The Power of Two: Co-Teaching
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Workshop Goals: Knowledge about responsible inclusion…
Knowledge and skills for co-teaching…
Knowledge and skills for cooperative planning…
Knowledge and skills in instructional strategies for accommodating diversity…
Charts
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What is the Concept?
What I KNOW about: 9 9 9
What I WANT to know or WONDER about: ? ? ?
What have I LEARNED about‌
( ( ( Two-Way Interview KWL Strategy
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Inclusion is‌ Starting with a common vision.
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Inclusion is‌
Think-Pair-Share Consensus
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Inclusion is… A philosophy or belief system that represents a commitment that each student with a disability be educated in a neighborhood school and, when possible, in the class that the student would have attended had he/she not had a disability. IDEA 2004 does not use the word inclusion, however it does address what education for identified children should look like; • • • • •
“A philosophy about how students are educated – with same age peers as much as possible meaningful access to general education curriculum – not just a presence in the classroom accountability for results – minimal participation in alternative assessment, only for the most severe greater parental participation – two hats access by all students to resources – blending of funds and services to meet the needs of children
Inclusion is not: A person (inclusion teacher) A place (inclusion classroom) A thing (inclusion school)
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Adapted by Jim Gonzales from Nolet, McLaughlin, 2005
Curriculum Access Continuum Special Education & Related Services
Expanded Curricula Knowledge & Skills
General Curriculum No Accommodations or Modifications
Accommodations
Modifications
Alternate Achievement Standards 7 of 79
Are you ready for Inclusion?
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Are You Ready for Inclusion? A List of Things to Consider: It is likely that your school will continue to move toward including more students and staff members in the future. Below are a number of items which are critical for responsible inclusion to occur. How do you and your school measure up?
0
18
37
55
75
____Our school has a mission statement that expresses the belief that the professionals and other staff strive to meet the needs of ALL learners. ____A plan for creating an inclusive school addresses the needs of ALL students, not just the needs of students with identified disabilities. ____The school staff and teachers had opportunities to discuss their concerns about inclusion and steps have been taken to address these concerns. ____Planning for inclusion involved representation from all stakeholders involved: teachers, staff, students, parents, and other community members. ____Needed resources (human, curriculum and others) have been identified and accessed. ____Staff members have clarified the expectations for students with disabilities who will be integrated into classrooms? ____Staff have participated in ongoing professional development on inclusion. ____Shared planning time has been arranged for co-teaching partners. ____A pilot program has been implemented prior to full implementation. ____An evaluation plan has been designed to identify the effectiveness? ____Steps have been taken to ensure that ALL teachers will be rewarded for experimentation and innovation, even if efforts are sometimes not as successful as planned. ____Dates have been set for both starting and on-going discussions about the effectiveness. ____ALL teachers, even those who may not participate at first in teaching students who are integrated into classroom programs, clearly understand that inclusion can only exist as a school wide belief system. ____Students without disabilities have opportunities to learn about ALL types of diversity, including individuals with disabilities. ____Teachers and other staff members clearly identify benchmarks so that there are attainable goals to celebrate after 3 months, 6 months, 1 year, two years, three years, etc. 75 TOTAL
Value Line
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Characteristics of Responsible vs Irresponsible Inclusive Schooling Responsible Inclusion Student First The first priority is the extent to which the student with disabilities is making academic and/or social progress in the general education classroom. Ongoing assessment, monitoring, and placement consideration is critical to success. Teachers choose to participate in inclusive classrooms *When inclusion models are new, it is best to start with teachers who are willing to participate and eager to share successes of the new initiative with colleagues. After the program is established and grounded in best practice, all teachers should have an opportunity to participate as the needs of the students dictate. Adequate resources are considered and provided for inclusive classrooms Personnel understand that for inclusion to be successful, considerable resources, related to both personnel and material, are required to develop and maintain effective inclusive classrooms. Models are developed and implemented at the school-based level School-site personnel develop inclusive models that are implemented and evaluated to meet the needs of student s and families in their community. A continuum of services is maintained A range of education programs are available to meet the needs of students with learning disabilities. It is not expected that the needs of all students will be met with full-time placement in the general education classroom. Service delivery model is evaluated on an ongoing basis The success of the service delivery model is considered and fine-tuned in light of the nature of the students with learning disabilities and with consideration for the extent to which it meets their academic and social needs. Ongoing professional development Personnel realize that for teachers and others to be effective at inclusion, ongoing professional development at the school-site level is required. Teachers and other key personnel discuss and develop their own philosophy on inclusion This philosophy on inclusion guides practice at the school and sets a tone of acceptance for all students. Curricula and instruction that meet the needs of all students are developed and refined Successful inclusion provides for curricula and instructional practices that meet the needs of all students. *italics represent changes to the original text of the document
Irresponsible Inclusion Place First Students’ academic and social progress is second to the location in which their education occurs. If the student is in the general education classroom, there is little else to consider because place is the foremost consideration. Teachers are mandated to participate in inclusive classrooms from the beginning* Teachers are mandated to participate from the beginning and feel no opportunity to provide feedback about the extent to which their skills will allow them to be successful in general education classrooms. Resources are not considered prior to the establishment of inclusive classrooms The inclusion model does not initially consider that additional resources are needed, and inclusive classrooms are established with little consideration of the personnel and physical resources required. School district, state, and /or federal directives provide the guidelines for inclusion School-based models are mandated at the district and/or state level, and keep personnel in the school and community are rarely engaged in the development of the model. Full inclusion is the only service delivery model All students are placed in general education classrooms full time, regardless of their needs or their successes. Service delivery model is established and implemented If problems occur, personnel are blamed rather that the model being evaluated to determine its effectiveness. Professional development not part of the model Teachers and other individuals are not provided adequate time or opportunity to improve their skills and/or increase their knowledge about effectively meeting the needs of students with learning disabilities. A school philosophy on inclusion is not developed Several teachers in the school may participate and understand inclusion, but it is not part of the school philosophy as a whole. Curricula and instruction that meet the needs of all students are not considered The success of average and high achieving students if of little interest as long as students with learning disabilities are included in general education classrooms. Specialized curricula and instruction for students with learning disabilities are not considered.
Adapted from: Vaughn. S., & Schumm. J. (1995). Responsible inclusion for students with learning disabilities. Journal of Learning Disabilities. 29(5). 254-270 290
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Student Centered Planning
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Develop a Common Vocabulary! Interventions •
•
•
Instructional Strategy – Strategies for strengthening processes for learning – Does NOT change the content of instruction. Accommodation – a change in teaching or learning strategies based on the specific needs of a student with a disability (e.g., oral testing, highlighted textbooks, short answer tests) (strategy to bypass a process) – Does NOT change the content of instruction.
Modification – a change in the curriculum of a course (e.g., eliminating one or more of the TEKS or changing the grade level of certain TEKS) – Changes the content of instruction
Interventions Instructional Strategy Strengthen • Link material to previous learning • Chunking • Mnemonics
Answers the question; How to teach?
Accommodation By-pass • Copy of notes • Recorded text • Highlighted text • Shortened assignment
Modification Change • Reduce the number of TEKS to be mastered • Off grade level instruction
Answers the question; What to teach?
