Making A Difference through Co-Teaching

Southington High SchoolSeptember 13, 2011

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

Welcome! Please make a Name Tent.

Total # teaching years A word that describes combined your partnership

Your NamePosition

Grade and course you # of years you havecurrently co-teach co-taught together

Group Norms

• Participate actively:– Ask questions– Share connections– Listen with “all of you”

• Use time wisely.• Take care of each other.• Have fun!• •

? Essential Questions ? What is co-teaching? How does effective co-teaching lead

to greater student achievement? How does co-teaching allow for

meeting the needs of all students in a general classroom, including students with disabilities?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

• • • • • •

•

Co-teaching is a service delivery system in which:

Marilyn Friend, Ph.D.

• two (or more) educators or other certified staff,

• contract to share instructional responsibility,• for a single group of students,• primarily in a single classroom workspace,• for specific content (objectives),• with mutual ownership, pooled resources, and

joint accountability,• although each individual’s level of

participation may vary.

Co-teaching is a service delivery system in which:

Marilyn Friend, Ph.D.

Continuum of Services Hospital or Institution

Homebound Instruction

Residential School

Special Day School

Full-Time Sp. Ed. Classroom

Sp. Ed. Classroom w/part-time in Gen. Ed.

Gen. Ed. Classroom Placement w/Resource Support

Gen. Ed. Classroom Placement with Co-teaching

Gen. Ed. Classroom Placement with Collaborative Consultation

Gen. Ed. Classroom Placement with Few or No Supportive Services

Most

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Responsible Inclusive Practice means… Students with disabilities attend the neighborhood school they would attend if they were not disabled.

Each child is in an age-appropriate general education classroom.

Every student is regarded as a full and valued member of the class/school community.

Special education supports are provided within the context of the general education classroom.

No child is excluded on the basis of type and degree of disability.

The school promotes cooperative/collaborative teaching arrangements.

Responsible Inclusive Practice does not mean… “Dumping” students with disabilities in the general

education classroom without careful planning and adequate support

Reducing services or funding for special education services

Overloading any one classroom with students with disabilities

Isolating students with disabilities socially, physically, or academically within the general education classroom

Jeopardizing the achievement of general education students through slower instruction or less challenging curriculum

Relegating special education teachers or support services professionals to the role of assistant in the general education classroom

Benefits of Co-Teaching

Students with IEPs• Reduces stigma• Improved instruction• Continuity of instruction• Higher expectations

Students without IEPs• Increases understanding and respect for students with special needs• Improved instruction• Continuity of instruction

Teachers• Support• New sense of expertise• Combination of strengths and resources• Allows more time to reflect, monitor, assess, and adapt instruction• Classroom management

Other• Builds a heterogeneously-based classroom community• Meeting individual student needs• Lowers student/teacher ratio

(Friend)

• Strategies are integrated into classroom routines

• Skills are generalized to authentic task

• Immediate application of strategies• Opportunity for daily practice• Strategies used across the

curriculum• Problem-solving is built into lessons

Instructional Benefits

What questions do you have about

co-teaching?

Our Questions 9/13• How to differentiate within levels/scaffold supports for students whose gaps are

significant?• What types of accommodations can assist students in accessing reading

material?• How to maintain rigor for all students?• How to acclimate students to tasks on summative/performance assessments?• What teaming structures are needed to support vertical alignment of

instruction?• How to differentiate for extreme range of abilities and interests when experience

change in levels?• How will we assess and/or grade accordingly? Will we be able to modify

common assessments based on students IEP?• Will we have both names on Power School/reporting? Will special education

teachers have access to Power School by first progress report?• What will planning time look like?

Our Questions (5/3)

• How do we differentiate our content for our students with ID and not interrupt the learning process for the rest of the class?

• How do we differentiate for all levels including higher order thinking skills?

• How do I construct lessons that include re-teaching skills and moving on with other students?

• Will block scheduling help in doing co-teaching?

Our Questions (5/4)• At what point do we keep kids in large group instruction vs. breaking

into smaller groups to provide the direct instruction that is needed?• How to manage multiple small groups (i.e., noise level, student pairing)?• Should we be pulling students/small groups out of the classroom?• What materials will be available to us that lend themselves to small

group instruction (e.g., flip charts, vocab cards, story board, technology)?

