the sole means by which to provide the least restrictive environment to a student, we do know that it is one way that a student can be in the general education setting within the least restrictive environment.

4. Essential Question of Co-Teaching
How is what co-teachers are doing together substantially different and better for kids than what each of them would do alone?
(Murawski & Spencer, 2011)
As we have been going through this training this year, we’ve continually showed you this slide and asked you this question:
“How is what co-teachers are doing in my school or district together substantively different and better for kids than what each of them would do alone?”
And if you cannot determine a marked difference, than co-teaching probably is not happening effectively within your district.
As we go through this webinar today, I suggest that you not only keep this in the back of your minds but you think about how various things you may observe in a co-taught classroom could be associated with evaluating not only co-teaching within your school or district but also how the various things you see could lead to rich and robust conversations that you could have with your teachers related to the teacher effectiveness model. We will come back to this slide at the end of today’s session.

5. Teacher Effectiveness System in Act 82
Student Performance – 50%
Building-level data – 15%
Teacher-specific data – 15%
Elective data – 20%
Pennsylvania’s Educator Effectiveness System requires that student growth as measured by the Pennsylvania Value Added Assessment System (PVAAS) be included as one of several measures included in teachers’ summative ratings. PDE has determined that this means all classroom teachers who design, deliver and assess instruction related to eligible content measured by the PSSA (grades 4-8) or Keystone Exams will receive a PVAAS Teacher Specific Score.
As administrators, we know that you are familiar with the teacher effectiveness system.
We know that student performance accounts for 50% of the evaluation.
Specifically, fifteen percent (15%) building-level data, including, but not limited to, all of the following:
Student performance on assessments.
Value-added assessment system data made available by the department.
Graduation rate as reported to the department.
Promotion rate.
Attendance rate as reported to the department.
Advanced placement course participation.
Scholastic aptitude test and preliminary scholastic aptitude test data.
Fifteen percent (15%) teacher-specific data, including, but not limited to, student achievement attributable to a specific teacher as measured by all of the following:
Progress in meeting the goals of student individualized education plans required under the Individuals With Disabilities Education Act (Public Law , 20 U.S.C. § 1400 et seq.).
Locally developed school district rubrics.
Twenty percent (20%) elective data, including measures of student achievement that are locally developed and selected by the school district from a list approved by the department and published in the Pennsylvania Bulletin by June 30 of each year, including, but not limited to, the following:
District-designed measures and examinations.
Nationally recognized standardized tests.
Industry certification examinations.
Student projects pursuant to local requirements.
Student portfolios pursuant to local requirements.
For more information, access

6. Attributions
PDE’s guidance will take co-teaching, team teaching, regrouping of students for content instruction, general education-special education co-teaching, and other unique approaches to delivering effective instruction to students into consideration when more than one teacher provides content specific instruction of eligible content as assessed by PSSA or Keystone exams.
In these circumstances, an LEA will need to reflect an accurate proportion of instruction that may be applicable to more than one PA certified teacher.
So as you also probably know, the LEA is permitted to split up these attributions if there are two teachers in a co-teaching classroom in which both teachers are planning the instruction of the assessed eligible content, providing the instruction of the assessed eligible content, AND assessing the effectiveness of the instruction of the assessed eligible content as measured by a PA state assessment. Since there may be more than one teacher planning, instructing and assessing the students, which is our expectation of co-teaching in its most effective terms, then those attributed scores can be manipulated to give each teacher a portion of the attribution.

7. Discussion
Who, in your school/district, is involved in assigning attributions in co-taught classes?
As an administrator, if you were to attribute 2 co-teachers as 90/10, what would you expect to observe when evaluating the teachers in that classroom?
As an administrator, if you were to attribute 2 co-teachers as 50/50, what would you expect to observe when evaluating the teachers in that classroom?
How is your LEA determining the percentage of instructional responsibility?
As said in the previous slide, an LEA will need to reflect an accurate proportion of instruction that may be applicable to more than one PA certified teacher. Let’s talk about what this might look like both generally and in your specific school
At this time, I am going to open up the microphones and whoever would like to answer the question, please just jump in.
Read each question individually and allow participants to response. Each question is animated on a mouse click.

8. Co-Teaching Involves . . . Co-Teaching Co-Planning Co-Instructing
Co-Assessing
Murawski and Dieker (authors of Leading the Co-Teaching Dance) believe that if co-planning, co-instructing and co-assessing are not taking place, then true co-teaching is not being done. It does not mean that good instruction is not happening. In fact, two teachers could be collaborating, teaming, communicating, consulting, monitoring, or supporting. But they are not truly co-teaching.
We discussed early on that co-teaching does not exist in its fullest capacity without co-planning, co-instructing and co-assessing. And when evaluating the effectiveness of a co-teaching program, these three areas should be considered and documentation will help determine how effective the co-teaching program is. So lets look at these three areas a little deeper in relationship to evaluating a co-teaching program.