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INSTRUCTIONAL MODIFICATIONS/SUPPORTS DETERMINED BY ARD COMMITTEE Student
ID #
Campus
Duration of services
to (M / D / Yr) (M / D / Yr) Student receives specialized instructional methods through speech therap Student receives specialized instructional methods through special educatio Special Language Program BIP (Behavior Intervention Plan GENERAL EDUCATION SETTING The ARD committee has determined that the following modifications are needed for the student to advance appropriately toward attaining an goals in the general classroom, to be involved and progress in the general curriculum, to participate in extracurricular and other nonacade activities, and to be educated and participate with other disabled and non-disabled childre
IS = Instructional Strategy A = Accommodation M = Modification
ALTER ASSIGNMENTS BY PROVIDING: Reduced assignments Exemption from reading before peers Extra time for completing assignments Opportunity to respond orally Emphasis on major points Provide correctly completed examples Special projects in lieu of assignments or alternate assignment Grading based on participation/social skill acquisition Exemption from final/semester tests
ADAPT INSTRUCTION BY PROVIDING: Specialized curriculum Opportunity to leave class for specialized assistanc Math problem-solving read orally to student Short instructions (1 or 2 steps) Opportunity to repeat and explain instruction Extra time for oral responses No/reduced penalty for spelling/grammatical error Assignment notebooks/trackers Visual aids (pictures, flash cards, etc.) Consider effort/participation as part of grade Study sheets/preview/summaries Oral exams (questions given orally / student responds orally) Open book exams/exam taken with study sheet Use multiple choice tests, limiting answer choices to (#) Tests given by special education teacher Essay questions not graded/credit for oral responses Frequent and immediate feedback Encouragement for classroom participation Peer tutoring/paired working arrangement Teacher check for understanding Directions given in a variety of ways/simplified vocabulary Seat near the teacher for instructional purposes Study carrel for independent work Support for general education teacher (provided by Special Ed. Staff) Use of highlighter
ARD7
Revised 6/24/2009
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Scaffolding • A scaffold is a temporary support used to assist a learner during initial learning. • Provided by the teacher to help students bridge the gap between current abilities and the goal.
Example: Reduced Answer Choices
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Models of Support for Special Needs Students and Instructional Practices External Support Support materials prepared prior to instructional delivery. The need for these materials is identified through the IEP process and collaborative planning between the general education teacher and special populations personnel.
In-Class Support Co-Teacher: a formal, year-long commitment between general education teacher and special populations teachers to jointly plan, deliver, and assess instruction for all students in the general education classroom. (Who? Certified and /or licensed personnel) Support Facilitator: an individual who provides a variety of supports, either to students and/or to the general education teacher, that meets the needs identified through collaborative planning. (Who? Certified—special populations teachers, licensed personnel, such as OT, PT, speech, etc., paraprofessionals)
Instructional modifications, accommodations, strategies and/or curricular adaptations are prepared in advance of instruction. Can be prepared by both general and special populations personnel (or as an assigned responsibility to special populations personnel.)
Peers: a student in the general education classroom who assists with physical, social, or classroom needs and who may also provide instructional tutoring. (Cross age tutoring is also an option.) Instructional modifications, accommodations, strategies and/or curricular adaptations are delivered in the general education classroom by general education teachers and/or special populations personnel that should: • Benefit all students (when possible); and, • Respond to the unique needs of the special needs students.
Adapted from Stetson and Associates, 1996
Specialized Support Specialized Support Provider: an individual who provides focused services to student who require support to address one or more learner objectives in a setting other than the general education classroom for a period of the school day. The decision is reached through an analysis of individual student needs and not on the basis of labels or traditional settings (such as content mastery, resource, or self-contained). (Who? Certified personnel, licensed personnel, and paraprofessionals.)
Instructional Modifications, accommodations, strategies and/or curricular adaptations are prepared and delivered in a specialized learning environment. Examples include: diagnostic reading/math programs, community-based instruction, specialized counseling.
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In-class Support Options Peer Assistants Assistant: • Informal assistance with physical, social or classroom management needs Tutors: • Formal, prepared, instructional tutoring following teacher direction.
Assistant: • Minimal level of responsibility Tutors: • Must attend training, evaluate student responses for instruction, follow guidelines set by teacher. (Tutors have no grading responsibilities). Assistant: • 1-1 Tutors • 1-1 to 1-7 • Options include within-class, cross-age, and reverse role tutoring Adapted from Stetson and Associates, 1996
Support Facilitator
Formal Co-Teaching
Planning; Materials Preparation; Training; In-class support to students and teachers, • Supervision of paraprofessionals; • Time in class will vary; • Meeting/conferences.
A daily, year-long commitment to a general education and special population teacher partnership for instructional design and delivery.
• Jointly plans instruction; • Delivery of support determined by students’ and/or general educators’ need for assistance.
Jointly responsible for: • Instruction; • Planning; • Behavior management; • Grading • Conferences.
• Maintain natural proportion (812%)
• Up to 1/3 of class may be students with special needs. • No more than 3 partnerships for each professional.
• • • •
(2 certified professionals)
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Levels of Support
Low This support is always available but not needed on a regular basis by the student. The student would be able to function in the environment without the support, just not as successfully.
Medium This level of support is necessary on a regular basis in order for the student to be successful or to learn in the environment.
High High levels of support are generally intrusive in nature. The support is absolutely necessary for the student to learn and must be provided consistently. The student could not function in the environment without the support.
Adapted from a presentation at Inclusion Works LR Consulting
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Analysis of Performance of Students with Disabilities Subject
Assessment/Instructional Support Regular Assessment Last
First
Gr
Disability
TAKS
TAKS-A
Alternate Assessment
Support Needs Monitor
Co-Teach
Support Facilitator
Pull-Out
TAKS-M
TAKS-ALT
Levels of Support: Low: This support is always available but not needed on a regular basis by the student. The student would be able to function in the environment without the support, just not as successfully. Medium: This level of support is necessary on a regular basis in order for the student to be successful or to learn in the environment. High: High levels of support are generally intrusive in nature. The support is absolutely necessary for the student to learn and must be provided consistently. The student could not function in the environment without the support.
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CASE STUDIES Colin Colin hates school. When called on he can never come up with an answer so he says, “I don’t know.” He is a great writer but his trouble with spelling slows him down. He understands math concepts but has not mastered the math facts which also slow him down. Colin has great graphic design skills and is good with his hands. He has poor communication skills.
Chelsea Chelsea is a well liked student. She has a positive attitude. She is confused by textbooks and struggles in all subjects. She loves hands on science and math activities but avoids writing and discussions. Directions are confusing. She is a strong oral reader but unable to find the main idea and struggles with summarizing and making inferences.
Carlos Carlos is from Ecuador and has been in U.S. schools for four years. Carlos is active in class discussions and activities. He can watch and learn faster than most other students. Carlos has many friends and often makes himself the center of attention. A natural leader, Carlos struggles with written work. When reading independently, his comprehension drops. Carlos exhibits a good grasp of math facts, but has difficulty with application and problem solving. His favorite subject is Science.
