WHAT DOES CO-TEACHING MEAN TO

THE LOWER AND UPPER ELEMENTARY SCHOOLS

Welcome Understanding Co-Teaching

How did we get here?

1. Reviewed and discussed @ Special Education Committee 2. Faculty meeting 3. Teacher volunteers from each grade level and special education

selected to work 4. Examined: Must Haves, Want to Haves, Desired Outcomes, Political

Potholes, Factors that Support, Factors that Constrain 5. Discussed student variables, class configuration considerations,

staff development requirements, planning time, collaboration and more……

6. Reached consensus on a model to bring back to each respective faculty

7. Presented, discussed, examined and answered all inquiries 8. Roll out to parents the week of April 1, two meetings one for parents with children with an IEP, one for all K-5 parents

Quotes from our students: Co-Teaching

I love having two teachers because when there is someone teaching to the class I can ask the other one. Also it shows two different ways to look at what their teaching. I think it is good having two teachers. So if one is sick you still have the other and you don’t get a sub that doesn’t know what their doing.

Keeps us on track – more help – less confusion

You can go over 2 different problems at once –get stuff done faster

When one is busy usually the other is able to help and explain things further

Quotes from our students: Co-Teaching

When you are able to have two teachers in the room in only benefits many students. One reason while Mrs. Shade is teaching, Mrs. Korn can ask questions. In all I think it is great to have co-taught classes.

The best thing about having two teachers is that more content is gone through in class. The teachers always teach differently so the students get exposure to two different methods of teaching.

The best of having two teachers are that we get thinghs done faster. We get help on what we need if one isn’t here then the other teacher will tell the substitute what we will need to do. It’s just the best to have two teachers.

Quotes from our students: Co-teaching

I find it a whole lot easier to learn stuff because each teacher can show me different methods. It’s better to learn too because they each show us more methods. Like they always say 2 is better than 1.

There is more help when you need it. It also makes the topics more clear.

There is more help and knowledge to go around. Multiple students can be helped at one time.

I really like how you can get two perspectives and how we are always working……much more effective I feel like I get more done in this class than any other class.

Quotes from our staff about Co-teaching

The co-teaching arrangement that we have has worked out well. It has reduced isolation. We always have someone with whom we can try new ideas and also someone in the classroom who can provide a quick check-in to get a better sense on how things are going on a regular basis.

Co-teaching this year has been an excellent experience. While it was just one period a day, the collaboration impacted my instruction in my other classes as well. Having two dedicated teachers invested in the students’ needs and the delivery of instruction fostered such a creative and responsive environment. We were able to create units and lessons that really stretched all of the students, while more effectively meeting individual needs as well. Having two teachers enabled greater flexibility in the models of instruction. We conferenced more with individual students, worked in small groups and pinpointed more effectively the students who needed reinforcement of instruction and those who needed greater challenges.

Quotes from our staff about Co-teaching

As a special educator, co-teaching provides me with the opportunity to work with non-identified students in the general education setting.

Students benefit from having two teachers in the class. Identified students feel less stigmatized receiving instruction in the

larger setting with their peers, rather than in a small resource room setting.

Co-teaching affords me the opportunity to learn from my colleague and partner.

I have found the co-teaching model to be positive experience for me. Both of my co-teaching partners are seasoned veteran have been welcoming to me in their classroom. My ideas have been encouraged and supported by my co-teaching partners.

__________ (student)has raved about it without my soliciting!

Quotes from our staff about co-teaching

Co-teaching has been an amazing experience for me as a Learning Support teacher. I have learned so much from my co-teacher and my students. I have never had the opportunity to experience math in the regular education setting prior to this year. Together, we are able to add tips and techniques as the other is instructing so that we hit all types of learners. One of us is always monitoring the students to be sure that they are on-task creating an environment where time directed towards behavioral issues has greatly decreased. The students know that the teacher who is not instructing is available for one-on-one clarification as well. My teaching has changed a great deal, because I am now able to teach the same curriculum to my students in small group instruction as well.

As a regular education teacher, I appreciate the opportunity to learn more about the special education perspective. We have learned new ways of teaching and assessing students. Having extra eyes and hands to monitor and help students ensures all students are being reached.

