co-teaching strategic plan2

8/2/2019 Co-Teaching Strategic Plan2

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Improving Student Learning andPerformance for Students with

Disabilities

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Michele Battin

Christopher Gagliardo

Paul GilbertJoshua Gilevski

Yvonne Ibarra

Education, then, beyond all other devices of human origin, is thegreat equalizer of the conditions of men, the balance-wheel of thesocial machinery.

-Horace Mann

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First Grade (2 classes)

Class one

Teacher/student ratio = 1:18

Poverty level = .67

Low income count = 12

students

Class Two


Poverty level = .39


students

Kindergarten (2 classes)

Class One


Poverty level = .52


students

Class Two


Poverty Level = .45


students

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Second Grade (2 classes) Class One


Poverty level = .53

Low income count = 10students

Class Two


Poverty level = .53


Third Grade (2 classes) Class One


Poverty level = .48


This class does not use a co-teachingmodel.

Class Two

Teacher/aide/student ratio =2:1:19

Poverty level = .63


This class uses a co-teaching model.

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Fourth Grade (3 classes)

Class One


Poverty level = .48


students

Class Two


Poverty level = .40


These two classes do not use a co-

teaching model.

Class Three

Teacher/aide/student ratio =

2:1:18

Poverty level = .72


This class uses a co-teaching model.

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Fifth Grade (2 classes)

Class One


Poverty level = .60


This class does not use the co-

teaching model.

Class Two

Teacher/aide/student ratio =

2:1:25

Poverty level = .40


students

This class uses the co-teaching

model.

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Special Education and General Education

teachers will gain capacity to collaborate and

have joint ownership and accountability for

delivering instruction and assessment for the

achievement and success of all students in

the general education curriculum resulting

in systemic and sustainable improvement.

Cook (2004)

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[School name] is committed to enabling all

students to reach or exceed their potential.

As co-teaching professionals, we will create

opportunities for all students to grow

academically, emotionally, and socially. We

continually strive to create an academic and

physical environment that nurtures and

enhances the growth and development of

each student.

Cook (2004)

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Method of delivering services to students

with disabilities or other special needs as

part of the schools philosophy of inclusion

ALL students receive improved instruction

Instructional fragmentation is minimized

Reduces stigma often attached to students

with disabilities

Provides a supportive learningenvironment

Cook (2004)

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The No Child Left Behind Act and current

reauthorization of federal special educationlegislature have brought added pressure for

educators to ensure that all students meet higher

standards. Because school reformers have set higherstandards, teachers are responsible for ensuring thatstudents with disabilities achieve the same success asother learners. There has been an increased emphasis

placed on educating students with disabilities, andother special needs, in general education settings.

Co-teaching is an educational option that meets thediverse challenges faced by educators.

Cook (2004)

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Co-teaching consists of two or more

educators or other certified staff who are

contracted to share instructionalresponsibility for a single group of students

in a classroom for specific content. The

educators have mutual ownership and

share joint accountability in the singleclassroom or workspace.

Cook (2004)

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When one teacher teaches one subject and theother teaches a different subject

One teaches while the other prepares materialsor corrects student work

One teaches while the other stands by idlywatching

When one persons ideas of what and howcontent should be taught prevails

Assigning an additional teacher to act as atutor

sagepub.com (2004)

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Collaboration between general education

and special education

Provides a wider range of instructional

alternatives

Improved instructional practices increase

students participation, engagement, and

learning

Increased teacher-student ratio

Cook (2004)

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District-wide/School-wide Establish and articulate a shared vision for using co-teaching as

a method of providing inclusive programming for studentswith disabilities (district-wide, school-wide, family,community)

Plan professional development for administrators and school-based staff

Establish clear goals and expectations

Establish clear roles and responsibilities

Establish effective methods of communication

Establish timeline for implementation

Establish procedures for monitoring and evaluation of co-teaching model

Establish procedures for measuring student outcomes andachievement

Establish a school-based instructional leadership teamMaryland State Department of Education (2011)