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ADVANTAGES IN THE CO-TEACHING PARTNERSHIP Advantages for the Regular Ed. Teacher
Advantages for the Special Ed. Teacher
• Special ed. teacher knows what is going on in the regular ed. classroom • Background information on special ed. students is provided • Special ed. teacher has specific skills to meet individual student learning styles • Awareness of different successful teaching strategies • More time to share learning strategies • Opportunity to become better equipped to help special ed. students • Assistance to non-identified students who need more • More time to focus on content and less on individual problems • Special ed. teacher’s feedback on content presentation • Special ed. teacher’s coordination and support for home/school partnership • Student peer pressure for acceptable behavior • Negative behaviors decreased • Twice as much opportunity for teacher assistance • Special ed teacher monitors organizational skills and student efforts • Greater personal satisfaction for special ed. and regular ed. teachers • Professional growth…greater satisfaction • Free to go to the bathroom
• • • • • • • • • • •
• • •
Advantages for the Special Ed. Student • • • • •
Advantages for the Regular Ed. Student • Strong emphasis on learning skills, organization, and preparedness • Opportunities for leadership through peer tutoring • More contact time with teachers for school and personal issues • Enhanced sense of responsibility • Diverse learning techniques available • Better understanding of students with different abilities • Improved self-esteem • Unique learning needs met to the greatest extent possible • More productive learning experiences • More time spent working cooperatively, acquiring new knowledge, and learning more about ways individual can make positive contributions
Time effective Needn’t be a content area expert More opportunities to use specialized skills Knowing daily expectation of the regular ed. teacher Exposure to “normalcy” – goals become more realistic because of exposure to regular ed. students Improved student behaviors More positive feedback from parents Rewards of seeing students succeed and establish credibility among their peers More pleasant teacher/student relationship Another adult to give support in meeting IEP goals Ability to spend more time and energy helping students develop motivation, effort, and responsibility for their own learning Moral support for a colleague Mutual learning and appreciation for each other’s expertise Professional growth…greater personal satisfaction
• • • • • • • • •
Like school more Improved self-esteem Improved citizenship Opportunity to grow and learn in the least restrictive environment Opportunity to become contributing member of the regular ed. population Strong emphasis on learning skills, organization, and preparedness More opportunities for reinforcement of classwork when it is presented Exposure to student with appropriate behaviors and successful learning skills More contact time with teachers for school and personal issues Enhanced sense of responsibility Less fear of failure due to experience of success (sometimes forced success) Practice in setting realistic goals Better grades/mire meaningful feedback Realization that effort is recognized
Adapted from: The Inclusion Facilitator by Wendy Dover The MASTER Teacher, Inc. 1994
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General Intervention Support Team Student Background Information Section I: General Information Today’s Date:
Section II: Learning Style and Strengths Student’s Learning Style:
Person Referring: Student’s Strengths: Student: Grade: Birthdate:
Section III: Areas of Concern What is your main concern for this student?
Define your concern with using specific data: (Example: Student fails to follow teacher instruction 50% of the time; Student has turned in 4 out of 15 homework assignments this grading period, etc.)
How often does this occur?
Are there specific classes or times where this concern is more of an issue?
Are there specific classes or times where this concern is less of an issue?
Section IV: Desired Outcome What would you like the student to do that he/she does not currently do? What is your goal for this student?
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Section V: Interventions Used (Current and Previous Year) Accommodations
Dates Began/Ended
Describe Degree of Effectiveness
What you learned about the student
Instructional Strategies
Dates Began/Ended
Describe Degree of Effectiveness
What you learned about the student
Section VI: School History Number of schools attended within last three years:
Previous Referral(s) to GIST? Yes If yes, date/result:
No
Attendance History: Has the student been retained? If yes, what grade? Currently receiving Title I: Counseling: Bilingual/ESL:
following services: Yes No Yes No Yes No
Previous Full and Individual Evaluation (FIE)? Yes If yes, date/result:
No
Others:
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Section IX: Student Information for English Language Learners Home Language Survey: English Spanish Other:
Years of schooling in home language: Years of U.S. schooling:
Entry date:
Is he/she a LEP Parent Denial student? Yes No If yes, indicate date:
Was student formerly identified as Limited English Proficient (LEP)? Yes No If yes, indicate exit date:
Is he/she a currently monitored LEP student? If yes, monitoring year?
Yes
Enrolled in language Current Year: Previous Year: Two Years Prior:
Language of Instruction: Current Year: English Spanish Previous Year: English Spanish Two Years Prior: English Spanish
program: Bilingual Bilingual Bilingual
ESL ESL ESL
No Year 1
Year 2
Language Proficiency Test Used:
Level:
Texas Observation Protocol Level: Current Year: Beginner Intermediate Previous Year: Beginner Intermediate
Advanced Advanced
Advanced High Advanced High
RPTE Level: Current Year: Previous Year:
Advanced Advanced
Advanced High Advanced High
Beginner Beginner
Intermediate Intermediate
Other: Other: Other:
Section X: Assessment Information Current Grades Subject
Grade
Instructional Levels Instrument(s): Reading: Math: Other:
TAKS Scores (if available) Current Year: _______ Reading Math Writing Previous Year: _______ Reading Math Writing Test Administered in: English Spanish
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Section VII: Health Information Date
Results
Yes
No
Vision Screening: Hearing Screening: Health History/Concerns: Any Medications? If yes, please list:
Section VIII: Family Information Have the parents/guardian been informed that their child has been referred to GIST? Yes No What are their concerns? Does the student have support at home with homework?
Yes
No
Has the student experienced any major life events that may affect his/her learning? Yes No If yes, please explain:
Section XI: Other Relevant Information
Section XII: Miscellaneous
Attach copies of relevant data. This may include:
Who should be invited to the initial GIST meeting?
□ CBM Results □ Work Samples □ Other: __________________
Received by GIST Team Member on ___________ (Date) GIST Meeting scheduled for _______________ (Date)
Notes/Comments:
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School Name
Student Name: Grade: Parent/Guardian: Folder Teacher: Classroom Teacher: Skills addressed in this class:
Student Profile
Phone:
Areas of strength/interest:
Successful learning strategies/modifications/accommodations needed:
Communication Strategies:
Positive behavior support strategies:
Grading and assessment accommodations:
Important family/health information:
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Student Interest Inventory Name:
Date:
1. What is your favorite activity or subject in school? Why? 2. What is your least favorite? Why? 3. What are your “best” subjects and what makes them easy for you? 4. What subjects are difficult for you and what makes them challenging? 5. What subject makes you think and work the hardest? 6. Rate the following topics according to your interests.
(1 = very interested, 2 = somewhat interested, 3 = not interested Dance
Music
Drama
Sports
Writing
Math
Computers
Science
Social Studies
Business
World Languages
Politics / Law
7. What are your favorite games or sports? 8. If you could learn about anything you wanted to, what would you choose to spend time learning? 9. What are three things you like to do when you have free time? 10. What clubs, groups, teams, or organizations do you belong to? 11. Have you ever taught yourself to do something without the help of another person? If so, what? 12. If you were going to start a book club, what kinds of books would your club read? 13. If people were to come to you for information about something you know a lot about, what would the topic be? 14. If you could plan a field trip for learning, where would you go? Why? 15. What things have you collected in the past, or currently have a collection of? 16. When you’re using the computer, are you usually playing games, doing homework, doing research, visiting web sites, visiting chat rooms, shopping, using e-mail, programming, or another activity? Adapted from: Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 by Diane Heacox - - Free Spirit Publishing
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17. If you could interview an expert on any subject, what subject would you like to talk about? 18. If you could interview one significant person from the present or one from the past, who would you interview? Why? 19. What careers are you currently interested in? 20. In School, I prefer to work with: Alone
21. In school, I learn best: Alone
With one other person
In a small group
In a large group
With one other person
In a small group
In a large group
22. What helps you learn (ex: lecture, writing, visual images)? 23. What makes learning more difficult for you (ex: lecture, writing, visual images)? 24. Think of a teacher that you thought was really great. What made that teacher great? 25. What past school assignment or project are you proudest of? Why? 26. What project done outside of school are you proudest of? Why? 27. What else would you like for me to know about you as a learner?
