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March 2010Iredell-Statesville SchoolsEC Teacher Training

Material adapted from:The Power of Two, University of Indiana, 2005: A Forum on Education ProductionFriend, M. & Cook, L. (2003). Interactions: Collaboration skills for school professionals

(Chapter 5) Boston, MA: Pearson Education, Inc.

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Why Co-Teaching???? Based on 2008-2009 ISS EOG Data

(Grades 3-8)◦Students with Disabilities scored significantly

below the total population in all areas Reading – 24.4 points lower Math – 17.8 points lower Science – 21.8 points lower

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Why Co-Teaching???? 2008-2009 Data shows that students with disabilities demonstrated an increased gap on EOCs◦Algebra 1 – 34.1 point gap◦Biology – 29.6 point gap◦Civics and Economics – 27.9 point gap◦English 1 – 33.9 point gap◦Physical Science – 25.7 point gap◦US History – 29.8 point gap

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Why Co-Teaching????

Students with disabilities are dropping out of school at a rate 2.77% higher than the overall dropout rate for ISS

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So What????

At your table, discuss:

◦what this data means to you in your school and in your setting

◦possible reasons for the gap and why it continues to grow

◦what this has to do with co-teaching

Be prepared to share your group responses

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Why Co-Teaching???? Legislation such as No Child Left Behind

hold students with disabilities to the same standards as their regular education peers

Expectations and experiences students have at the elementary level impact their school experience through high school

Students taught through co-teaching have the same continual exposure to the general education curriculum

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Why Co-Teaching???? Changes to OCS Curriculum starting 2010-11

◦ Required to be in compliance with NCLB

◦ More rigorous and focused on applied academics

◦ Essential standards that closely align to SCOS for English 1

◦ Biology, Algebra, and English II with the same curriculum standards as general curriculum

◦ Required EOC for Biology, Algebra, and English II that is the same as general curriculum

◦ Addition of a financial management class

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Why Co-Teaching???? The recent Title II audit ruled that Praxis 511

and the HOUSSE did not meet the Highly Qualified requirement of No Child Left Behind for Special Education Teachers teaching core subjects at the secondary level across the state of North Carolina.

◦To be considered highly qualified for secondary core content, a special education teacher must hold the same core content licensure as the general education core content teacher

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Why Co-Teaching????

NC DPI is not considering a change in licensure to address High Qualified, but has stated the following:

◦ “Most special education students will receive core content instruction through a co-teaching model between special education and general education”

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Co-teaching is one of several approaches to providing special education or related services to students with disabilities or other special needs while they remain in their general education classroom.

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Two or more professionals jointly deliver substantive instruction to a diverse, or heterogeneous, group of students in a single physical space

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Two or more professionals Joint delivery of instruction Diverse group of students Shared classroom space Joint accountability

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Co-teachers are peers with equivalent employment status and credentials, therefore they can truly be partners

Classrooms that include teacher assistants would not be considered “co-taught” because both adults do not share equal “status”. These classrooms would be considered “assisted” or “supported”.

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Co-teaching is NOT just having two adults in a classroom at the same time.

If teachers are conducting the class in the same way as if he or she were teaching alone, it is NOT co-teaching

A co-teacher should not play an assistant role—this is an inappropriate use of a qualified professional.

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Based on your experience or what you know/have learned so far, discuss at your table ◦ What seems practical and easy to implement

based on the definition of co-teaching◦ What is the most difficult part of the definition to

put into practice Look at Handout: “Co-Teaching Beliefs”

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Shared Belief Systems Starts with the fundamental belief that all

students can learn Relates to the day-to-day running of the

classroom

Watch Power of Two: Shared Belief System

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Activity

Use the sheet labeled Handout 2

◦ List areas in which teachers often have strong beliefs

◦ Once your list is made, consider how differing beliefs could impact the classroom

◦ Consider options for addressing differing beliefs

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Shared decision making about instruction

Both teachers have active roles in teaching

Plan and use unique and active instructional strategies to engage all students in ways that are not possible when only one teacher is present

Perform frequent review of teaching practice

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Classroom includes students with and without disabilities

Students are blended within classroom (students with disabilities are not sitting together as an isolated group)

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Co-teachers operate in a single physical space or classroom

Occasionally small groups may be taken to a separate location for a specific instructional purpose, but it should not be routine◦Nor should it solely be a group of students

with disabilities

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Directly benefits instructional and social needs of students with disabilities

Academically gifted/advanced may have more opportunities to complete alternative assignments and participate in enrichment activities

Average students can receive more adult attention

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At risk students often receive the extra instructional boost they need to make better academic progress

Reduces stigma associated with pull-out programs

Provides an opportunity for collegial support

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Watch Power of Two: Pre-requisite skills

◦ Identify personal qualities you as a special education teacher bring/could bring to a co-teaching situation

◦ Identify personal qualities that a general education brings/could bring to a co-teaching situation

◦ How do these/could these compliment each other?

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Collaboration The style used as teachers interact with one

another ◦Shared responsibility◦Accountability◦Teacher Partnership

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Activity Watch video clip on Collaboration

At your table, review the Characteristics of Collaboration on Handout 4 (on the back of Handout 2)

With time identified in February training session as a barrier, discuss at your table how special education and general education teachers can creatively work to become collaborative partners

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One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist

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One teacher has primary responsibility for designing and delivering specific instruction to entire group

One teacher observes single student, group of students, or entire class for behaviors the professionals have previously agreed should be noted

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Advantages Requires little joint planning Provides opportunity for special

educator to learn general education curriculum design, routines, etc.