• How to manage discipline issues/class disruptions?• How to balance student needs in co-taught classes (incl. core classes

being scheduled at end of day)?• How to differentiate given range of ability in Health classes?• How to determine essential understandings that all students must

master?• How to differentiate assessments based on students’ ability level?

Our Questions (5/5)• What are the specific strategies we should be using?• What are ways to adapt curriculum, instruction, and

assessments for lower level students?• Who is responsible for making

adjustments/modifications?• How to integrate students with disabilities in general

education curriculum that may be too difficult?• What is the role of the paraprofessional in a co-

taught class (e.g., side by side/whole class, overassistance/helping)?

I. The Cornerstone: A Philosophical Basis

The members of successful co-teaching teams share several common beliefs that constitute a philosophy or a system of principles that guide their practice.

Adams, L., Cessna, K., & Friend, M. (1993). Effectiveness indicators of collaboration in special education/general education co-teaching:

Final report. Denver: Colorado department of Education.

II. Individual Prerequisites

Individual teachers voluntarily bring certain characteristics, knowledge, and skills to the co-teaching situation. – Able to work with another adult– Common sets of knowledge and skills– Discipline specific knowledge and skills– Voluntary***

III. The Professional Relationship

Co-teachers have unique professional relationships– Parity, communication, respect, and trust– Make a commitment to building and maintaining

their professional relationship

IV. Classroom Dynamics

The interactions in a co-taught classroom are unique to this teaching arrangement.

– Clearly define roles & responsibilities– Instructional interactions reflect professional

relationship– Maintain the instructional flow of the whole class by

supporting students– Curriculum explicitly addresses academic,

developmental, compensatory, and life skills and reflects the needs of students in class.

– Monitor their efforts.

V. External supports

External supports facilitate successful co-teaching.– Administrators– Appropriate professional development

Concerns-Based Adoption Model (CBAM)

Three Components of Change

• Stages of Concern• Level of Use• Innovation Configurations

Concerns-Based Adoption Model (CBAM) Stages of Concern

6 Refocusing I have some ideas about co-teaching that would work even better.

5 Collaboration I am concerned about relating what I am doing to what other educators are doing.

4 Consequence How is my co-teaching affecting kids?

3 Management I seem to be spending all my time getting material ready.

2 Personal How will co-teaching affect me?

1 Informational I would like to know more about co-teaching.

0 Awareness I am not concerned about co-teaching (the proposed innovation).

Hall & Hord (2001)

Levels of UseVI Renewal How can I modify to make it work

even better?

V Integration How can I collaborate with others in using the innovation?

IVB Refinement How is my use affecting kids?

IVA Routine Why should I change? My way is working just fine.

III Mechanical How can I fit this into the classroom? What impact on management of materials and time?

III0

PreparationOrientationNonuse

Intention and start-up time indicated.Actively looking for information.No knowledge or interest Hall &

Hord (2001)

Let’s Take A Break!

Team Development

Performing Forming

StormingNorming

(Rees)

Forming

Testing• Polite• Impersonal• Watchful• Guarded

Storming

Infighting• Controlling conflicts• Confronting people• Opting out• Difficulties• Feeling stuck

Norming

Getting Organized• Developing skills• Establishing procedures• Giving feedback• Confronting issues

Performing

Mature Closeness• Resourceful• Flexible• Open• Effective• Close• Supportive

Questions to Think About…• How willing am I to let a colleague observe me teaching

content with which I am not particularly familiar?• How willing am I to consider and experiment with different

ways of teaching?• Am I willing to let someone else take responsibility for tasks at

which I am particularly skilled?• What is my level of comfort about relying on someone else in

a joint project?• How ready am I to raise instructional issues with my co-

teaching partner, even if I am uncomfortable doing so?• How prepared am I to listen and respond to instructional

issues that my co-teaching partner may raise with me?

Friend

PARITY – PARITY - PARITY

Just whose classroom is it anyway??

Parity, Parity, Parity

• Both teachers’ names are on the board.

• Both teachers’ names are on report cards.