Adapted from: Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 by Diane Heacox - - Free Spirit Publishing
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Individual Student Profile
Student Name:
Why has this student qualified for special education?
What is their specific disability?
What are their strengths and interests?
How may the student’s disability hinder academic progress in my content area?
In which area(s) is the student receiving specialized instructional support? Are they making progress?
What was their previous instructional setting(s)? Were they successful, why or why not?
Which accommodations are necessary for them to be successful? Are they still necessary?
How has the student performed on previous statewide assessments & district benchmarks?
Who do I turn to for assistance?
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Essential Components of Co-Teaching 1.Shared System of Beliefs 2.Prerequisite Skills
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Prerequisite Skills What are the essential skills that each person should bring to the co-teaching partnership? PERSONAL SKILLS • • • • •
Open Flexible Willingness to let go of control Equal input Communication and cooperation skills
PEDAGOGICAL SKILLS • • • •
Respecting students Problem-solving Flexibility Student-centered classroom
DISCIPLINE SPECIFIC • Content expertise • strategies
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Agenda for Cooperative Teaching Discussion: Getting to Know One Another Philosophy/beliefs/attitudes about teaching and learning • Fairness • Discipline • The purpose of schooling • About children with disabilities • Comfort level with individuals with disabilities • Inclusion Theoretical orientation toward teaching • Educational approaches knowledgeable about (e.g. behavioral, constructivist, direct instruction, etc.) • Educational approaches most comfortable using Preferred classroom procedures Procedures for… • Managing behavior • Work completion • Class participation • Material management • Grading • Homework • “helping” students • Transitions • Parent communication
Talk About Think About
Procedural considerations for cooperative teaching Scheduling cooperative teaching • Frequency • Duration Teaching roles and responsibilities including… • Content presentation • Developing supplemental learning activities • Material accommodations/modifications • Developing study guides/graphic organizers • Complementing instruction with strategies • Other Ongoing planning for cooperative teaching Instructional considerations • Curricular focus • Scope and sequence of instruction • Pacing of instruction • Instructional delivery options Evaluation considerations • How will you know if the program is successful? • What will you measure?
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Essential Components of Co-Teaching 3. Collaboration
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Characteristics of Collaboration DEFINITION
Collaboration is a style for interaction between co-equal parties voluntarily engaged in shared decision-making as they work toward a common goal.
DEFINING CHARACTERISTICS • Style/Approach As a style or an approach to interaction, collaboration can only exist when attached to a process or activity such as problem solving or planning. • Voluntary Collaborative relationships are entered into freely and exist by choice. • Parity In collaboration, each participant’s contribution is equally valued and participants have equal power in decision-making. • Mutual problem/goal Collaboration occurs in response to a goal, problem, or need that is jointly shared by the participants. They must share at least one specific goal although they may individually hold many different goals. • Shared responsibility Participants in a collaborative activity share responsibility for participating in the activity and in the decision-making that it entails. • Shared accountability Participants in a collaborative activity have equal accountability for the outcome of that activity. • Shared resources Participants in a collaborative activity share material and human resources.
EMERGENT CHARACTERISTICS
Certain characteristics both contribute to and emerge from effective collaborative relationships. These include beliefs and values that support collaboration, mutual trust, mutual respect, and establishment of a sense of community. From Friend, M.,& Cook, L. (2003). Interactions: Collaboration skills for school professionals (4th edition). Boston: Allyn and Bacon. 33 of 79
Gifts I bring…
Prior to working together think, write, and share about the prompts below.
Gifts I bring are…
Situations I find stressful are…
Skills I need to learn are…
My emerging skills are…
Supports I need are…
Supports I can provide are…
Adapted from: DeBoer, A. L. and S. L. Fister (1995). Working Together: Tools for collaborative teaching. Colorado, Sopris West. 34 of 79
Essential Components of Co-Teaching 4. Classroom Practice
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Co-Teaching Approaches Approach
Advantages
Cautions
Application
1 Teach 1 Observe
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
1 Teach 1 Assist
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Revisiting the Co-Taught Classroom Instructional Issues • Expectations for Students • Routines • Discipline • Grading Practical Matters • Space • Noise • Chores • Confidentiality Planning Time • Use periodic planning • Prioritize time together o Be prepared for the meeting o Discuss instruction first o Do what you say you are going to do!
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6 APPROACHES TO COOPERATIVE TEACHING One Teach, One Observe One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, the teachers should decide in advance what types of information are to be gathered during the observation and should agree on a system for gathering the data. Afterward, the teachers should analyze the information together. When to use: -When questions arise about students -In new co-teaching situations -When teachers want to check student progress -When teachers want to compare target students to others in class Amount of Planning: LOW
Station Teaching In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third “station� could require that students work independently. When to use: -When content is complex but not hierarchical -When part of planned instruction is review -When several topics comprise instruction Amount of Planning: MEDIUM
Parallel Teaching On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both teaching the same information, but they divide the class group and do so simultaneously. When to use: -When lower adult-student ratio is needed -For activities such as drill and practice, re-teaching and test review. Amount of Planning: MEDIUM
Alternative Teaching In most class groups, several students fail to master a concept as it is presented. This co-teaching approach is designed to allow re-teaching to such groups of students. In it, one teacher works with a small group needing re-teaching while the other provides alternative activities for the rest of the class. However, to be most effective this approach is also used to provide enrichment, teach social skills, pre-teach academic content, and so on. When to use: -When the range of student mastery is great -When extremely high levels of mastery are expected for all students -When enrichment is desired Amount of Planning: MEDIUM 38 of 79
Team Teaching In team teaching, both teachers are delivering the same instruction at the same time. One may model while the other speaks, one may demonstrate while the other explains, the teachers may role play, or they may take turns delivering the instruction. When to use: -When two heads are better than one -In co-teaching situations in which the teachers have considerable experience -When a goal of instruction is to demonstrate some type of interaction to students Amount of Planning: HIGH
One Teach, One Assist In some cases, the most effective use of two adults in one classroom is to have one person keep primary responsibility for teaching while the other circulates through the room providing unobtrusive assistance to students as needed. When to use: -When the lesson lends itself to delivered by one teacher -When one teacher has expertise for the particular lesson while the other does not -In new co-teaching situations Amount of Planning: LOW
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Games That Teach • Bluff – – – – – –
Split the class in half Ask a question Students answer with predetermined signal Students may bluff and also signal Teacher calls on a student Answer correctly, they earn a point for every person standing up – If incorrect, no points are earned
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Characteristics of Successful Co-Teaching What would it look like?
What would it sound like?