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Determine Readiness and Needs District-wide/school-wide

Skills and knowledge of administrators, teachers, relatedservice providers, and support staff

Resources (staffing, instructional, space, budget)

Scheduling and staffing assignments

Assess students strengths and needs to ensure appropriateplacement in co-teaching classes

Co-Teaching Team Commit to a vision of co-teaching as a method for delivering

instruction to students with disabilities

Identify roles and responsibilities

Establish classroom procedures

Design lessons and assessment

Identify professional development needs

Plan collaborativelyMaryland State Department of Education (2011)

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Initial and Ongoing

Administrators, principals, teachers and support

staff participate in professional development

Research based related to using co-teaching as an

instructional delivery model Driven by professional development standards

Related to five approaches of co-teaching

Based on student characteristics and needs

Based on teacher characteristics and needs

Maryland State Department of Education (2011)

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District-wide/School-wide Provide collaborative planning time

Arrange schedules to accommodate co-planningand co-teaching

Class composition/Appropriate student grouping(proportion of students with disabilities perclass, number of classes, types of disabilities)

Provide continued professional developmentbased on teacher/student needs

Allocate necessary resources for instruction,progress monitoring and assessment


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Co-Teaching Team Participate in professional development Choose appropriate approaches based on student

needs

Plan and deliver co-taught lessons that provide

access to general education curriculum inclusive ofaccommodations to meet student needs Conduct progress monitoring and data collection Communicate with parents


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District-wide/School-wide Review data to determine if co-teaching model is effective

Review data to determine if co-teaching model should be

expanded

Ensure data is being used to improve instruction in co-

taught classrooms

Assess impact of co-teaching on student achievement

Conduct classroom observations for fidelity

Evaluate effectiveness of professional development and plan

for ongoing development

Identify strengths and weaknesses (planning time,

scheduling, classroom composition, teaching teams)


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Co-Teaching Team Monitor student performance

Analyze data to assess student achievement and established

outcomes

Determine if established lesson outcomes are being met

Determined needs for ongoing professional development

Identify and problem-solve barriers

Determine parity in planning and responsibilities

Make adjustments as needed

Communicate results


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Co-teaching team members must make

decisions by utilizing a cooperative process.

Interactions are important for co-teachers, as

they must decide how often they need to

meet and how much school time they will

need to interact. Co-teachers should develop

a communication system, such as a log book,

when formal meetings are not scheduled.

Cook (2004)

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Administrator Provide the necessary training and professional

development opportunities for co-teachers tosuccessfully implement co-teaching model

Provide regularly scheduled meetings for co-teachers

and assist with the development of timelines andpriorities

Assign co-teachers who share similar educationalphilosophy and teaching style

Provide direct support to co-teachers, problem-solve

day-to-day struggles Be a proactive supporter of co-teaching

Cook (2004)

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General Education Teacher Open communication

Responsible for instructional delivery as decided byboth co-teachers

Equally responsible for the learning of allstudents towhom he/she is assigned

Must achieve a distribution of leadership functionsand ensure allstudents are learning

Monitor the success of the co-teaching service ofdelivery and the achievement of the lessons learninggoals

Individual accountability by acknowledging theimportance of his/her individual actions and howthose actions affect the success of the co-teachingmodel

Cook (2004)

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Special Education Teacher

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Co-teachers must plan together. The followingare topics for co-teachers to discuss: Instructional content and teachers expectations for all

students

Format of the instruction and planning, includes who will dowhich part of the planning and instructional delivery

How to create parity in the classroom

Organizing space for students and teachers

Instructional routines, division of teaching chores (grading,preparation, etc.)

