co-teaching connections: critical information for school leaders · 2018-08-02 · required to make...
TRANSCRIPT
7102013
Co-Teaching Connections Critical Information for
School Leaders
July 8 2013 PaTTAN Pittsburgh
Elaine Neugebauer Paula Schmitt
Pennsylvania Training and Technical Assistance Network
PaTTANrsquos Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the Bureau of
Special Education and to build the capacity of local educational agencies to serve students who receive special
education services
PDErsquos Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP)
teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment
1
7102013
Some of the questions that are frequently asked in current school buildings bull Are we truly ldquoco-teachingrdquo bull How do we prepare teachers for co-teaching bull How much time should we reserve for teachers to co‐plan
bull What are the co-teachersrsquo roles or responsibilities
Todayrsquos Objectives
1 Describe the rationale benefits and barriers associated with co-teaching
2 Identify and discuss the selection of co-teaching models
3 Discuss the elements of effective coordination and scheduling of co-teaching
4 Identify tools and strategies to create maintain or expand co-teaching
5
Objective 1 Describe the rationale benefits and barriers associated with co-teaching
6
2
7102013
Co-Teaching ishellip
An approach for delivering special education and related services to students with disabilities within their general education classes
A general education and special education teacher working collaboratively on a coequal status to meet the needs of all students in a general education classroom (Murawski 2005)
7
Co-Teaching is NOThellip
bull A consultation model hellip hellipwhere the special educator offers suggestions and helps with adaptations and modifications without providing direct support to students
bull An in-class support modelhellip hellipwhere the special education teacher circulates and assists students having difficulty academically or behaviorally
8
Co-Teaching
What it ishellip What it is Nothellip Shared responsibilities Limited collaboration Our class My kids IEP kids
Co-planning You planndash Irsquoll do
We teach together Taking turns
Share the learning You teach ndash Irsquoll drink successes and false coffee starts No time to plan ndash Communication and anything goes
trust
9
3
7102013
The Power of TwohellipRoles General Education Special Education
Teacher Teacher
bull Shares understanding of bull Shares strategies that support the general content structure and education curriculum pacing of the general and assessment of education curriculum and unique learning needs of
assessment of group individual students learning
10
Needed Expertise Sample
Multiple modes Questioning Grouping Big Ideas Data review Communication Pre-Teach Concepts Guided feedback Vocabulary Strategies Application skills Depth of knowledge Active engagement Assessment Classroom manage
Positive Results of Co-Teaching
bull Facilitates collaboration between general education and special education
bull Ensures that educators who are knowledgeable about both content andaccommodations are teaching in the general education class
bull Expands instructional expertise of both educators
12
4
7102013
Benefits of Co-Teaching bull Improved student attitudes
bull Increased teacher-student ratio
bull Increased ability to use effective research-basedinstructional strategies
bull Greater sense of community
bull Increased professional growth and job satisfaction
bull Provides instructional strategies which lead to moreengaged time
13 Villa Thousand amp Nevin (2004)
Benefits of Co-Teaching
Provide students with IEPs
bull Additional teacher expertise is available to them bull A more enriched curriculum than they may receive in
a more segregated setting bull More opportunities to develop more effective social
interaction skills bull Opportunity to work in flexible groups not just
groups based on readiness
14
Barriers to Co-teaching
bull Class size bull Personnel allocation bull Scheduling bull Philosophical dynamics bull Lack of focused planning time bull Competing professional development
5
7102013
Objective 2 Identify and discuss the selection of appropriate co-teaching models
16
Co-teaching Models
17
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
1 One TeachOne Support
bull One teacher instructs the class the other supports individual students during whole class instruction or individual seat work
18
6
7102013
2 Station Teaching bullEach teacher teaches a distinct lesson to one group while the third group works independently or with a paraprofessional bullGroups rotate through each station
19
3 Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
20
4 Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher works with the
larger group
21
7