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Stages of the Co-teaching Process (S. E. Gately & J. Gately, F. J., 2001) Beginning Stage: At the beginning level of co-teaching, teachers communicate superficially, as they develop a sense of boundaries and attempt to establish a professional working relationship. Moving from a social relationship to a professional relationship with a colleague may be difficult for some pairs of teachers. Some general educators may experience feeling of intrusion and invasion. Special educators may feel uncomfortable, detached, and excluded. At the beginning stage teacher tread more slowly as they work to determine role expectations. Communication may be polite, guarded, and infrequent. Unless there is a clear sense of the developmental process and the goal of collaboration is a mutual one, teachers may get ‘stuck’ at this level. It ma be that much of the dissatisfaction that is noted in the literature regarding coteaching is expressed by teachers who continue to interact at the beginning level. Compromising Stage: Teachers who have adequate relationships display more open and interactive communication. An increase in professional communication is evident. Although students benefit from this increase in communication, a sense of ‘give and take’ and compromise pervades at this level. The special education teacher may be taking a more active role in the classroom teaching but, in doing so, may have had to ‘give up’ something in return. The compromises at this stage help the co-teachers to build a level of trust that is necessary for them to move to a more collaborative partnership. Collaborative Stage: At the collaborative level, teachers openly communicate and interact. Communication, humor, and a high degree of comfort punctuate the coteaching, collaborative classroom. This high level of comfort is experienced by teachers, students, and even visitors. The two teachers work together and complement each other. At this stage, it is often difficult for outsiders to discern which teacher is the special educator and which is the general educator.
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Eight Components of the Co-teaching Relationship Susan E. Gately and Frank J. Gately, Jr. (Adapted into this matrix format by Lee Rutledge)
Collaborating Stage: Open communication and interaction, mutual admiration
Gately, S. E., & Gately, J., F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47. Interpersonal Communication IC • model effective communication styles for teachers • more use of nonverbal communication • develop nonverbal signals • positive role models for students • demonstrate effective ways to listen, communicate, solve problems, and negotiate • use of humor
Physical Arrangement - PA • students’ seating arrangements become intentionally interspersed for whole-group lessons • all participate in cooperative groups • teachers are more fluid in their positioning in the classroom • both teachers control space and are cognizant of each other’s position in the room • classroom is always effectively covered • space is truly jointly owned
Familiarity with the Content - FC • both teachers appreciate the specific curriculum competencies that they bring to the content area
Curriculum Goals, Mods. & Accommodations. - CGM • both teachers begin to differentiate concepts that all students must know (big ideas) from concepts that most students should know (essential knowledge) • differentiation, accommodations of content, activities, homework assignments, and test becomes the norm for students who require them
Assessment - A Instructional Planning - IPl • planning becomes ongoing and shared • teachers seem to be continually planning, outside of the classroom as well as during the instruction time • teachers are able to see the need for on-the-spot changes in the lesson to accommodate the needs of the students • mutual planning and sharing of ideas becomes the norm
Instructional Presentation - IPr • both teachers participate in the presentation of the lesson, provide instruction, and structure the learning activities • the “chalk” passes freely between teachers • students address questions and discuss concerns with both teachers
Classroom Management - CM • both teachers are involved in developing a behavior management system that benefits all students • rules, routines, and expectations are mutually developed • common to observe individual behavior plans, use of contracts, tangible rewards, and reinforcers as well as community building activities
• both teachers appreciate the need for a variety of options for assessment • may individualize grading procedures for all students • specific progress monitoring • use of subjective and objective standards for grading • both teacher consider ways to integrate the goals and objectives written in the IEP • ongoing development of assessment processes
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Compromising Stage: Give and take communication, with a sense of having to “give up” to “get” Beginning Stage: Guarded, careful communication
• interpersonal communication is more open and interactive • increase in the amount of communication • give and take of ideas • respect for a different communication style • appreciate humor in communication
• more movement and shared space • begin to share materials • territoriality becomes less evident • SE teacher moves more freely, but rarely takes center stage
• confidence grows in both teachers regarding the curriculum • GE teacher becomes more willing to modify the curriculum • GE teacher begins to share in planning and teaching
• co-teachers begin to see additional modifications and accommodations, particularly for students with more “visible” special needs • GE teacher views modifications and “giving up” something or as “watering down” the curriculum • teachers do not appreciate the need for modifications in content
• begin to show more give and take in the planning • they share more planning
• some of the lesson presentation begins to be shared • both teachers may direct some of the activities in the classroom • often the SE teacher offers mini-lessons or clarifies strategies students may use
• more communication and mutual development of rules and routines for the classroom • some discussion for the need for individual behavior plans, but they tend to be resisted in favor of group approaches
• begin to explore alternate assessment ideas • begin to discuss how to capture the students’ progress • number and quality of measures begins to change • more performance measures used
• Communication is guarded • teachers seek to correctly interpret verbal and non-verbal messages • clash of communication styles • lack of openness • level of dissatisfaction
• impression of separateness • students with disabilities are seated together • little ownership of materials or space by the SE teacher • SE teacher asks permission to access or share materials • delegated place to sit away from the front of the classroom • feels as though there is a classroom within a classroom
• SE teacher unfamiliar with the content or methodology used by GE teacher • GE teacher has limited confidence in SE teacher’s ability to teach the curriculum • more difficult for SE teacher to make suggestions for accommodations or modifications
• programs tend to be driven by textbooks • goals tend to be test driven • modifications and accommodations for learners with special needs are generally restricted to those identified in the IEP • SE teacher viewed as the “helper” • little interaction regarding accommodations to the curriculum
• often sees two types of service delivery • at times there are two distinct and separate curriculums being taught • often the GE teacher teaches the group and the SE teacher assumes the role of the assistant • SE teacher often seen circulating the room helping students to remain on task or managing behavior • not knowing how the lesson is organized and how the lesson will proceed places the SE at a distinct disadvantage
• teachers often present separate lessons • one teacher is seen as the “boss” who holds the chalk and the other is in the role of the “helper”
• often the SE assumes the role of the “behavior manager”, so that the other teacher can “teach” • at other times the GE assumes the role of the “chief behavior manager”
• often two separate grading systems, equally maintained by separate teachers • sometimes there is one system managed exclusively by the GE teacher • measures for evaluation tend to be objective in nature and solely examine the student’s knowledge of the content
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The Co-teaching Rating Scale General Education Teacher Format Respond to each question below by circling the number that best describes your viewpoint: 1: Rarely
2: Sometimes
3: Usually
1. I can easily read the nonverbal cues of my co-teaching partner.
1
2
3
2. Both teachers move freely about the space in the co-taught classroom.
1
2
3
3. My co-teacher understands the curriculum standards with respect to the content area in the cotaught classroom. 4. Both teachers in the co-taught classroom agree on the goals of the co-taught classroom.
1
2
3
1
2
3
5. Planning can be spontaneous, with changes occurring during the instructional lesson.
1
2
3
6. My co-teaching partner often presents lessons in the co-taught classroom.
1
2
3
7. Classroom rules and routines have been jointly developed.
1
2
3
8. Many measures are used for grading students.
1
2
3
9. Humor is often used in the classroom.
1
2
3
10. All materials are shared in the classroom.
1
2
3
11. The special educator is familiar with the methods and materials with respect to this content area. 12. Accommodations/modifications of goals for students with special needs are incorporated into this class.