Current levels of service

Autistic Support: (ELC)

Learning Support

Autistic and Learning Support models are either pull out replacement or support in their delivery orientation

Proposed new levels of support

Autistic Support: (ELC)

Learning Support

Co-Teaching

Co-Teaching creates an option to bring the special education service to the student

Why Co-Teach

Co-Teachers are jointly committed to all of “our” students

Reduces teacher – student ratio

Allows for flexible grouping

Allows for flexible scheduling

Creates opportunities to meet all student’s unique needs

Engages all students in active learning

Provides consistency in student instruction

Allows for ongoing individual student assessment

Increases time for individualized attention with students.

Increases teacher –student contact time for: direct instruction, re-teaching, guided practice, student monitoring, individual assistance, student conferences, enrichment activities

What is Co-Teaching

The Models of Co-teaching

Lead and Support

Station Teaching

Parallel Teaching

Alternative

Teaching

Team

Teaching

Duet

Speak & Add/Chart

Skills Group

Learning Style Group

Complementary

Instruction

Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present,

and considerations for the future. Preventing School Failure, 37(4), 6-10.

Upper Elementary School Design

GRADE 3 Co-Taught

with

Special

Education

Teacher

Full Day Instructional

Assistant Support

GRADE 4 Co-Taught

with

Special

Education

Teacher

Full Day

Instructional

Assistant

Support

GRADE 5 Co-Taught

with

Special

Education

Teacher

Full Day

Instructional

Assistant

Support

Learning Support/Resource

Room

3rd

Grade / 4th

Grade 4th

Grade / 5th

Grade

504, Title 1, ELL or GIEP students

Can be placed in any classroom in the grade

level

Balancing of Classes:

Students will be assessed by their

current teacher academic and

behavioral needs using a four point

rubric.

Classes will be balanced using this

method in an effort to achieve

reasonable balance.

LES Co-Teaching Design

GRADE K

GRADE 1

Special

Education

Teacher

Special

Education

Assistant

GRADE 2

Special

Education

Teacher

Special

Education

Assistant

Learning Support/Resource Room

K-2

504, Title 1, ELL or GIEP students

Can be placed in any classroom in the

grade level

Balancing of Classes:

Students will be assessed by their

current teacher academic and

behavioral needs using a four point

rubric.

Classes will be balanced using this

method in an effort to achieve

reasonable balance.

Questions & Answers

Academic Rubric

Academic Rubric 4 3 2 1

Meets Expectations Meets Most Meets Some Not Meeting

Consistently Expectations Expectations Expectations

Student is able to complete work consistently, with minimal teacher assistance

Student is able to complete work most of the time requiring some teacher assistance

Student is able to work independently on occasion, frequently requires teacher assistance

Student is rarely able to work independently, consistently requires teacher assistance

Behavior Rubric Behavior Rubric 4- Meets

Expectations

Consistently

3- Meets Most

Expectations

2- Meets Some

Expectations

1. Does Not

Meet

Expectations

Follows

Instructions/Stays On

Task

-Completes

all tasks

(takes care of

personal

needs and

belongings,

completes all

tasks timely

and

efficiently

without

disrupting

classroom)

with minimal

teacher

prompting

-Completes

majority of

tasks (takes

care of

personal

needs and

belongings,

completes

tasks timely

and efficiently

without

disrupting

classroom

without much

teacher

prompting

-Does not

complete most

tasks

independently

with teacher

prompting

- Does not

complete assigned

tasks/teacher

expectations

(i.e. takes care of

personal needs

and belongings,

completes all

tasks timely and

efficiently without

disturbing others)

Peer Interaction -Gets along

with peers in

both

structured

and

unstructured

settings

-Gets along

with peers in

both

structured

and

unstructured

settings

majority of

time

-Intermittently

gets along with

peers in both

structured and

unstructured

settings

-Does not get

along with peers

in both structured

and unstructured

settings (needs

constant

redirection)

Self Control Demonstrate

s self-control

of body,

voice, and

Demonstrates

self-control of

body, voice

and materials

Independently is

challenged to

demonstrate

self-control of

Independently

has limited ability

to demonstrate

self-control of

STUDENTS: LEARNING SUPPORT/AUTISTIC

GRADE LEARNING SUPPORT AUTISTIC TOTAL

K 1 2 3

1 5 2 7

2 6 0 6

Totals: 12 4 16

STUDENTS: LEARNING SUPPORT/AUTISTIC

GRADE LEARNING SUPPORT AUTISTIC TOTAL

3 9 1 10

4 12 3 15

5 7 1 8

Totals: 28 5 33