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Some of the questions that are frequently asked in current school buildings bull Are we truly ldquoco-teachingrdquo bull How do we prepare teachers for co-teaching bull How much time should we reserve for teachers to co‐plan
bull What are the co-teachersrsquo roles or responsibilities
Todayrsquos Objectives
1 Describe the rationale benefits and barriers associated with co-teaching
2 Identify and discuss the selection of co-teaching models
3 Discuss the elements of effective coordination and scheduling of co-teaching
4 Identify tools and strategies to create maintain or expand co-teaching
5
Objective 1 Describe the rationale benefits and barriers associated with co-teaching
6
2
7102013
Co-Teaching ishellip
An approach for delivering special education and related services to students with disabilities within their general education classes
A general education and special education teacher working collaboratively on a coequal status to meet the needs of all students in a general education classroom (Murawski 2005)
7
Co-Teaching is NOThellip
bull A consultation model hellip hellipwhere the special educator offers suggestions and helps with adaptations and modifications without providing direct support to students
bull An in-class support modelhellip hellipwhere the special education teacher circulates and assists students having difficulty academically or behaviorally
8
Co-Teaching
What it ishellip What it is Nothellip Shared responsibilities Limited collaboration Our class My kids IEP kids
Co-planning You planndash Irsquoll do
We teach together Taking turns
Share the learning You teach ndash Irsquoll drink successes and false coffee starts No time to plan ndash Communication and anything goes
trust
9
3
7102013
The Power of TwohellipRoles General Education Special Education
Teacher Teacher
bull Shares understanding of bull Shares strategies that support the general content structure and education curriculum pacing of the general and assessment of education curriculum and unique learning needs of
assessment of group individual students learning
10
Needed Expertise Sample
Multiple modes Questioning Grouping Big Ideas Data review Communication Pre-Teach Concepts Guided feedback Vocabulary Strategies Application skills Depth of knowledge Active engagement Assessment Classroom manage
Positive Results of Co-Teaching
bull Facilitates collaboration between general education and special education
bull Ensures that educators who are knowledgeable about both content andaccommodations are teaching in the general education class
bull Expands instructional expertise of both educators
12
4
7102013
Benefits of Co-Teaching bull Improved student attitudes
bull Increased teacher-student ratio
bull Increased ability to use effective research-basedinstructional strategies
bull Greater sense of community
bull Increased professional growth and job satisfaction
bull Provides instructional strategies which lead to moreengaged time
13 Villa Thousand amp Nevin (2004)
Benefits of Co-Teaching
Provide students with IEPs
bull Additional teacher expertise is available to them bull A more enriched curriculum than they may receive in
a more segregated setting bull More opportunities to develop more effective social
interaction skills bull Opportunity to work in flexible groups not just
groups based on readiness
14
Barriers to Co-teaching
bull Class size bull Personnel allocation bull Scheduling bull Philosophical dynamics bull Lack of focused planning time bull Competing professional development
5
7102013
Objective 2 Identify and discuss the selection of appropriate co-teaching models
16
Co-teaching Models
17
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
1 One TeachOne Support
bull One teacher instructs the class the other supports individual students during whole class instruction or individual seat work
18
6
7102013
2 Station Teaching bullEach teacher teaches a distinct lesson to one group while the third group works independently or with a paraprofessional bullGroups rotate through each station
19
3 Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
20
4 Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher works with the
larger group
21
7
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Co-Teaching ishellip
An approach for delivering special education and related services to students with disabilities within their general education classes
A general education and special education teacher working collaboratively on a coequal status to meet the needs of all students in a general education classroom (Murawski 2005)
7
Co-Teaching is NOThellip
bull A consultation model hellip hellipwhere the special educator offers suggestions and helps with adaptations and modifications without providing direct support to students
bull An in-class support modelhellip hellipwhere the special education teacher circulates and assists students having difficulty academically or behaviorally
8
Co-Teaching
