Co-Teaching

Co-Teaching and Instructional Support

Alice Johnson Junior HighKirsten Omelan

October 12, 2009

1Agenda8:00-10:00 training10:00-10:10 Break10:10-11:00 training11:00-11:45 working lunch11:45-1:00- training1:00-1:10 Break1:10-2:00 Training

Norms:E.F. HuttonArethaLas Vegas21-2 minutes

8:00-10:00 training (Intro, In-Class Observations, Purpose, Objectives, Video Opener, Urgency, Differences, AJJH Observed Practices, Station Activity, Station Debrief. Wiki)10:00-10:10 Break10:10-11:00 training (Power of 2 and Video Debrief)11:00-11:45 working lunch11:45-1:00- training (Building Partnerships, Recommendations, post barriers)1:00-1:10 Break (Facilitator check participant categories and summarize)1:10-2:00 Training (Debrief Barriers, Brainstorm Solutions, Challenge - Provide Action Plan Template, Resources, Lighthouse)

2IntroductionWhos in the room?

Why are we here today?32-3 minutes

Whos In the Room Today?

How many 7th grade? 8th grade teachers?How many gened? How many Sped?How many teachers? How many paras?How many in room this is your 1st year co-teaching or Instructional Support within a gened setting?

Why are we here?

BISIGriffiths RequestThis is the campus general education support team for students with disabilities and you would therefore deserve uniquetraininingContinuous improvement3In-Class ObservationsOctober 1, 2009Approximately 20 mins/observationApproximately 13 observationsSnapshotsBeginning/Middle/EndFocus: Implementation of CT and Instructional Support PracticesUsed Co-teach walk-through form from AJJH

42 minutes4PURPOSETo learn best practices of Co-Teaching and Instructional Support to continuously improve implementation at Alice Johnson Junior High in order to impact student academic outcomes51 minute

5OBJECTI VESDiscuss issues prompting the urgency of Co-TeachingUnderstand difference between Co-teach and Instructional Support modelsCreate a common language for inclusive schoolsReview observed strengths during in-class observationsIncrease knowledge and skills regarding best practices for Co-Teaching

6 1 minute6OBJECTI VESReview recommendations from in-class observationsIdentify barriers to implementing best practicesDevelop possible solutions to barriersAction Plan for AJJHIdentify resources for supporting Co-teach practices

71 minute7

Then and Now83 minutes8Teaching/LearningThenLimited student diversityLectureSit and getOne size fits allLabsLab partner/groupAssessmentsTests QuizzesIndividual projects

NowIncreased student diversityDiversified instructionHands-on/Minds-on Student-centered learning opportunitiesCollaborative groupingTechnologyAssessmentDiverse formativeStandardized summative

93 minutes

Ask participants to share observations about video and how that relates to their job as co-teachers and/or instructional support staff?9Why the urgency?System-wide Issues Prompting Implementation of New Models for LearningResearch-based beliefs (pgs. 36-55)*NCLBAYP (State-wide Assessment Issues)Highly QualifiedIDEAAccess to General Education CurriculumAEISDistrict and Campus RatingsNOTE: Co-teaching is not in NCLB or IDEA it is a service delivery option, not mandate for all students with disabilities103 minutes

* Page numbers are from Co-Teach! By Dr. Marilyn Friend10So what do we do?

www.cartoonstock.com/.../s/school_teacher.asp 111 minute11Co-Teaching and Instructional Support Offer a Solution If

FidelityAdministrative SupportCampus CollaborationShared Understanding of Model121 minute12DifferencesCo-Teaching A service delivery system in which two (or more) educators or other certified staff contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content with mutual ownership, pooled resources and joint accountability(Friend, 2007)

Instructional Support

Support delivered in a special or general education setting , in which a paraprofessional assists students under the guidance of a certified teacher131 minute13Observed Practices at AJJHBest Practices:Content Objectives PostedWord Walls Utilized Across Content AreasStudent Work DisplayedRoutines for Materials EstablishedParaprofessionals with knowledge of content strategiesEvidence of use of manipulatives in mathClass size averaged 23 (18-25)Bell-work routinesPermanent Products (i.e. Supplemental Aides)141 min14Observed Practices at AJJHBest Practices continued:Use of modifications and accommodations on benchmark assessmentsStudents participating in hands-on lab activitiesUse of foldablesMath and Science JournalsAssessment through benchmarksOn-grade level instructionUse of student portable laptopsStrategy instructionUse of Instructional SupportUse of Co-teaching151 minute15What is co-teaching?Explore-Part 1

collegejolt.com/?p=12284

pe.ssww.com/.../sbgrp=TMB/sort=sales/p=1/

Presentation Reference: Friend, M. (2007).Co-teach: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend, Inc.161 minute16Co-Teach Best PracticesStation ActivityCreate FoldableStation AssignmentsRotate through 5 stationsRecord notes in foldableApproximately 10-15 minutes at each station