Good for new collaborative arrangements because it does not require the teachers to have a well-developed trust and knowledge of each other to begin co-teaching

Opportunity to collect data (frequency of behaviors, activities, errors, etc.)

Cautions Should NOT be used exclusively Can easily result in one teacher

being relegated to the role of an assistant

Amount of Planning:Low

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Which students initiate conversations in cooperative groups?

Which students begin/do not begin work promptly?

Is (student’s) inattentive behavior less, about the same, or greater than that of other students in the class?

What does (student) do when he is confused about an assignment?

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Watch Power of Two: One Teach, One Observe class examples

Complete “Analyzing Co-Teaching Approaches Handout”

Report Out

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Co-teachers divide the instructional content and each takes responsibility for planning and teaching part of it

Students move from station to station according to pre-determined schedule. Each teacher leads instruction within their station.

Third station may be used for students to complete independent work assignments, peer tutoring, silent, sustained reading, etc.

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Advantages Each professional has

separate responsibility for delivering instruction

Effective when teachers have different teaching styles or do not know each other well

Stations have low student-teacher ratio

Equal status of all students and both teachers can be maximized

Cautions Increased noise and

movement may be distracting

Cannot be used for material that is hierarchical in nature

Amount of Planning:Medium

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During language arts instruction one station will address comprehension of a recently read piece of literature, one station will focus on editing of a writing assignment, and one station will consist of an activity related to a skill being taught.

In social studies to examine the geography, economy, and culture of a region or country.

In math, to teach a new process while reviewing applications of other concepts already presented.

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Watch Power of Two: Station Teaching class examples

Complete “Analyzing Co-Teaching Approaches Handout”

Report Out

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Teachers jointly plan the instruction, but each delivers it to a heterogeneous group comprised of half of the students in the class

Requires teachers to coordinate their efforts so that both groups receive essentially the same instruction

Grouping decisions are based on maintaining diversity within each group

Most appropriate for drill/practice activities, test review, or projects needing close teacher supervision

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Advantages Provides more

opportunities for student participation

Both professionals have parity in planning and implementing instruction

Cautions Not appropriate for initial

instruction Noise and activity level

needs to be monitored Teachers need to pace

instruction similarly

Amount of PlanningMedium

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More students would have a chance to share their alternative ending to the story if they are split into two groups.

If each teacher took a group of students and presented environmental issues—one from the point of view of business and industry and one from the point of view of environmentalists—the class could later have a spirited discussion on the topic.

Student use of the science materials could be more closely monitored if the group is divided in half.

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Watch Power of Two: Parallel teaching class examples

Complete “Analyzing Co-Teaching Approaches Handout”

Report Out

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Co-teachers select a small group of students to receive instruction that is somehow different from large group (examples: pre-teaching, re-teaching, absence make-ups, enrichment, etc.)

One teacher works with small group within general education classroom

One teacher instructs large group in some content or activity that the small group can afford to miss

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Advantages Provides highly intensive

instruction within general education classroom

Ensures ALL students receive opportunity to interact with a teacher in a small group

Amount of Planning:High

Cautions Students with disabilities

may be stigmatized by repeatedly being grouped for pre or re-teaching (types of groups should vary and groups should not consist solely of students with disabilities)

Both teachers should rotate providing small and large group instruction

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The large group completes an assignment or exercise related to the concepts just taught; the small group receives additional direct instruction

The large group checks homework; the small group is pre-taught vocabulary related to the day’s lesson

The large group is working on projects in small groups; the small group is being assessed. All students will be assessed across two days.

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Watch Power of Two: Alternative teaching class examples

Complete “Analyzing Co-Teaching Approaches Handout”

Report Out

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Both teachers responsible for planning instruction, monitoring, assessments, etc.

For example:◦ Teachers may alternate roles in leading a

discussion◦ One teacher explains concept while other teacher

demonstrates◦ One teacher speaks while other models

notetaking

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Advantages Both educators are

truly teachers of equal status

Opportunity for true collaboration and collegiality

Students benefit from two teachers providing instruction

Cautions Requires greatest level of

mutual trust and commitment

Teachers need to be able to mesh teaching styles

Should not be attempted by novice co-teachers too soon

Amount of Planning:High

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In science, one teacher explains the experiment while the other demonstrates using the necessary materials

In social studies, the teachers debate U.S. two different points of view regarding government policy.

In language arts or English, the teachers act out a scene from a piece of literature.

As the steps in a math process are taught, one explains while the other does a “think aloud” activity

One teacher talks while the other demonstrates note-taking.

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Watch Power of Two: Teaming class examples

Complete “Analyzing Co-Teaching Approaches Handout”

Report Out

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One teacher has primary role managing classroom and leading instruction

One teacher monitors class assisting students who need support or have questions.

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Advantages Requires little joint

planning Gives a role to special

educators in situations in which they may not feel comfortable leading instruction

Teachers can/should take turns in teaching and assisting roles

Cautions Lack of planning time may

relegate special educator to always be the “assistant”

“Assisting” teacher may distract students

May encourage students to become too dependent on teacher assistance

Amount of Planning:Low

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“This is my absolute favorite topic to teach. Am I wrong to want to teach it myself?”

How well do the students understand the steps in long division?

Are all students following as they learn how to take notes?

“I’ve never taught geometry or worked with this teacher. I need to get a sense of the flow of the class.”

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Watch Power of Two: One Teach, One Assist class examples

Complete “Analyzing Co-Teaching Approaches Handout”

Report Out

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At your table, identify drivers and barriers to implementing effective co-teaching in your school

Report out to create group list Identify possible solutions

Questions? Plus/Delta/Issue Bin