What it ishellip What it is Nothellip Shared responsibilities Limited collaboration Our class My kids IEP kids
Co-planning You planndash Irsquoll do
We teach together Taking turns
Share the learning You teach ndash Irsquoll drink successes and false coffee starts No time to plan ndash Communication and anything goes
trust
9
3
7102013
The Power of TwohellipRoles General Education Special Education
Teacher Teacher
bull Shares understanding of bull Shares strategies that support the general content structure and education curriculum pacing of the general and assessment of education curriculum and unique learning needs of
assessment of group individual students learning
10
Needed Expertise Sample
Multiple modes Questioning Grouping Big Ideas Data review Communication Pre-Teach Concepts Guided feedback Vocabulary Strategies Application skills Depth of knowledge Active engagement Assessment Classroom manage
Positive Results of Co-Teaching
bull Facilitates collaboration between general education and special education
bull Ensures that educators who are knowledgeable about both content andaccommodations are teaching in the general education class
bull Expands instructional expertise of both educators
12
4
7102013
Benefits of Co-Teaching bull Improved student attitudes
bull Increased teacher-student ratio
bull Increased ability to use effective research-basedinstructional strategies
bull Greater sense of community
bull Increased professional growth and job satisfaction
bull Provides instructional strategies which lead to moreengaged time
13 Villa Thousand amp Nevin (2004)
Benefits of Co-Teaching
Provide students with IEPs
bull Additional teacher expertise is available to them bull A more enriched curriculum than they may receive in
a more segregated setting bull More opportunities to develop more effective social
interaction skills bull Opportunity to work in flexible groups not just
groups based on readiness
14
Barriers to Co-teaching
bull Class size bull Personnel allocation bull Scheduling bull Philosophical dynamics bull Lack of focused planning time bull Competing professional development
5
7102013
Objective 2 Identify and discuss the selection of appropriate co-teaching models
16
Co-teaching Models
17
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
1 One TeachOne Support
bull One teacher instructs the class the other supports individual students during whole class instruction or individual seat work
18
6
7102013
2 Station Teaching bullEach teacher teaches a distinct lesson to one group while the third group works independently or with a paraprofessional bullGroups rotate through each station
19
3 Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
20
4 Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher works with the
larger group
21
7
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
The Power of TwohellipRoles General Education Special Education
Teacher Teacher
bull Shares understanding of bull Shares strategies that support the general content structure and education curriculum pacing of the general and assessment of education curriculum and unique learning needs of
assessment of group individual students learning
10
Needed Expertise Sample
Multiple modes Questioning Grouping Big Ideas Data review Communication Pre-Teach Concepts Guided feedback Vocabulary Strategies Application skills Depth of knowledge Active engagement Assessment Classroom manage
Positive Results of Co-Teaching
bull Facilitates collaboration between general education and special education
bull Ensures that educators who are knowledgeable about both content andaccommodations are teaching in the general education class
bull Expands instructional expertise of both educators
12
4
7102013
Benefits of Co-Teaching bull Improved student attitudes
bull Increased teacher-student ratio
bull Increased ability to use effective research-basedinstructional strategies
bull Greater sense of community
bull Increased professional growth and job satisfaction
bull Provides instructional strategies which lead to moreengaged time
13 Villa Thousand amp Nevin (2004)
Benefits of Co-Teaching
Provide students with IEPs
bull Additional teacher expertise is available to them bull A more enriched curriculum than they may receive in
a more segregated setting bull More opportunities to develop more effective social
interaction skills bull Opportunity to work in flexible groups not just
groups based on readiness
14
Barriers to Co-teaching
bull Class size bull Personnel allocation bull Scheduling bull Philosophical dynamics bull Lack of focused planning time bull Competing professional development
5
7102013
Objective 2 Identify and discuss the selection of appropriate co-teaching models
16
Co-teaching Models
17
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
1 One TeachOne Support
bull One teacher instructs the class the other supports individual students during whole class instruction or individual seat work
18
6
7102013