• Both teachers have space for personal belongings.

• Both teachers have adult-size furniture.

• Both teachers take a lead role in the classroom.

• Both teachers talk during instruction.

• Both teachers give directions or permission without checking with the other teacher.

• Both teachers work with all students.

• Both teachers are considered teachers by the students, parents, administrators and other staff.

• A – Rules and Routines (Irene)• B – Non-negotiables (Michelle)• C – Teacher Working Style (independent)

Stations

RULESAND

ROUTINES

Complete the Checklist for Rules and Routines as a team.

Judy Wood

What Are My Non-Negotiables?

All of us have beliefs (rules, concepts, procedures) that are not subject to compromise…our non-negotiables. These exist in both our personal and professional lives. To build open, honest, and effective teams, begin by reviewing these beliefs.

1. List your professional non-negotiables.2. As a team, discuss similarities and differences.3. Reach a compromise on those you have voiced.

Stetson and Associates, Inc.

Teacher Working Style Guide

• Complete the worksheets.• As some point, compare

with your co-teaching partner.

Cypress Fairbanks I.S.D.

Co-Teaching is like a marriage because…

“Collaboration cannot exist in a vacuum. It will flourish only in schools in which

professionals believe that instruction is most effective in an environment

characterized by the norms of collegiality and continuous improvement.”

Marilyn Friend, Ph.D.

2005

Use of Approaches

0

5

10

15

20

25

30

Start of Year End of Year

OneTeach/ Observe

One Teach/ Drift

Stations

Parallel

Alternative

Team

Teams are encouraged to use all six approaches but a focus should be on the three with the greatest instructional time provided to students.

Basis for Selecting a Co-Teaching Approach

• Student characteristics and needs

• Teacher characteristics and needs

• Curriculum, including content and instructional strategies

• Pragmatic considerations

• Video and note taking frame

One Teach/One Observe

Why?• To gather data• To analyze data• To check student

progress• To compare

target students to others

When?• In new co-

teaching situations

• After questions arise about students

• As a deliberate part of a lesson

One Teach/One Observe

Planning for One Teach/One Observe

Determine:• who is doing the observing• which student(s) to observe• what objective/behavior• when, how often

One Teach/One Assist

Why?• To provide unobtrusive

assistance to all students as needed

• One teacher has a particular area of expertise

When?• In new co-teaching

situations• The lesson lends itself

to delivery by one person

• As a deliberate part of a lesson when students need close monitoring

One Teach/One Assist

Planning for One Teach/One Assist

Determine:• who is doing the “assisting”• which student(s) to assist• what objective/behavior• when, how often

Planning Worksheet for Assisting or Observing

Large Group – Teacher ____________Objective/concept:

Materials:

Assisting/Observing – Teacher ____________

SERC

Student(s) What Time Frame

Station Teaching

Why?• To lower

student/teacher ratio• To teach several topics

at once• To teach complex

material that is not hierarchical

When?• Students need to work

in smaller groups• As a deliberate part of

a lesson

Station Teaching

Planning for Stations

Determine:• what objective/concept• who is doing which station

(prep)• how you will group students • how long at each station

Planning Worksheet for Stations

Station ATeacher _______

Station BTeacher _______

Station C(Independent)

Activity:

Students:

SERC

SERC 2010

Flexible Grouping• Use flexible grouping in tandem with constant, on-going

assessment to move students when necessary– benchmark assessments, CFAs, running records, interest inventories,

spelling inventories, observation, conversation, anecdotal notes, parent input, etc.

• Continually review groups and move students based on analysis of assessment data

• Plan groups with differentiated learning opportunities by assigning groups around specific learning goals versus ALWAYS using ability to group students

• Effective grouping means students receive the instruction that they most need next to meet the standards

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SERC 2010

Flexible Grouping:Should be purposeful: May be based on student interest, learning profile and/or readiness May be based on needs observed during learning times

Implementation: Purposefully plan using information collected – interest surveys, learning

profile inventories, exit cards, quick writes, observations, etc. List groups on an overhead; place in folders or mailboxes “On the fly” as invitational groups

Cautions: Avoid turning groups into tracking situations Provide opportunities for students to work within a variety of groups Practice moving into group situations and assuming roles within the group

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SERC 2010

Some Guiding Questions:• Is the focus on meaningful instruction vs. tasks in isolation?• Do the activities selected reinforce/extend current

knowledge? Are the activities related to the learning goal? • Will students enjoy? Will students be successful? Can

students do independently? Do students understand the management procedures?