1
2
3
1
2
3
13. Planning for classes is the shared responsibility of both teachers.
1
2
3
14. The “chalk� passes freely between the two teachers.
1
2
3
15. A variety of classroom management techniques is used to enhance learning of all students.
1
2
3
16. Test accommodations/modifications are commonplace.
1
2
3
17. Communication is open and honest.
1
2
3
18. There is fluid positioning of teachers in the classroom.
1
2
3
19. I am confident of the special educator’s knowledge of the curriculum content.
1
2
3
20. Student-centered objectives are incorporated into the classroom curriculum.
1
2
3
21. Time is allotted (or found) for common planning.
1
2
3
22. Students accept both teachers as equal partners in the learning process.
1
2
3
23. Behavior management is the shared responsibility of both teachers.
1
2
3
24. Goals and objectives in IEPs are considered as part of the grading for students with special needs.
1
2
3
Aadapted from: Gately, S. E., & Gately, J., F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47. 46 of 79
The Co-teaching Rating Scale Special Education Teacher Format Respond to each question below by circling the number that best describes your viewpoint: 1: Rarely
2: Sometimes
3: Usually
1. I can easily read the nonverbal cues of my co-teaching partner.
1
2
3
2. I feel comfortable freely about the space in the co-taught classroom.
1
2
3
3. I understand the curriculum standards with respect to the content area in the co-taught classroom. 4. Both teachers in the co-taught classroom agree on the goals of the co-taught classroom.
1
2
3
1
2
3
5. Planning can be spontaneous, with changes occurring during the instructional lesson.
1
2
3
6. I often present lessons in the co-taught classroom.
1
2
3
7. Classroom rules and routines have been jointly developed.
1
2
3
8. Many measures are used for grading students.
1
2
3
9. Humor is often used in the classroom.
1
2
3
10. All materials are shared in the classroom.
1
2
3
11. I am familiar with the methods and materials with respect to this content area.
1
2
3
12. Accommodations/modifications of goals for students with special needs are incorporated into this class.
1
2
3
13. Planning for classes is the shared responsibility of both teachers.
1
2
3
14. The “chalk� passes freely between the two teachers.
1
2
3
15. A variety of classroom management techniques is used to enhance learning of all students.
1
2
3
16. Test accommodations/modifications are commonplace.
1
2
3
17. Communication is open and honest.
1
2
3
18. There is fluid positioning of teachers in the classroom.
1
2
3
19. I feel confident in my knowledge of the curriculum content.
1
2
3
20. Student-centered objectives are incorporated into the classroom curriculum.
1
2
3
21. Time is allotted (or found) for common planning.
1
2
3
22. Students accept both teachers as equal partners in the learning process.
1
2
3
23. Behavior management is the shared responsibility of both teachers.
1
2
3
24. Goals and objectives in IEPs are considered as part of the grading for students with special needs.
1
2
3
Aadapted from: Gately, S. E., & Gately, J., F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47. 47 of 79
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Unit/Lesson Planning
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Why the need for Co-Planning? Co-planning allows for special and general educators to share their personal areas of expertise and training. Co-planning allows partners to proactively consider academic, social and behavioral needs of students. Co-planning provides time for accommodations and modifications to be created and provided to those who need them. Co-planning allows partners to access resources needed for appropriate instruction to occur. Co-planning ensures that parity of educators has been considered for co-instruction. Co-planning allows for documentation to occur. Co-planning provides a time for educators to discuss any formative assessments needed in order to better guide instruction. Co-planning provides time for communication between partners in order to reduce the possibilities of miscommunication or misunderstandings. Over time, co-planning also assists in rapport-building, experiencesharing, and an increase in trust and respect between partners.
Adapted from: Using Co-teaching to Increase Learning for All Students, Resource Guide, Bureau of Education & Research
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Finding Time for Planning on Our Campus Brainstorm Ideas‌
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Finding Time for Collaboration Many schools throughout the country are experimenting with creative ways to make or find time for cooperative planning and shared reflection. Below are some examples of how some schools throughout the country are making the necessary collaborative time. 1. Teachers are scheduled for the same daily lunch period and a common preparation period immediately thereafter – giving them a total of 90 minutes shared time daily. 2. On one morning of every week students engage in community service. Their teachers meet together until noon, when the students return to school. 3. In schools and districts of substantial size, increasing class size by just one or two students can yield surplus sufficient to finance teams of substitutes. The substitutes cover classes on a regular basis, permitting teacher teams to meet frequently. 4. Adopt a year-round calendar with three-week intercessions between quarters. The intercessions permit concentrated, two or three day meetings for teacher planning for which participants receive compensatory time. 5. Divide up day-long staff development meetings to encourage regular collaborative sessions for teachers. Five staff development days permit 13 two-hour sessions, or one every two weeks throughout the school year. 6. Convert a number of required instructional days into staff development time. 7. Dismiss classes 45 minutes early each Monday, Wednesday, and Friday if teachers will extend the time by contributing 45 minutes of their own for collaboration time. 8. Lengthening the school day by 20 minutes for four days in order to dismiss students at noon on the fifth. This time could be used for collaboration. Rotate faculty to supervise the children of working parents unable to make other arrangements. 9. For larger buildings, create schools-within-schools to accommodate students. The “supplemental staff” of art, music, physical education, computer, speech-drama and gifted-talented specialists meet with various classes (rather than offering scheduled classes of their own.) The supplemental staff collaborates regularly to plan a half-day program, which they use – as a team – successfully in each of the schools-within-schools. After rotating one collectively designed program through all six schools-within-a-school
Source: Raywid, M.A. (1993). Finding time for collaboration. Educational Leadershp, 51 (1), 30-34 53 of 79
team will be freed for a half-day’s collaboration each two-and-a-half weeks throughout the school year. 10. Use “creative interpretation” of state requirements for instruction. Time requirements could be met in four, rather than five, classes per week, permitting the blocking of “specialists” (PE, art, music) on the fifth day. This configuration frees other teachers for regular, extended planning sessions. 11. Under new contracts, set the workday for teachers at an hour longer than that for students – leaving time after school each day for teachers to meet. 12. Explore the possibilities of having older students regularly tutor and coach younger ones. Arrangements of this sort can free teachers for collaborative time, while a skeleton force oversees the volunteer. 13. Use the “partnership concept”. University partners handle instruction and design followup activities. Aides and paraprofessionals may be able to handle monitoring, thus freeing teachers. 14. Apply for grants which provide start-up costs for new programs to cover collaboration time. 15. Use a “large-class-framework” which means that class sizes are much larger but the total ratio of teachers to students remains the same. Teachers teach fewer classes and have more time to confer with colleagues. 16. After staff utilization patterns so that administrators regularly do some teaching, for instance, or so that some teachers assume responsibility for more students while other teachers meet. 17. Students are scheduled into a “Hobby Day” each Friday. Students sign up for two-hour classes offered over a period of six Friday’s to learn such skills as puppetry, photography, gourmet cooking, etc. Through careful scheduling of hobby groups, such a program can permit different groups of teachers to work together for a few hours every Friday.
Source: Raywid, M.A. (1993). Finding time for collaboration. Educational Leadershp, 51 (1), 30-34 54 of 79
Co-Planning Tips 1. Set up a scheduled time and stick to it.
2. Map out the unit in advance on a calendar, then zoom in on specific co-taught lessons that need a lot of planning together (i.e., parallel or teaming).
3. Vary your co-teaching configurations.
4. Let the curriculum drive what co-teaching arrangements make sense for a given lesson.
5. Schedule your planning time before anything else…keep it sacred!
6. Send each other your ideas in advance (notes, e-mail…) so you are not starting from scratch.
7. Try to plan about two weeks at a time. Review your plans weekly and make adjustments as necessary.
8. Remember, if you don’t co-plan…you can’t co-teach. Adapted from: Using Co-teaching to Increase Learning for All Students, Resource Guide, Bureau of Education & Research
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A Planning Structure for Co-Teachers One aspect of creating an inclusive classroom is planning between the general education teacher and the special education teacher or other specialist. Some teachers note that they do ALL the planning. Some support staff comment that they are afraid to make suggestions for fear their ideas will be viewed as an intrusion. The following three-part planning process is one way to make the collaboration that is part of inclusion at the classroom level be more successful.