171 hour 15 minutes

Create Foldable

Do not have to stay with partners

Divide room in Count off room (1-5)Count off other room (1-5)Dismiss to assigned station17Station DebriefQuestions:Station 1: What have you learned about co-teaching? What are your a-has? (pgs. 3-9)Station II: How are these roles/responsibilities similar to or different than what you have experienced/heard about in the past? (pgs. 93-107)Station III: Share a new planning idea (pgs. 123-132)Station IV: Did any of the scenarios sound familiar what were some of the discussion points within your group?Station V: Is it important that we all have a common language about inclusive schools? (pgs. 9-17)1815 minutes

Reference Friend book for page numbers18Wiki Ways!

www.commoncraft.com/show

http://www.wikispaces.com

195 minutes

If you are unfamiliar with the term Wiki mentioned in Station 3, here is an overview if you would like to investigate further

19Break10 minutes, please

20Co-Teach Best PracticesVideo: Instructional ModelsThe Power of 2www.coteach.com

Burrillo, L. C., Burillo, J. M., Friend, M. (Producers). (2005). The power of 2, second edition: making a difference through co-teaching. [DVD]. (A Forum on Education Publication with Elephant Rock Productions)

2130 minutes

Provide Video Supplemental Handouts

Show Power of 2 Video21Co-Teach Best PracticesVideo Debrief2220 minutes

This is what it should look likeUsing the varied approaches is what allows you to tier/differentiate instructionYou are designing instruction that could not be delivered by oneHow is the CT classroom substantively different than if there had only been one teacher?

Takes planning, commitment and creativity

Most CT partnerships use a minimum of 3 approaches, with experience they do at least 5, if really comfortable you would see all 6

Activity: Co-Teaching Approaches: Overview (review Ideal Percentages)One Teach, One Observe - 5%-10%Station Teaching 30%-40% (if doing only 3 approaches likely more at the ES and less at Sec) if movement is restricted you could do the two groups and switch teachers there is different content at each stationParallel 30%-40% - same content deliveredAlternative teaching 20%-30%, if for varied purposes (enrichment, remediation, student absences (flu), behavior issues, pre-teaching, re-teaching, testing)Teaming 20%-30% you see a lot of this when personalities really match, can be very engaging and entertaining it is not I talk for awhile, then you or I lead today, you tomorrow that is just job sharing (if you are going to do that, then you should share one salary)One Teach, One Assist less than 20% - the most used, this undermines parity and IS NOT going to result in improved student outcomes

Actual PercentagesDuring in-class observations 75% - One Teach, One Assist, 25% Alternative teaching for purpose of testing accommodations

22

(Friend, 2007)2323Building Partnerships

Co-Teach Team-Activity (30 min)Individually complete the following:Complete p. 1 of Partnership SurveyScore your Partnership SurveyComplete Rating Scale ProfileComplete the Scale Interpretation and Goal SettingComplete Parity SurveyNOTE: (this is for your own personal reflection to guide your future work with your partner)Instructional Support Team Activity (30 min)Divide into 10 groups (try to stay with staff that you work with)Read assigned portion of articlesCreate graphic representation of your portion of articleBe prepared to give 2-3 presentation to large group2452 minutes

Divide Room into Co-Teach Partnerships and Instructional Support Team

Co-Teachers Will:(30 minutes) Individually complete the Partnership Survey and the Parity Survey

Instructional Support Team Will:Be assigned portions of readings dealing with concepts related to paraprofessional support in general education settings11 total groups (3-4) in each groupReading Assignments as Follows:(20 Minutes) Read Assigned Section(10 Minutes) Create graphic representation and prepare presentation(22 minutes) Presentation to whole group

NJCLD Article1.) Introduction2.) Foundation for successful paraprofessional services3.) Key Word Definitions4.) Ethical Responsibilities and Education requirements for paraprofessionals5.) Roles and responsibilities of paraprofessionals in a learning disabilities program6.) Activities outside the scope of responsibilities for the paraprofessional7.) Responsibilities of the qualified teacher/service provider with regard to use of paraprofessional and Conclusion8.) Appendix A (I, II, III)9.) Appendix A (IV, V)10.) Appendix BCo-Teach! Section11.) Pgs 16-17 and 19 Sections: Co-Teaching and ParaprofessionalsFigure 1.1