2 Station Teaching bullEach teacher teaches a distinct lesson to one group while the third group works independently or with a paraprofessional bullGroups rotate through each station
19
3 Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
20
4 Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher works with the
larger group
21
7
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Benefits of Co-Teaching bull Improved student attitudes
bull Increased teacher-student ratio
bull Increased ability to use effective research-basedinstructional strategies
bull Greater sense of community
bull Increased professional growth and job satisfaction
bull Provides instructional strategies which lead to moreengaged time
13 Villa Thousand amp Nevin (2004)
Benefits of Co-Teaching
Provide students with IEPs
bull Additional teacher expertise is available to them bull A more enriched curriculum than they may receive in
a more segregated setting bull More opportunities to develop more effective social
interaction skills bull Opportunity to work in flexible groups not just
groups based on readiness
14
Barriers to Co-teaching
bull Class size bull Personnel allocation bull Scheduling bull Philosophical dynamics bull Lack of focused planning time bull Competing professional development
5
7102013
Objective 2 Identify and discuss the selection of appropriate co-teaching models
16
Co-teaching Models
17
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
1 One TeachOne Support
bull One teacher instructs the class the other supports individual students during whole class instruction or individual seat work
18
6
7102013
2 Station Teaching bullEach teacher teaches a distinct lesson to one group while the third group works independently or with a paraprofessional bullGroups rotate through each station
19
3 Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
20
4 Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher works with the
larger group
21
7
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Objective 2 Identify and discuss the selection of appropriate co-teaching models
16
Co-teaching Models
17
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
1 One TeachOne Support
bull One teacher instructs the class the other supports individual students during whole class instruction or individual seat work
18
6
7102013
2 Station Teaching bullEach teacher teaches a distinct lesson to one group while the third group works independently or with a paraprofessional bullGroups rotate through each station
19
3 Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
20
4 Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher works with the
larger group
21
7
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
2 Station Teaching bullEach teacher teaches a distinct lesson to one group while the third group works independently or with a paraprofessional bullGroups rotate through each station
19
3 Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
20
4 Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher works with the
larger group
21
7
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
5 Team Teaching
Both teachers provide instruction to the class together The two teachers take turns instructing modeling
charting etc
22
Roles and Responsibilities of Co-Teaching Partners
Before the lesson beginshellip bull Identify strengths that each co-teaching partner
brings to the lesson bull Discuss the content areas that will be co-taught bull Analyze student needs bull Decide how student outcomes will be assessed
23
Roles and Responsibilities of Co-Teaching Partners
During the lessonhellip bull Explain each team memberrsquos role to students bull Ask questions bull Reinforce each other bull Provide feedback bull Monitor student and teacher performance and
compare with goals bull Determine student progress
24
8
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Roles and Responsibilities of Co-Teaching Partners
After the lesson hellip bull Continue to communicate and coach each other as
lessons and activities are planned collaboratively bull Review and analyze formative and summative
assessment data bull Structure a skills oriented lessons for students
needing additional or extended instruction based on data
bull Celebrate accomplishments
25
Co-teaching Models
26
1 Teach 1 Support
T1 T2
Parallel
T1 T2
Station
Alternative
T1
Teaming
T1 T2
T2
T1 T2
Ind
Co-Teaching Models
bull The success of all models depends on ndash Clear goals ndash Trained competent collaborative team
members ndash Clear roles and accountabilities ndash Effective communication systems ndash High expectations and standards of
excellence for all (teachers and students) 27
9
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Implementing Co-teaching Models
Which models should we use The model implemented will vary according to
the planned goals of the lessons and the assessed needs of the students
28
