1 Melissa A. Hughes, Ph.D. Paul A. Alberto, Ph.D. Rebecca M. Wilson, Ph.D. Rebecca E. Waugh, M.Ed. The Center for Collaborative Education Georgia State

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Melissa A. Hughes, Ph.D.Paul A. Alberto, Ph.D.

Rebecca M. Wilson, Ph.D.Rebecca E. Waugh, M.Ed.

The Center for Collaborative EducationGeorgia State University

Effective Co-Teaching:

Co-Planning for the Co-Taught Classroom

Tina Anderson, Ph.D.Holly Ward, Ph.D.

Anderson and Ward Educational Services

Lynne Morris, Ph.D.LRE Project

http://www.gsu.edu/index.html

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Effective Co-Teaching: Co-Planning for the Co-Taught Classroom

How do co-teachers plan for effective and efficient student

learning?

Level I:Planning Prior to

Beginning Co-Teaching “Must-have”

Conversations

Level II:Planning GPS Units: The Foundation of

Effective Co-Teaching

Level III:Weekly

“Touch Base”Planning


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How to plan effectively in the co-taught classroom.

Level I: Planning Prior to Beginning Co-Teaching

• To build a foundation for collaboration, co-teaching, and supportive instruction, teachers, paraprofessionals, interpreters and other providers begin with “must-have” conversations.

• As the relationships build, “must-have” conversations can be used to sustain the team.

• Time needed: a half day or multiple sessions


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How to plan effectively in the co-taught classroom

Level I:

“Must-have” Conversations

Parity/Equality: How will you introduce yourselves on the first day? What about “Open House” and “Back to School Night”? Both teachers must be on time and stay for the entire teaching period. Both teachers review IEPs together. Both teachers lead the class and work with all students.

Space: Where do I put my things? Furniture, closet space, bookshelf Both teachers need to know where the supplies are kept.

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Level I:


Professional Behavior

On time Eating/drinking in class Cell phone use Personal business Out of class Lack of preparation Inappropriate behavior with students

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Level 1:


Instructional Routines Warm up activities

Vocabulary development

Lecture/discussions

Hands-on lab activities

Writing activities

Textbook reading

Review lessons

Testing

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Level I:


Organizational Routines Entering the classroom

Roll call

Being prepared

Pencil sharpening

Leaving during class

Homework

Makeup work

Trash, nose blowing, other bodily functions


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Level I:


Behavior Management Ask Mom, if no, ask Dad!!!!

BE VERY CONSISTENT

Follow Behavior Intervention Plan (BIP)

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Level I:


Accommodations Any change to the curriculum that does not result in a change to the GPS

Modifications Any change to the curriculum that requires less of the student than the minimum GPS.

Support vs. Enable

“Support” is the key to accessing the general education curriculum.

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Level I:


Review of the IEP Note present levels of performance, goals and objectives, and accommodations and modifications for testing

Student Learning Profile Examine the student with disability from all aspects of the learning profile (learning style, gender, cultural aspects, etc.)

Examine information about the specific processing systems which may affect the student with disability (often found in the psychological evaluation)

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Level I:


Grading / Testing Follow the IEP

Adapt scale

Adapt tests / Retake tests

Consider Effort

Parental Involvement Both teachers contact parents

Have clear understanding of requirements, accommodations, modifications, and grading

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Level I:


Confidentiality If the student is in the general ed class, general ed teachers have access to all records

Do not discuss the student or their identified disability with anyone not related directly to the provision of services to that student

Pet Peeves Share your feelings

Feedback What worked, what did not work?

“Must have”

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Level II:

Planning GPS Units


Planning GPS Unit:

The Foundation of Effective Co-teaching

Showing up and asking, “What are we doing today?” is not considered an effective strategy for co-teaching.

It is suggested that planning starts with long range curriculum outcomes, then proceeds to unit outcomes and then daily lesson planning.

Couple of hours/once per month or six weeks.

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Level II: Planning GPS Unitsusing Understanding by Designby Wiggins and McTighe (2005)

What the general education teacher

brings to the planning table

What the special education teacher


Co-teaching Team

Curriculum Map

Unit Essential Questions

Unit Understandings

Unit Knowledge

Unit Skills

Instructional Activities

Class-wide Behavior Management

IEPs

Accommodations

Modifications

Learning Profile

Individual Behavior Plans

Data Collection

Specialized Instruction

Differentiate Content

Unit Assessment

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Level II:

Unit Planning

Unit Title

Essential Question

Topic 1 Topic 2 Topic 3

Concepts ConceptsConcepts

Vocabulary Vocabulary Vocabulary

Application


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Level II: Unit PlanningBased on GPS Units using Understanding by Design



Curriculum Map


Unit Understanding

Unit Knowledge

Unit Skills



Co-teaching Team



IEPs

Accommodations

Modifications

Learning Profiles


Data Collection

Specialized InstructionDifferentiate Content

Differentiate Assessment

Differentiate Instruction, Materials, and Learning Activities

Determine Grouping and Co-Teaching Approaches to be used

Unit Assessment

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Use of co-teaching approaches across a unit:

One Teach, One Observe 10-15%

One Teach, One Drift no more than 20%

Station Teaching 30-40%

Parallel Teaching 30-40%

Alternative Teaching 30%

Team Teaching 20-30%


Level II:

Unit Planning


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Level II: Unit PlanningBased on GPS Units using Understanding by Design



Curriculum Map


Unit Understanding

Unit Knowledge

Unit Skills



Co-teaching Team



IEPs

Accommodations

Modifications

Learning Profile

Specialized Instruction


Data Collection

Differentiate Content

Differentiate Assessment

Differentiate Instruction, Materials, and Learning Activities

Determine Grouping and Co-Teaching Approaches to be used

Determine Roles and Responsibilities of Co-Teachers

Unit Assessments

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Revise lesson plans

Reflect on what worked and what did not!!

Monitor behavior plans/ IEP Goals and Objectives

Check on “who’s getting it” and what do we need to do differently


Level III:

Weekly “Touch Base” Planning

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ReferencesFriend, M. (2005). Successful co-teaching strategies: Increasing the

effectiveness of your inclusive program (grades 1-12). Bureau of Education

and Research. Bellevue, WA. www.ber.org

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Ward, H., & Anderson, T. (2006). How to differentiate instruction in the co-

taught classroom. Student Achievement in the Least Restrictive

Environment (SA/LRE) Project. Georgia Department of Education.

Thompson, M. Learning Focused School. www.learningfocused.com

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd Edition) Association for Supervision and Curriculum.

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Acknowledgment:The authors wish to acknowledge the support of the following:

Kathy Cox, State Superintendent of Schools

Marlene Bryar, Associate Superintendent, Innovative Instruction

The Georgia Department of Education

Janet Peeler, Associate Superintendent

of Special Student Services

Carol Seay, Director of Special Student Services

Dr. Cheryl Hungerford, Director of Professional Learning

Pat Jackson, Professional Learning: Special Student Services

Cobb County School System


Documents

1 Melissa A. Hughes, Ph.D. Paul A. Alberto, Ph.D. Rebecca M. Wilson, Ph.D. Rebecca E. Waugh, M.Ed. The Center for Collaborative Education Georgia State