24Jigsaw Assignments for I.S. TeamNJCLD Article1.) Introduction2.) Foundation for successful paraprofessional services3.) Key Word Definitions4.) Ethical Responsibilities and Education requirements for paraprofessionals5.) Roles and responsibilities of paraprofessionals in a learning disabilities programNJCLD Article6.) Activities outside the scope of responsibilities for the paraprofessional7.) Responsibilities of the qualified teacher/service provider with regard to use of paraprofessional and Conclusion8.) Appendix A (I, II, III)9.) Appendix A (IV, V)10.) Appendix B

25Jigsaw Assignments for I.S. TeamCo-Teach! Book Section11.) Pgs 16-17 and 19 Sections: Co-Teaching and ParaprofessionalsFigure 1.1

26Jigsaw PresentationsI.S. Teams Present 2 minutes each to whole groupPresent in order of group assignments (1-11)All participants receive copy of Articles reviewed2722 minutes

Make sure all participants receive copies of articles reviewed27RecommendationsDevelop parityPlanningSchedulingInstructional ModelsRoles/Responsibilities2810 minutes

FIRST ASK: From what you have learned so far, what would be some areas you would identify as recommendations for continuous improvement of co-teach and instructional support model at AJJH?

THEN SHOW RECOMMENDATIONS28What are Barriers to Achieving Best Practices?On post it note, write as many barriers you believe currently exist that prevent AJJH from moving closer to best practices implementation of models discussed today.

Place post it note on chart paper under the most appropriate category(Administrative, One-on-One Partnership Conversations, Beliefs, Planning, Roles/Responsibilities, Other)2915 minutes29Break10 minutes, please

30Barriers Debrief/Solutions3115 minutes31AJJH Action PlanSample provided

As the core inclusion team make a commitment to complete and implement

Remember Action Plans do not have to be completed in one year!!!323 minutes

Challenge to AJJH if you all are committed to making the co-teach and instructional models work to result in an increase in student academic outcomesthen you need a collaborative Action Plan

Provide SAMPLE from another campus32Resources to Support EffortsFundamentals of Co-Teaching Quick ReferenceCo-Teach: Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive SchoolsIf Student has DifficultyThen try this!The Power of 2 Video and Facilitators GuideThe Co-Teaching Lesson Plan Book

335 Minutes33Web Resources

341 minute

No instructional model (CT or Instructional Support) can be successful without sound implementation of general education curriculum instruction. These are resources to assist you in differentiating and accessing resources that will help with accommodations.

Storyline Online:Screen Actors Guild are building a library of books read by popular actors (i.e. James Earl Jones)34

351 minute

Google Earth allows teachers to have kids solve real world math problems on computer, using google, more engaging

35

361 minute

Allows user to record (like a tape recorder) and then the audio can be played backpossible applications LA to screen for fluency (accuracy and rate of reading) students record themselves reading and teacher can listen at later time36

371 minute

Software that will translate text to speech (possible applications) oral administration, recording segments of reading for students to listen to at learning station and then answer comprehension questions they can read listen at their own pace37

381 minute

Education Place gives already created graphic organizers38

39UDL Editions building their library of common audio books that are common required readings39

401 minuteCAST UDL Book BuilderYou can create your own audio book40

411 minute

To show kids the relevance of what they are learning this calculates what their cost of living will be once they pick their housing, car, food, etc41Reality Checkwww.lmci.state.tx.us/realitycheck4242www.rubistar4teachers.org431 minute

You can generate your own rubric quickly!43When History HappensTeachable moment rise fromHurricanesElection dayFluEvents at NASAhttp://www.edutopia.org/election-day-teachablemoments

44Good resource for history44Kidsclick.org

451 minute great for web researchMonitored and updated by librarians students can go to this one site and look up numerous topics common to school research projects45

465 minutes

Our kids with disabilities often have characteristics that are Lighthouses (i.e. those characteristics like working memory deficits are not going to move) therefore we have to be the ones to move by creating environments that will give them opportunities to access and benefit from the general education curriculum46

Coming together is a beginning, keeping together is progress, working together is success.

Henry Ford

47CT Survey References & Supplemental Article

Gately, S. & Gately, F. J. (2001). Understanding Co-teaching Components. Teaching Exceptional Children, 33(4), 40-47

CT Definition Reference

Friend, M., (2007, June). Inclusive practices and co-teaching: Administrative considerations. Presented at Region 4 Education Service Center, Houston, TX.

48Contact InformationKirsten Omelan, Education SpecialistRegion 4 ESCSpecial Education Serviceskomelan@esc4.net4949