Objective 3 Elements of effective coordination and scheduling
29
1 Scheduling Students
bull Schedule students individually (by hand) as opposed to utilizing computer generated schedules
bull Attend to ndash Heterogeneous grouping ndash Natural proportions ndash Matching student needs with
teacher strengths
ldquoWhat was good for IEP kids was good for all and given to allrdquo 30
Rob Hunt (Special Education Co-Teacher Eden Hall Upper Elementary)
10
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Suggested Process for Building a Master Schedule
1 Using IEPs identify required special education support services by student and content areas bull Itinerant bull Supplemental bull Full-Time
2 Review current staff for various class arrangements to determine availability
3 Decide a ratio of general education students and special education students based on the studentsrsquo needs 31
Suggested Process for Building a Master Schedule (continued)
4 Build the master schedule for all teachers (general and special) ensuring studentsrsquo needs drive the schedule
5 Schedule students with disabilities into classrooms prior to scheduling non-disabled peers
6 Proceed with traditional students scheduling
32
Other Scheduling Considerations
bull Scheduling takes time often several years bull Cluster students with similar needs bull Daily vs Less than Daily
ndash 4th period MWF (Algebra) and 4th period TR (Geometry) ndash 4th period flexible based on judgment of teachers ndash Co-teach by unit of instruction
bull Special education teachers can pool their resources for addressing resource in-class support self-contained etc
bull Schedules for special education teachers and para-professionals should retain some flexibility at the beginning of the year
bull The best overall strategy for addressing scheduling is to work with a representative group from the school
33
11
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
2 Compatibility
bull Respect bull Understanding bull Commitment
bull Time to work building fostering and growing
the relationship bull Voluntary
34
3 PlanningCollaboration Time
bull Allocated time becomes sacred for the purpose of relationship building lesson planning and problem solving
bull Planning time should exist from the first day of school bull When school-based staff development sessions are
scheduled arrange for them to begin late or conclude early with the saved time used to collaborate
bull Structured planning time with specific agendas is crucial
bull Accountability should be present
35
Sample Agenda Items
bull Upcoming curriculum and instruction bull Co-teaching arrangements and responsibilities bull Accommodations for studentsrsquo needs bull Specific student concerns bull Housekeeping
36
12
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Finding Time to CollaboratePlan
bull Use other adults to help cover classes bull Find funds for substitute teachers bull Find volunteer substitutes bull Begin each class with independent work time bull Use instructionally relevant videos or other
programs supervised by part of the staff to release the other part of the staff for planning
37
Finding Time to CollaboratePlan
bull Experiment with a late arrival or early dismissal day for students
bull Stay late after school once per month bull Treat collaboration as the equivalent of school
committee responsibilities bull Divide labor for instruction to save time bull Reduce other work to have time to meet bull For special educators reserve time in the daily
schedule that is not obligated to specific responsibilities
38
Finding time to CollaboratePlan
Electronic Strategies bull Emailing lesson plans and communicating via
email bull Exchanging personal contact information (texting
calling etc) bull Communicate via other formal technology means
such as ndash Pbworks httppbworkscom ndash Wikispaces httpwwwwikispacescom ndash Google groups httpwwwgroupsgooglecom ndash Skype httpwwwskypecom
39
13
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
4 Administrative Training
bull If administrators are not trained they will not have a clear understanding of what would be required to make co-teaching successful for all stakeholders
bull If the school DISTRICT does not take ownership of the co-teaching implementation and a new leader comes into the school without the same philosophy no one canwill be able to take ownership of the initiative by adding support
40
5 Administrative Support
bull Administrators need to be willing to overcome obstacles related to class size scheduling and personnel allocation
bull Attention needs to be paid and feedback needs to be given to the co-teaching teams ndash Formal ndash Informal
bull Teams seek support through funding incentive encouragement affirmation and promotion
41
Specific Types of Incentives bull Monetary Incentives
ndash Supplemental assignment pay ndash Provision of extra resources related to co-teaching (books videos articles) ndash Subscription to newslettermagazine or payment to professional organization