• Are options available to accommodate interests/ abilities of all students? Are there increasing levels of challenge?

• Does the environment allow for easy transitioning?• Can student work be documented?

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Parallel Teaching

Why?• To lower

student/teacher ratio• To foster participation

in discussions• To monitor students

more closely

When?• As new topics are

introduced• To review for tests,

drill and practice, or re-teaching a topic

Parallel Teaching

Planning for Parallel Teaching

Determine:• what objective/concept• what materials (same/different)• how students will be grouped• how much time for the lesson• will there be large group sharing• what sponge or backup activity will

be used if groups don’t finish at same time

Parallel Planning Worksheet

GROUP AObjective/concept:

Materials:

Students:

GROUP BObjective/concept:

Materials:

Students:

Sharing activity: Sponge: SERC

Alternative Teaching

Why?• If a small group of

students needs remediation

• For enrichment• For assessment

purposes• If mastery of a

concept varies

When?• “Flu” group• Friday review• Pre-teaching

Alternative Teaching

Planning for Alternative

Determine:• why there is a need • which students need to be in the

small group

• what objective/concept will be covered in each group

• when, how long

Alternative Planning Worksheet

Large GroupObjective/concept:

Materials:

Students:

Alternative Group

Objective/concept:

Materials:

Students:

Sponge: SERC

Teaming

Why?• To demonstrate

interaction to students (role playing, modeling)

When?• Teachers have a high

sense of comfort working together

Teaming

Planning for Team Teaching

Determine:• what objective/concept • what impact from “Power of 2”• when, how long

A Definition for Differentiation

In the context of education, wedefine differentiation as ateacher’s reacting responsively to a learner’s needs…The goal of a differentiated classroom is maximum student growth and individual success.

Tomlinson & Allan, 2002

4 Corners

Corners: • Station Teaching• Parallel Teaching• Alternative Teaching• Teaming

Now, choose a corner.

4 Corners

In groups, discuss these questions: • How does this approach look in practice?• How do you currently differentiate to meet students

needs when using this co-teaching approach?

Teams Review:Share the main ideas of your conversations and

post them on chart paper..

Topics for Co-Teachers to Discuss

• Instructional content and expectations for students

• Planning, including time to do it and who does which part

• Instructional format, including who will do which part of the instructional delivery

• Parity, or how it will be clear that both educators have the same status in the classroom

• Space, related to both students and teachers

More Topics to Discuss

• Noise and each educator’s tolerance for it

• Instructional routines• Organizational routines• The definition of “help”• Discipline procedures for the

classroom• Safety matters (e.g., for students

with hearing impairments)• Feedback, including when and how to

discuss issues with each other

And More Topics

• Student evaluation, including grading• Teacher chores such as grading,

duplicating, assignment preparation, and so on

• Responsibilities and procedures for substitutes

• Confidentiality• Pet Peeves

How do you find time to co-plan?

Lessons Learned

• The goals of planning should shift from focusing on covering the curriculum to focusing on student learning the curriculum.

• Adaptation for students with disabilities should be considered as part of the broader challenge of responding to the academic diversity within a class.

Lessons Learned

• Administrative support is essential.• Alignment of special education and general

education begins with the planning process. It is the combination of the two perspectives that enriches the instructional environment for all.

Co-Planning

• Use a template for planning• Have regularly scheduled meetings,

rather than “fitting it in.”• Stay focused• Review content in advance of meeting• Set Goals – Learners – Strategies • Make plans for instruction, establish timelines

and priorities, assign preparation tasks

Weekly Scheduling Co-Planning Time

• Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week.

• Experienced teams should spend10 minutes to plan each lesson.

Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

All students can learn, however not all students should be expected to learn everything and not at the same time.