PHASE I: CURRICULUM OUTLINE General education teacher prepares an outline of upcoming curriculum: topics, key concepts, activities, projects. It is best if the teacher makes a copy of this for the other professional.
PHASE II: INSTRUCTIONAL DELIVERY The general education teacher and special educator jointly decide how to arrange teachers and students to accomplish the curriculum priorities. Both teachers take active instructional roles. PHASE III: INDIVIDUAL ADJUSTMENTS Based on shared planning, the special educator makes accommodations for students with special needs. This might include preparing alternative materials, adapting materials, or creating supplemental materials.
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LESSON PLANNING FOR INCLUSIVE CLASSROOMS What is the most important concept(s) to be learned?
Yes (create multiple pathways) Is this critical for all students? No (create alternative outcomes, curricula, or functional tasks) How might we introduce the concept/lesson creating multiple pathways? WHAT? HOW? WHO? Input
Output
Additional considerations in creating multiple pathways: Level of difficulty: Level of support: Degree of participation: Site/Time: 57 of 79
What activities might make the learning come alive? What? How?
Who?
What learning strategy/study skill/social skill might complement learning?
;Does the lesson‌; 1. deepen students’ knowledge of the concept? 2. connect to prior learning, curricular areas, the world outside the classroom? 3. provide opportunities for critical thinking? 4. promote substantive conversations among students? 5. ensure that all students succeed?
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School Name
Academic Unit Lesson Plan
Student Name: Grade: Parent/Guardian: Folder Teacher: Classroom Teacher:
Phone:
Major standards, objectives and expectations for the unit:
Materials, books, media, worksheets, software, etc.
Items requiring accommodations and/or modifications:
Instructional Arrangements: Time and opportunities for large group, small group, co-op group, learning centers, individual activities, non-classroom instruction. Does it change day to day? Explain:
Items requiring accommodations and/or modifications:
Projects, supplemental activities, and homework:
Items requiring accommodations and/or modifications:
Assessments and final products: Summarize actual student performance standards:
Items requiring accommodations and/or modifications:
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Curriculum Area: Content Teacher: Week
_________
Big Idea
Most Difficult Concept
Minimum Level of Mastery
Week 1
Week 2 Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
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Class Period:
Date: UNIT PLANNING PYRAMID
Unit Title:
Materials/Resources:
What some students will learn.
Instructional Strategies/Adaptations: What most students will learn.
Evaluation/Products: What ALL students will learn.
Questions to Guide Thinking about Concepts to Be Taught Questions Pertaining to the Topic
Questions Pertaining to Instruction
Questions Pertaining to the Students
Is the material new or review? What prior knowledge do students have of this topic? How interesting is the topic to individual students? How many new concepts are introduced? How clearly are the concepts presented in the textbook? How important is this topic in the overall curriculum?
Have the key words and concepts been identified? What should every student know? Have I developed and reviewed results of pre and post assessments? What practices will be used for students who need extra support or enrichment? Which grouping formats will be the most effective?
Will a language difference make comprehension of a particular concept difficult for a student? Is there some way to relate this concept to the cultural and linguistic backgrounds of my students? Will students with reading difficulties be able to function independently in learning the concepts from the textbooks/alternative texts? Will there be students with high interest in or prior knowledge of these concepts? Will my students have the vocabulary they need to understand the concepts to be taught? What experiences have my students had that will relate to the concept?
61 of 79 adapted from Teaching Students Who are Exceptional, Diverse, and at Risk by Boss, Vaughn, and Schumm, 2007.
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Teacher Actions During Co-Teaching While one of us does this‌
The other can do this‌
Lecturing Taking roll Passing out papers Giving instructions orally Checking for understanding with large heterogeneous group of students Circulating, providing one-on-one support as needed
Prepping half of the class for one side of a debate
Facilitating a silent activity Providing large group instruction Running last minute copies or errands Reteaching or preteaching with a small group
Facilitating sustained silent reading Reading a test aloud to a group of students Creating basic lesson plans for standards, objectives, and content curriculum
Facilitating stations or groups Explaining new concept Considering modification needs
Adapted from: Using Co-teaching to Increase Learning for All Students, Resource Guide, Bureau of Education & Research
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Teacher Actions During Co-Teaching While one of us does this…
The other can do this…
Adapted from: Using Co-teaching to Increase Learning for All Students, Resource Guide, Bureau of Education & Research
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What’s Next? Planning for Collaboration
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Websites and Resources www.powerof2.org www.specialconnections.ku.edu www.itools.com www.encyclopedia.com www.help4teachers.com www.allkindsofminds.org www.pent.ca.gov www.interventioncentral.org www.region15.org/curriculum/graphicorg.html
And more‌ 68 of 79
Action Plan for Co-Teaching After attending a workshop such as this, you are more likely to implement the ideas you have learned if you make specific plans for follow-up. Working with your co-teaching partner, review all of your notes and handouts for the workshop and prepare a plan for the rest of the school year or whatever time frame appropriate. Plan to TAKE ACTION! What do we need to do?
Who will do it?
By when will it be done?
What’s the product or outcome?
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How Do We Learn? We learn: ?% of what we read 10% ?% of what we hear 20% ?% of what we see 30% ?% of what we both see and hear 50% ?% of what is discussed with others 70% ?% of what we experience personally 80% ?% of what we TEACH someone else 95%
Source: William Glasser Cognitive Manipulative
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Co-Teaching FAQs
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Power of 2 FAQs Do I have to become a content expert in order to co-teach in a class?
While it is important to become familiar with the curriculum, you are not expected to master all subjects. Many teachers learn a lot just being in the general education classroom. Teaching the same curriculum more than one year or working in one department helps your growing expertise. See yourself as a good student of the content.
What if I am unsure about a difficult student?
Students present unique learning needs. When you and your co-teacher cannot figure out how to facilitate success for a student, ask others. Other professionals in the building, the district, Service Center, national experts, information on the internet, or the parents might be able to help. But you do need to ask.
What should the ratio of students with special needs to typical learners be in a co-taught class?
Ideally, no more than a third of the class should be students with special needs. Many times as programs are in development, more students in total, or more students with difficulties learning get placed in the co-taught class. Classes should be a heterogeneous mix. Programs will differ depending on the population of the school and the resources that can be brought to bare on the program.
Is there a model of inclusion out there that we should just implement?
The best programs are unique, though they have common attributes. The Council for Exceptional Children (CEC) identified 13 characteristics of successful schools: vision, changing roles and responsibilities of personnel, leadership, shared partnerships, high standards, sense of community, flexible environments, cooperation and collaboration, new forms of accountability, array of services, full access, research-based strategies, and continuing staff development.
Is it fair to grade students with exceptionalities like the other students?
Sometimes yes and sometimes no. If the IEP team determines that there should be accommodations made to the evaluation procedures, then those should be followed. However, different procedures do not mean different expectations in terms of outcomes. If the IEP team determines that different outcomes (or a modification to curriculum standards) are the student’s goals, then that student will be graded differently than his or her peers because he or she is working toward different outcomes.
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What is the difference between accommodations and modifications?