9. Co-Planning Exchange knowledge of curriculum and students
Plan for smooth flow of instruction
Develop a silent communication system
Use planning protocols
It is first important to look at planning. And hopefully you’ve provided your co-teachers common planning time. And if you have, it is important to then look at how they are utilizing their co-planning time. Typically, the general education teacher brings deeper knowledge of content and shares that with the special education teacher. The special education teacher often has deeper knowledge about individual students and specially designed instruction.
It is also important for both teachers to present at different points in the lesson. Co planning allows for smooth flow of instruction and for each teacher’s role to be clearly identified throughout the lessons.
Co-teachers need to decide how to interject or “interrupt” in a lesson. They need a way to indicate if/when a particular student needs assistance.
Planning protocols can be used to keep the teachers focused on their task when co-planning. We shared various planning protocols/templates with you the last time that we met face-to-face.

10. Co-Instruction Use a variety of instructional practices
Post a structured agenda so teachers and students can focus on lesson objectives
Co-instruction is also crucial when looking at the co-teaching program you have in your school/district. While in a co-taught class, you should see evidence of:
Research-based academic and behavioral strategies
Co-planning
Effective lesson planning
Opportunities for all students to learn
Accommodations that have been made
Active engagement of students
An agenda is helpful for teachers and students to stay on track and know what is coming next. And again, we shared several example agendas with you when we last met face-to-face.

11. Co-Assessment Discuss common expectations for individual students
Use a variety of assessments
Divide grading assignments
Discuss grades assigned to individual students
And then finally co-assessment. Teachers should be asking themselves if students are struggling both answering and asking questions. Another reason for the need for common planning time is for the teachers to discuss and plan for how to assess individual students. Teachers need to develop common expectations for students. Both teachers should take responsibility for grading assignments. They should avoid splitting up the students based upon whether the students have an IEP or not.
Co-teachers should also periodically assess themselves and their roles and discuss this with their supervisor.

12. Program Evaluation Student outcomes Instructional setting
Parent response
School community response
As stated earlier on, there hasn’t been a lot of research on effectiveness of co-teaching because everyone defines co-teaching differently. In addition, co-teaching is not often implemented with true fidelity. So that makes it more difficult to find specific research-based data on the effectiveness of co-teaching.
However, when looking at your program, you still need to ensure that teachers have been provided appropriate training, use planning time effectively and deliver effective instruction. Student success should be evident. As an administrator, you should be providing an instructional environment in which teachers demonstrate mutual respect for each other and meet the needs of all of their students. Be sure that parents are aware of their child’s participation in a co-taught class.

13. Evaluating Co-Teaching
Ask for documents that demonstrate
Co-planning activities
Co-instruction
Co-assessment
So how is it that we can do these things to ensure our co-teaching program is meeting the needs of the students that we are serving? The next few slides are taken from the Hammill Institute on Disabilities.
Asking to see certain items prior to conducting a formal observation can be helpful. The following slides will help to identify how the teachers co-planned, will co-instruct and co-assess their students.

14. Co-Planning documentation
Lesson plans
Modified materials
Materials sent home
How do you know whether co-planning time is being used effectively and appropriately?
Lesson plans should demonstrate that both teachers had input into the instructional planning.
If teachers have co-planned before a lesson, any accommodations or modifications that are needed for individual students will be ready prior to the lesson.
Another area to look at is whether or not letters or materials that are sent home have both teachers names on them. Is there evidence of parity?
Time allocated to co-planning needs to be sacred, meaning that administrators should not pull a co-teacher out of a co-taught planning session in order to cover another teacher’s class or cover a duty.

15. Co-Instruction documentation
Data collected while teaching
Tiered lessons showing differentiated instruction
Class notes
How do you know whether co-instructing is truly taking place?
Is there documentation indicating data is collected while co-teaching? This documentation could include behavior data, homework, tardiness, social skills, participation in class, etc.
Lessons should be tiered to allow for differentiation.
Class notes might include any strategies that are taught or any modifications that have been made.