Course Knowledge

University of Kansas Center for Research on Learning

(KU-CRL)

Critical Knowledge

Identifying the Priority Standards

KU-CRL

Unit Planning

What are the essential

understandings that all students need to know?

What content should

most students know?

What content could

some students know?KU-CRL

BLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

AnalyzingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

RememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding

Knowledge CategoriesCategory Definition and Examples

Fact A specific detail; verifiable information or data e.g. The capital of New York is Albany.

Concept A class of things; a category with common elements e.g. capital, city, nation

Principle A fundamental truth, law , rule, or doctrine that explains the relationship between 2 or more conceptse.g. Social, political, and geographic factors influence the location of a capital city.

Skill A proficiency, ability or technique; strategy, method or tool e.g. Locate capital cities using longitude & latitude.

Attitude A belief, disposition, appreciation, or value e.g. Develop an appreciation for the cultural heritage of selected capital cities.

Problem Solving, Transfer and Application

The ability to use knowledge to address a goal that may not be immediately understandable. e.g. Examination of issues that might arise when a capital needs to be relocated

Hilda Taba

Levels of Learning

Facts - Monet was an ImpressionistConcepts - perspectivePrinciples - objects can be viewed through a variety of perspectivesAttitudes - I prefer realism to abstractSkills - Present realistic and impressionistic views of an object.

“If all you want to know is what students memorized, quiz them!”

“If you want to find out what students know and can apply, complex performances are required.” Alan November

Please call if you have any questions:(860) 632-1485

Michelle LeBrun-Griffin X321 griffin@ctserc.orgIrene H. Zytka X363 zytka@ctserc.org

Thank You!

PLANNING TOOLS

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

National Professional Resources, Inc.2006 Third Edition$19.95

http://www.nprinc.com/co-teach/ctlp.htm

CO-TEACHING DAILY LESSON PLANS Teachers ________________________________ Subjects __________________________ 

Date What are you going to teach?

Which co-teaching technique will you use?

What are the tasks of both teachers?

What materials are needed?

How will you evaluate learning?

Information about students who need follow-up work

    

           

    

           

    

           

Vaughn

Other Planning Form

©Gable & Hendrickson 1993H:/Hendrickson/StudentTeaching/CoTeachPlan bb 07/31/02

Special ConnectionsUniversity of Kansas

What Is Backward Design?• Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and

introduced in Understanding by Design (1998).

• This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.

TraditionalTopicsActivitiesAssessments

Backward Design THREE STAGESGoals & objectivesAssessmentsActivities

Identify desired results.

Determine acceptable evidence.

Plan learning experiences and instruction.

Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

http://www.ascd.org/publications/books/198199/chapter1.html

3 Stages of “Backward” Design

• Stage 1: IDENTIFY DESIRED RESULTS. (What are the big ideas?)

• Stage 2: DETERMINE ACCEPTABLE EVIDENCE.(How do you know that students have mastered the objectives and goals? What’s the evidence?)

• Stage 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION.

(How will we get there?)

How can I use numbers, lists, classifications, logic, scientific inquiry?

How can I use language (stories, poems, readers’ theater)?

How can I use partners or cooperative group activities?

How can I use elements of the natural world (flora, fauna, etc)?

How can I use movement or hands-on activities?

How can I use music, rhythm, songs, raps, chants, or instruments?

How can I provide choices or involve personal memories or feelings?

How can I use visualization, art, colors, or metaphors?

Multiple Intelligences Unit Planning Guide

Mathematical-Logical

Spati

al

Intrapersonal

MusicalLinguistic

Bodily/KinestheticInterpersonal N

aturalist

4MAT Cycle of Learning

Connect

Imagine

Inform

Practice

Extend

Perform

Refine

Refl

ectio

nA

cti

on

Introductions and Brainstorm on Decisions

Realities of Planning

Variety of Planning Tools

Design and implement a learning experience using one of the formats from tonight; reflect and assess impact on teaching

Round Table &

Stand and Share

Story

Complete a web, 4MAT cycle, and Unit Organizer

Read sections of books (First Day and DI)

Explore given web sites and answer questions on WebCT Attend

Bernice McCarthy, Ph.D.

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience U

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UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

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NAMEDATEThe Unit Organizer

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