bull School-Based Incentives ndash One less duty or an extra planning period ndash Input into schedules and division of students
bull External Incentives ndash Opportunities to visit other classrooms engaged in co-teaching ndash Off-site retreats to do collaborative planning ndash Mentoring others new to co-teaching ndash Attend a conference related to co-teaching conflict management DI etc
bull Follow-Up Incentives ndash Recognition of teamsrsquo accomplishments and individual noteemail of praise 42
ndash Regular forums for airing concerns and generating solutions
14
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Evaluation of a Co-Teaching Program
bull Should involve more than student outcomes (grades progress reports state assessment results etc) ndash Instructional Settings ndash Are students receiving more
instruction with non-disabled peers ndash Parent responses to co-teaching ndash Community responses to co-teaching ndash Summative results
bull Terra Novas bull PSSAsKeystones bull SATs bull AYP 43
6 Respect for Teaching Assignment
bull Administrators need to see co-teaching as a foundational piece to the general education classroom
44
7 Professional Development
bull Prior to implementation co-teaching training and relationship building
bull On-going professional development trainingdialogue assists in the initiative progressing and the ability to problem solve
45
15
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
8 Advantages to Co-teaching
Teachers report bull Better student-teacher ratio bull Increased academic achievement bull Decreased behavior issues bull Exposure to more teaching strategies bull Various methods of accommodations bull More positive learning environment bull Improved social skillspeer relationships bull Increased morale bull Decreased feelings of isolation (especially at HS) bull Teachers grow in knowledge and skills and in respect for each
otherrsquos area of expertise
ldquoIt was the year we worked the hardest but we garnished the mostrdquo Colleen Todd (Regular Education Co-Teacher Eden Hall Upper Elementary) 46
Objective 4 Identify tools and strategies to create maintain or expand co-teaching
47
What do you look for in a co-taught class Wilson 2004 The Co-teaching Observation Guide
II Strategies to Promote Success for Each Teacher
I The Basics Meaningful Roles for ALL Students
1 What evidence is there that teachers engaged in 1 Can the role of each teacher be defined at any given co-planning the lesson point in the lesson 2 Are the teachers focusing on process as well as 2 Is each role meaningful Does each role enhance the content Are they reinforcing important skills learning process 3 Are directions clear 3 Do the teachers vary their roles during the course of 4 What strategiesmodifications are being employed the lesson to assist struggling students 4 Is each teacher well suited to the role(s) he or she 5 What adaptations were made to materials in order to is assuming help struggling students complete tasks 5 Are both teachers comfortable with process AND 6 What strategies are being used to actively engage content students 6 Is the special education teacher working with all 7 How are students being grouped Does it fit the task students Is it purposeful
8 What reinforcement strategies are being employed
III Evidence of Success
1 Are struggling students answeringasking questions 2 Are students engaged in meaningful work throughout the period 3 How are teachers assessing the learning of each student 4 What evidence is there that all students have been appropriately challenged 48
16
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
The Basics Meaningful Roles for Each Teacher
1 Is each role meaningful Does each role enhance the learning process
2 Do the teachers vary their roles during the course of the lesson
3 Is each teacher well-suited to the role(s) he or she is assuming
4 Are both teachers comfortable with process AND content
5 Is the special education teacher working with all students 49
Strategies to Promote Success for ALL Students
1 What evidence is there that teachers engaged in co-planning the lesson
2 Are the teachers focusing on process as well as content
3 What strategiesmodificationsadaptations are being employed to assist struggling students completion of tasks
4 What strategies are being used to actively engage students
5 How are students being grouped Does it fit the task Is it purposeful
50
Evidence of Success
1 Are struggling students answeringasking questions
2 Are students engaged in meaningful work throughout the period
3 How are teachers assessing the learning of each student
4 What evidence is there that all students have been appropriately challenged
51
17
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
How can these guides help an administrator supervise co-teaching and contribute to students success