16. Co-Assessment documentation
Grade book
Accommodated assignments
Modified assignments
Description of how students are individually graded
How do you know whether co-assessment is happening and being used effectively and appropriately?
In grading, Is there evidence that both teachers have had involvement in grading? Do both teachers have access to the grade book?
Co-teachers should be able to provide copies of modified tests as well as examples of accommodations that have been provided.
Another area to look at is whether or not both teachers are responsible for calling parents when necessary?

17. What documentation do you collect to determine the following:
Co-Teaching
Co-Planning documentation
Co-Instructing documentation
Co-Assessing documentation
Open up the microphones and ask the question . . .

18. Observing Co-Teachers
Look for items during observation
Teachers working as a team
Classroom environment demonstrating parity
Both teachers in classroom the entire time
Both teachers assist students with and without disabilities
Smooth instruction demonstrating co-planning
Differentiated strategies and a variety of instructional approaches
Both teachers engage in appropriate behavior management techniques
Difficult to identify special education teacher from the general education teacher
Difficult to identify students with disabilities
While observing a co-taught class, this is a list of items to be looking for. Evidence of each of these indicate that the teachers have worked together to plan the lesson being taught.
Remember the last time that we were together, we shared an article with you entitled Observing Co-Teaching: What to ask for, look for and listen for (Handout F2-E).

19. Observing Co-Teachers
Listen for items before, during, or after observation
Co-teachers use language demonstrating collaboration and shared responsibility (we, our)
Teachers refer to students as “our students”
Questions are phrased that indicate all students are included
Student conversations demonstrate a sense of community among peers
Questions are asked at a variety of levels (basic recall to higher order thinking)
There are also things that can be heard during an observation. This is a list of several things to listen for.

20. A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Participating in a Professional Community
Growing and Developing Professionally
Showing Professionalism
Domain 3: Instruction
Communicating with Students
Using Questioning and Discussion
Techniques
Engaging Students in Learning
Using Assessment in Instruction
Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy
Demonstrating Knowledge of Students
Setting Instructional Outcomes
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Designing Student Assessments
Domain 2: The Classroom Environment
Creating an Environment of Respect and Rapport
Establishing a Culture for Learning
Managing Classroom Procedures
Managing Student Behavior
Organizing Physical Space
Off-stage
On-stage
This is where all of these things fit into the Danielson Framework.

21. Pull up document F2-F Co-Teaching Alignment to Danielson Framework.
Remember that we introduced this grid during our last face to face meeting. The purpose of this grid is to show administrators and/or teachers the connections that naturally occur with some of the co-teaching “look fors” that we just spoke of in relationship to the Danielson Framework.
Lets go through a few of these to see where you made the connections. For no, we will just focus on Domain 1.
Then complete the next 3 domains. Use blank grid to mark “X” where connections are made. Ensure participants that there are no “correct” answers for this.

22. Essential Question of Co-Teaching
How is what co-teachers are doing together substantially different and better for kids than what each of them would do alone?
(Murawski & Spencer, 2011)
So again, we should be asking ourselves . . .
“How is what co-teachers are doing in my school or district together substantively different and better for kids than what each of them would do alone.
And if you cannot determine a marked difference, than co-teaching probably is not happening effectively within your district.
How would you answer this question currently?

23. Upcoming PLC Sessions:
Next Face-to-Face Meeting:
Just as a reminder. Our very last session for this series is going to be _________________. We will not be breaking for lunch on this day so please make sure you bring snacks or feel free to use our vending machines.
This day will be when you present your 5 minute presentation to the group. Remember, your presentation could consist of something that you’ve implemented this year or something that you plan on implementing in the future regarding co-teaching. In addition, some of the other topics we are going to address are:
Incentives
How to document co-teaching in the IEP
Accommodations vs. Modifications
And Barriers to co-teaching

24. www.polleverywhere.com Barriers to Co-Teaching
We would like to get your input on what are you biggest barriers and challenges to co-teaching. The way we would like to do this is through a tool we used on the last webinar, PollEverywhere.
(use open-ended format)

25. Commonwealth of Pennsylvania
Contact Information
PaTTAN Harrisburg
(717)
(800) PA only
PaTTAN King of Prussia
(610)
(800)
PaTTAN Pittsburgh
(412)
(800) PA only
Commonwealth of Pennsylvania
Tom Wolf, Governor

26. References
Educator Effectiveness Systems in PA: Hammill Institute on Disabilities: Murawski, W. & Dieker, L. (2013). Leading the Co-Teaching Dance: Leadership Strategies to Enhance Team Outcomes. Arlington, VA: Council for Exceptional Children. Spencer, W.M. (2011). Collaborate, Communicate, and Differentiate!: How to Increase Student Learning in Today’s Diverse Schools. Corwin.