1. Crafting a Co-Teach Classroom

2. Goals and Objectives for Co-Teach Model
State Board Goal: All students will
achieve their full educational potential.
District Goal: Students' academic performance and achievement level will reflect excellence in learning and attainment of both high expectations and high standards.

3. Goals and Objectives for Co-Teach Model
Objective 23: Improve the academic
outcomes of students in special populations
(such as Limited English Proficient, gifted-
talented, and special education) by
strengthening the curricula designed to meet
their needs.
Activity 21: Improve special education students' programs and learning outcomes by implementing the district's plan of action for improvement (CAP) and by monitoring each campus's progress in providing the least-restrictive environment.

4. Inclusionary Models Co-Teaching Model In-Class Support Model
Modifications Only
Emphasize the differences between the three models.
Co-Teach Model: Support provided in the general education classroom with a general education teacher and a special education teacher.
In-Class Support Model: Support is provided in the general education classroom by either by a special education teacher or a special education paraprofessional. In-class support is a flexible model.
Modifications Only: Support from special education personnel is indirect.
Note to high school: Discuss the variations

5. Co-Teaching Models 1-Teach, 1-Observe 1-Teach, 1-Drift
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
There is research from different presenters and they all have different terminology. To remain consistent across the district, we will use these model names.
All models consist of collaborative planning and lesson development and delivery.
See Models in Packet.
Share Video at this point.

6. 1-Teach, 1-Observe Whole class One teacher instructing
One teacher pitching in or adding to

7. 1-Teach, 1 Drift
One group with one teacher providing direct instruction to students
One teacher monitoring with purpose, answering questions, prompting

8. Station Teaching Clear teaching responsibilities
Multiple groups/cooperative learning
Small group instruction with teachers
Groups working independently

9. Parallel Teaching Parallel teaching of two equally sized groups
Two teachers teaching the same content simultaneously with equal responsibilities

10. Alternative Teaching Full use of both professionals
Small group of students instructed apart from the whole group
Pre-teach, reteach and extension to meet individual needs

11. Team Teaching
Use of a variety of groupings and instructional arrangements
Instruction becomes a conversation, not turn-taking
Both teachers contribute in large group instruction and monitoring

12. Inclusionary Models Co-Teaching Model In-Class Support Model
Modifications Only
Review and regroup slide: We are discussing three models of inclusion. We have discussed Co-teach models, and now will address in-class support models.

13. In-Class Support Model
General Education Teacher/Special Education Teacher
General Education Teacher/Special Education Paraprofessional
Roles and Responsibilities
In class support provided by the Special Education Teacher can look very similar to some of the coteach models we have just discussed.

14. Inclusionary Models Co-Teaching Model In-Class Support Model
Modifications Only
Now we will discuss the final inclusionary model: Modifications only
Refer to ARD page 4 in handouts that deal with modifications.

15. Nuts and Bolts of Co-Teaching
Roles and Responsibilities
Routines and Procedures
Building Relationships
Explain that this is an overview to bring the group back to our discussion of the Co-Teaching models of inclusion.

16. Roles and Responsibilities
Curriculum and instruction
Assessment and grade reporting
Behavior management
See handout entitled: Teacher Roles and Responsibilities Worksheet.
Review worksheet together

17. Routines and Procedures
Daily routines
Classroom management procedures
Classroom organizational preferences
See handout entitled: Co-Teaching Routines/Procedures Discussion
Discuss worksheet.
Optional activity may be done at this time: Venn Diagram

18. Building Relationships
Individual beliefs and values
Personal and professional strengths and challenges
See handout entitled: Building Relationships Worksheet
Optional activities: Fruit activity(attached) or Colors activity (see staff development catalogue.)

19. Meeting the Challenges
Finding planning time for collaboration
Training
Yours, Mine, and Ours
Scheduling
Administrator as a Co-Teach Advocate
Explain that this is an overview of some of the challenges of Co-Teaching.

20. Time for Collaboration
Common planning times
Use of volunteers and substitutes
Before and after scheduled school planning with duty relief
Collaboration = Committee Involvement
Refer to handout regarding making time for collaboration.

21. Training Who should be involved? When should it occur?
What should be included?
Refer to training handout.

22. Yours, Mine and Ours
Effective Co-Teach classrooms create an atmosphere that models the target objective:
“Students will have a clear understanding that their teachers want them to be successful.”
Refer to handout entitled same.
Emphasize that this is what an administrator should see when they visit your classroom
Emphasize the “our” students expectation.

23. Scheduling Master Schedule Considerations ARD Schedule Considerations
Refer to scheduling handout.

24. Administrator as Co-Teach Advocate
Administrators are critical members of coteach team.
Administrators ensure that many details that contribute to coteaching success are in place.
Review Co-Teach Administrator Advocate handout
Refer to handout entitled: Co-Teach Administrator Advocate
Discuss the handout.