Classroom management and discipline procedures

Safety issues for all students

Open communication, feedback process

Evaluation procedures, how student outcomes will be assessed Personal issues that might affect teachers relationship in the

classroom

Establish what the definition of help is in the classroom

Cook (2004)

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Both teachers must be responsible for planning, delivering and assessing

instruction

identify and design accommodations and/or modifications forall students

manage behavior and intervene with appropriate interventionsas needed

be familiar with various assessment procedures and formats work together to design data collection procedures and to

determine how data will be collected and analyzed

be involved in meetings and conferences related to studentsinstructional programs

make a commitment to openly and regularly share informationand to discuss issues related to the instructional programs for

students in their class advocate for all students

Louisiana Department of Education (2011)

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One Teach, One Observe One teacher observes and gathers data related to student

engagement in the learning process during instruction.

Both teachers analyze data together to guide future

instruction.

Use in new co-teaching situation, when questions ariseabout students, to check student progress, or to compare

target students to others in class.

One Teach, One Drift

One teacher is responsible for teaching, the other

circulates and assists students as needed. Use when lesson is best delivered by one teacher, when one

teacher has particular expertise, in new co-teaching

situations, or when student work needs close monitoring.

Cook (2004)

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Parallel Teaching Both teachers are teaching the same information but class is

divided and lesson is taught simultaneously.

Use when lower adult-student ratio is needed to improve

instructional efficiency, to foster student participation, or

when using drill practice, re-teaching, and test review.

Station Teaching

Teachers divide content and students, students rotate from

one teacher to another and to an independent station.

Use when content is complex but not hierarchical, whenlessons include review, or when several topics comprise

instruction.

Cook (2004)

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Alternative Teaching A small group of students works with one

teacher, larger group works with the other.

A large group completes planned lesson, small

group completes an alternative lesson or samelesson at a different level.

Use when students mastery of concepts taught

varies, when high levels of mastery are expected

for all students, when enrichment is desired, or

when some students are working in a parallel

curriculum.

Cook (2004)

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Team Teaching Both teachers deliver same instruction at the

same time.

Each teacher speaks freely during large-groupinstruction.

Instruction is a conversation, not turn-taking.

Use when two heads are better than one orexperience is comparable, when instructionalconversation is appropriate during lesson, when

teachers have considerable experience, or when agoal of instruction is to demonstrate some type ofinteraction to students.

Cook (2004)

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Benefits of co-teaching

The students benefit from two different teaching styles; multiple

learning modalities are hit. I also think that you have a stronger

curriculum because you have two experts teaching the same curriculum

and the benefit of their knowledge together. Both teachers hover on

students that seem to need it most, especially students who are not

identified but are close.

There are two teachers with a similar number of students that a regular

classroom has, if its handled properly.

Students who are not necessarily identified as special needs but have

more needs than regular education students actually get the benefits that

special needs students would get, and they get that extra support.

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Reduced stigma on special education students in a true co-teachingmodel, not just as a consultant. As a consultant, kids dont view you as

the teacher, they view you as a helper. Both classes move between

classrooms, its not just special education students, its both ways.

Negatives of co-teaching

Lowest students who are identified dont benefit as much as they

would from small group instruction. The highest students are

sometimes held back and expected to partner with children who have

special needs.

Difficulties if you dont choose who you co-teach with, because some

teachers are really inflexible. Teachers are control freaks.

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Cook, L. (2004). Co-teaching: principles, practices, and pragmatics.Retrieved from http://www.ped.state.nm.us/seo/library/qtrly.0404.co-

teaching.lcook.pdf

Louisiana Department of Education. (2011). Louisianas co-teachingresource guide. Retrieved from http://www.lasig2.org/files/FINALco-

teaching_Guide.pdf

Maryland State Department of Education. (2011). Collaborative

development and implementation stages of the co-teaching frame-

work. Retrieved from http://mega-2011.tadnet.org/uploads/file_assets/attachments/86/original_133-Using_State_Per_Dev-Inclusive_

Practices_Sorin_-_4.pdf?1311171001

What is co-teaching? (2004). Retrieved from http://www.sagepub.com/

upm_data/6847_villa_ch_1.pdf

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