This is a very important question in the context of school, state and national tests (for example college entrance exams like the ACT or SAT). An accommodation is a change in teaching or learning strategies based on the specific needs of a student with a disability (e.g., oral testing, highlighted textbooks, short answer tests instead of essay, a strategy to bypass a process, a different path). It does NOT change the content of instruction. A modification is a change in the curriculum of a course (e.g., eliminating one or more of the standards or changing the grade level of certain standards) A modification changes the content of instruction and the expected learning outcomes for a student.
Could you clarify the vocabulary that is used in teaching in an inclusive environment? •
•
•
Instructional Strategies – Strategies for strengthening processes for learning – Does NOT change the content of instruction. Accommodation – a change in teaching or learning strategies based on the specific needs of a student with a disability (e.g., oral testing, highlighted textbooks, short answer tests) (strategy to bypass a process) – Does NOT change the content of instruction. Modification – a change in the curriculum of a course (e.g., eliminating one or more of the standards or changing the grade level of certain standards) – Changes the content of instruction
What kind of support can I expect from administrators?
Change efforts are always easier with support of administration. However, you need to define for your administrator what support you need or would like. Realize that administrators have many initiatives and all staff that need attention and support. Therefore, make it easy for them to say “Yes”. Give them options. Be persistent and polite! Show him/her the success that you are having with students.
How do I get support or more information?
Meet with colleagues who are involved with co-teaching. Sharing successes and questions is very helpful and reinforcing. Check out resources on the web. Special Connections: (http://www.specialconnections.ku.edu) and Power of 2: (www.powerof2.org) are just two websites developed to support teachers like you.
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What if my co-teacher and I do not get along?
First of all, remember that the reason for co-teaching is to meet student needs. In other words, student needs are the first concern. However, the program will be more successful if the teachers get along. Remember that this is a professional relationship and you need to talk with your colleague and set guidelines about how to treat each other. If talking to your co-teacher doesn’t work, then it may be necessary to get someone else involved to mediate. That person might be a counselor, department chair, the principal, or another teacher that is respected by both of you.
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Collection
Page 1 of 3
A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning
Richard A. Villa, Jacqueline S. (Sue) Thousand, and Ann I. Nevin
Building Shared Responsibility for Student Learning
Anne Conzemius and Jan O'Neill
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
Robert J. Marzano, Debra Pickering, and Jane E. Pollock
Cooperative Teaching: Rebuilding and Sharing the Schoolhouse
Jack J. Hourcade and Jeanne Bauwens
Developmental Continuums: A Framework for Literacy Instruction and Assessment K-8
Bonnie Campbell Hill
Differentiated Assessment Strategies: One Tool Doesn't Fit All
Carolyn Chapman and Rita S. King
Differentiated Instruction Guide for Inclusive Teaching
David P., Ph.D. Riley and Anne M. Moll
Differentiated Instructional Strategies: One Size Doesn't Fit All
Gayle H. Gregory and Carolyn Chapman
Differentiated Literacy Strategies for Student Growth Gayle H. Gregory and Lin and Achievement in Grades 7-12 Kuzmich Differentiated Literacy Strategies for Student Growth Gayle H. Gregory and Lin and Achievement in Grades K-6 Kuzmich Elementary and Middle School Mathematics: Teaching John Van de Walle Developmentally (6th Edition) How to Differentiate Instruction in Mixed-Ability Classrooms
Carol Ann Tomlinson
Inclusion Strategies That Work!: Research-Based Methods for the Classroom
Toby J. Karten
Inclusion: A Fresh Look Practical Strategies to Help All Students Succeed
Linda Tilton
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Collection
Page 2 of 3
Interactions: Collaboration Skills for School Professionals
Marilyn Friend and Lynne Cook
Interactions: Collaboration Skills for School Professionals (3rd Edition)
Marilyn Friend and Lynne Cook
Literature Circles: Voice and Choice in Book Clubs & Harvey Daniels Reading Groups
Making Inclusion Work: A Practical Guide
Murphy
Now I Get It: Strategies for Building Confident and Competent Mathematicians, K-6
Susan O'Connell
Subjects Matter: Every Teacher's Guide to ContentArea Reading
Harvey Daniels and Steven Zemelman
Teaching Exceptional, Diverse, and At-Risk Students Sharon S. Vaughn, Candace in the General Education Classroom, IDEA 2004 S. Bos, and Jeanne Shay Update Edition (3rd Edition) Schumm Teaching Student-Centered Mathematics: Grades 3-5 John Van de Walle and Lou (Teaching Student-Centered Mathematics Series) Ann H. Lovin Teaching Student-Centered Mathematics: Grades 5-8 John Van de Walle and Lou (Teaching Student-Centered Mathematics Series) Ann H Lovin The Comprehension Toolkit: Language and Lessons for Active Literacy
Stephanie Harvey and Anne Goudvis
The Teacher's Toolbox for Differentiating Instruction Tilton, Linda. (700 Strategies, Tips, Tools and Techniques)
Transforming Classroom Grading
Robert J. Marzano
What Really Matters for Struggling Readers: Designing Research-Based Programs (2nd Edition)
Richard L. Allington
What Successful Teachers Do in Inclusive Classrooms:Sarah J. McNary, Neal A. 60 Research-Based Teaching Strategies That Help Glasgow, and Cathy D. Special Learners Succeed Hicks What Successful Teachers Do: 91 Research-Based
Neal A. Glasgow and Cathy 76 of 79
Collection
Classroom Strategies for New and Veteran Teachers
Page 3 of 3
D. Hicks
Working Together: Reading and Writing in Inclusive Marilyn C. Scala Classrooms Working Together: The Art of Consulting & Communicating
Anita Deboer
Working Together: Tools for Collaborative Teaching
Susan Fister and Anita Deboer
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Cooperative Teaching References DeBoer, A. L. and S. L. Fister (1995). Working Together: Tools for collaborative teaching. Colorado, Sopris West. Dieker, P. D., L.A. (2002). The Co-Teaching Lesson Plan Book: Academic year version. WI, Knowledge By Design, Inc. Friend, M. and L. Cook (2000). Interactions: Collaboration skills for school professionals. New York, NY, Addison Wesley Longman, Inc. Friend, M., M. Reising, et al. (1993). "Co-teaching: An overview of the past, a glimpse at the present, and considerations for the future." Preventing School Failure 37(4): 6-10. Gately, S. E. and J. F. J. Gately (2001). "Understanding co-teaching components." Teaching Exceptional Children 33(4): 40-47. Hourcade, J. J. and J. Bauwens (2003). Cooperative Teaching: Rebuilding and sharing the schoolhouse. Austin, Pro-Ed. Moll, A. M. (2003). Differentiated Instruction Guide for Inclusive Teaching. Port Chester, DUDE Publishing - A Division of National Professional Resources, INC. Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, Association for Supervision and Curriculum Development. Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom. Alexandria, Association for Supervision and Curriculum Development. Winebrenner, S. (1996). Teaching Kids with Learning Difficulties in the Regular Classroom. Minneapolis, Free Spirit Publishing INC. (Friend and Cook 2000) (Friend, Reising et al. 1993) (Gately and Gately 2001) (Moll 2003) (Tomlinson 2001) (Tomlinson 2003) (Winebrenner 1996) (DeBoer and Fister 1995) (Dieker 2002; Hourcade and Bauwens 2003) (Boss, Vaughn, Schumm 2007)
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Strategies to Use in my Co-Taught Classroom
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