bull Planning Guides bull Roles and Assignment Guides
bull Co-teaching Observation Guides
52
Sample Lesson Planning Format
Step 1 Curriculum Outline (The ldquoWhatrdquo) bull General Education Teacher prepares outline of upcoming
curriculum topics key concepts activities projects
Step 2 Instructional Delivery (The ldquoHowrdquo) bull General Education and Special Education Teachers decide jointly
how to arrange teachers and students to accomplish curriculum priorities Both teachers take active instructional roles
Step 3 Individual Adjustments bull Based on shared planning Special Education Teacher makes
accommodations for students with special needs eg preparing alternative materials adapting materials or creating supplemental materials
53 Refer to sample planning formats
gloriawilsonhofstraedu
Time Task T1 T2 Comments
905 Do Now Write down 5 things that you could show to someone Would 2 who didnrsquot know you that would groups let them know something about work How
you about Frayer
Discuss
920 Read 3 paragraphs on how some artifacts from Egypt were recently discovered
Would stations work 1 ind Do
Now 1 reading 1
Analyze 4 pictures including a pictures
political cartoon RAP Respond 6 questions on reading Alt group
935 Discussion of answers
54
Teaching Model Parallel Station Alternate Team Teach and Support 54
18
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
How are IEP goals addressed in the general education setting
IEP Goals Addressed in Strategy Gen Ed Setting
Co-teaching Conversations
55
Assessment How will you know if students learned the material
Homework How do you establish homework assignments
56
Task
EnglishLang Arts Roles Adaptations Strategies
With teacher students read passages from fairy tales and are asked to summarize the passages
In small groups students go over fractured fairytales and compare to traditional tales
In small groups Students start to make their own fairy tale
57
19
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
Considerhellip
bull Observing BOTH teachers for the same lesson
bull Co-observing ndash a special education administrator with a
general education administrator
58
Top 10 things to consider for successful supervision of co-teaching
10 Educate co-teachers on 5 Support parity how to co-teach 4 Attend to logistics
9 Have co-teaching 3 Consider co-observing conversations
2 Expect co-teachers to 8 Focus on student successfully co-teach learning
1 Celebrate the success of goals in general education
7 Implement and assess IEP students who have been
setting taught well by co-teachers
of their instructional roles 6 Have teachers keep track
59 59
References
bull Basso D amp McCoy N (2009) The co-teaching manual How generaleducation teachers and specialists work together to educate students in an inclusive classroom (4th ed) Columbia SC Twin Publications
bull Friend M (2008) Co-Teaching Creating Successful and Sustainable Programs Presentation for the National Association of State Directors of Special Education Satellite Conference httpdesemogovseepdocumentsNASDSEHandoutMarch5pdf
bull Friend M amp Cook L (2007) Interactions Collaborative skills for school professionals (5th ed) Boston Allyn
bull Hourcade J J amp Bausens J (2002) Cooperative teaching Rebuilding and sharing the schoolhouse Austin TX ProEd Inc
bull Murawski W W (2012) 10 Tips for using co-planning time moreefficiently Teaching Exceptional Children 44(4) 8 -15
bull Nevin A Thousand J Paolucci-Whitcomb P amp Villa R (1990) Collaborative consultation
60
20
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21
7102013
References
bull Empowering public school personnel to provide heterogeneous schooling for all Journal of Educational and Psychological Consultation 1(1) 41-67
bull Nierengarten G amp Hughes T (2010) What Teachers Wish Administrators Knew About Co-Teaching in High Schools Electronic Journal for Inclusive Education 2 (6)
bull Texas Education Agency CoTeaching A How-To-Guide Guidelines for Co-Teaching in Texas httpportalesc20netportalpageportaldoclibraryrootpublicpagesSpecialEdu cationAGCAGCStatewideLeadershipCoTeaching_accessible20finalpdf
bull Thousand J S R A Villa and A I Nevin 2006 What special education administrators need to know about co-teaching In CASE 43(6) 2-35
bull Villa R Thousand J amp Nevin A (2008) A guide to Co-Teaching Practical tips for facilitating student learning (2nd ed) Thousand Oaks CA Corwin Press
bull Zigmond N DW Matta (2004) Value added of the special education teacher in secondary school co-taught classes Elsevier Science Oxford UK 57 - 78 61
Contact Information wwwpattannet
Elaine Neugebauer eneugebauerpattannet 412-826-6867
Paula Schmitt pschmittpattannet 412-826-6858
Commonwealth of Pennsylvania Tom Corbett Governor
Pennsylvania Department of Education William E Harner PhD Acting Secretary
Carolyn C Dumaresq EdD Executive Deputy Secretary
John JTommasini Director Bureau of Special Education
21