Building Blocks to Successful Co-Teaching

August 2017

Miller L. Hall, Member

Jeffrey D. Flanagan, Member

Paul L. Hill, Ex Officio

Chancellor

Dr. Steven L. Paine, Ex Officio

State Superintendent of Schools

CTGM incorporates ‘best practices’ from a variety of nationally recognized experts, such as Anne Beninghof, as well as other specifically designed resources. The CTGM was designed to provide suggestions to administrators in the planning, scheduling, implementation, and assessment of co-teaching. Teachers, both general education and special education, are provided co-teaching suggestions that range from planning and implementing instruction to delineating co-teacher responsibilities, identifying and adjusting to student learning styles, and implementing Personalized Learning utilizing a Multi-Tiered System of Supports (MTSS).

TABLE OF CONTENTS

SECTION V: STUDENT/TEACHER ASSESSMENT TOOLS 22

SECTION VI: STRATEGIES TO INDIVIDUALIZE LEARNING 28

SECTION I: ADMINISTRATION

To maximize prescriptive instructional capabilities of both teachers during one instructional class:

• Administrative Co-Teaching Introduction

ADMINISTRATIVE CO-TEACHING INTRODUCTION

Purpose:

To maximize prescriptive instructional capabilities of both teachers during one instructional class.

Keep in mind that co-teaching can be two general education teachers.

Considerations for restricted common planning: i.e. stipends, comp time, etc.

Resources:

Refer to Section IX

ADMINISTRATIVE TOOLS

Administrative Conversation Summary:

Following the observation, the administration will schedule a meeting with the co-teachers to provide and document feedback using this tool.

General Educator: ___________________Spec./Gen. Educator: _____________________

Grade Level: ___ Subject: ____________Week of :___________ Observation Date: ______

2. Does the physical environment of the room support the co-teaching activity selected?

   1. 2 3 4

4. Are IEP accommodations and modifications for special education students considered?

   1. 2 3 4

CO-TEACHING OBSERVATION CHECKLIST

ADMINISTRATIVE CONVERSATION SUMMARY

1. Student Engagement

2. Physical Environment

REFLECTIVE COMMENTS FOR FUTURE PLANNING

General Educator: ____________________Spec./Gen. Educator: __________________________

Grade Level: ________ Subject: __________________ Date: _____________________________

SECTION II: BUILDING BLOCKS TO SUCCESSFUL CO-TEACHING

• Key Co-Teaching Components

• Successful Co-Teaching Strategies

KEY CO-TEACHING COMPONENTS

2. Check for understanding with individual students.

3. Check for engagement by walking around, supporting students, and gathering/recording engagement data.

8. Both teachers must have copies of co-teaching daily/weekly lesson plans.

9. General educator is responsible for lesson plan adherence to content standards and objectives.

14. After reviewing students’ learning styles and performance, adjust current and future instructional strategies.

SUCCESSFUL CO-TEACHING STRATEGIES

1. Pre-planning and preparation of stations/activities.

6. Ask clarifying questions on behalf of the students who may be intimidated or confused.

7. Provide kinesthetic tools, manipulatives, aids, props, etc. to encourage the use of multiple instructional modalities (see examples in Section IX).

12. Pre-determine instructional modalities used for individuals/groups for each lesson.

13. Pre-determine individual responsibilities within each lesson.

WHAT CO-TEACHING IS, WHAT IT IS NOT

OPTIONAL CO-TEACHING ENHANCEMENT IDEAS

5. Write color coded notes on the board/white board.

ANN BENINGHOF CO-TEACHING MODELS

SECTION III: WEEKLY CO-TEACHING DOCUMENTATION

• Co-Teaching Lesson Plan Template

• Co-Teaching in the Classroom

CO-TEACHING STRATEGIES AND EXPECTATIONS

CO-TEACHING LESSON PLAN TEMPLATE

CO-TEACHING IN THE CLASSROOM

SECTION IV: BUILDING STUDENT LEARNING PROFILES

Build student learning profiles to establish baseline information to enhance future student engagement and performance:

• Building Student Profiles

BUILDING STUDENT LEARNING PROFILES

Multiple Intelligences Online Assessments: It is recommended that students be given a Multiple Intelligence Assessment to determine best teaching strategies to accommodate student learning styles. This will provide insight into the types of engagement activities in which they will be most interested and successful.

Auditory-Musical - Learn using rhythm or melody, especially by singing or listening to music

Bodily-Kinesthetic - Learn best through touch and movement

Edutopia: http://www.edutopia.org/multiple-intelligences-assessment

Birmingham Grid for Learning: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/ multiple_int/questions/choose_lang.cfm

MULTIPLE INTELLIGENCES STRATEGIES IN THE CLASSROOM

STUDENT LEARNING PREFERENCES QUICK-GLANCE

Student Name _____________________ Class/Subject______________ Period: _________

Place a check in the box that best describes how you feel about the statement.

STUDENT ENGAGEMENT PROFILE DIRECTIONS

This tool may indicate one of the following:

• quality of your transitions

• student engagement patterns by period (i.e. medications)

Students Learning Styles Inventories Online:

STUDENT ENGAGEMENT PROFILE

SECTION V: STUDENT/TEACHER ASSESSMENT TOOLS

• Teacher Grading Profile

• Student Performance Assessment Profile

ASSESSMENTS

• Summative Assessment

Formative Assessment

Formative assessments are used to continuously gauge student content knowledge during the learning process. Formative assessments provide information on student needs, assist in planning student activities and instruction, and provide feedback to students on their progress.

• Presentations/Portfolios

• Exit Cards

Interims and Diagnostics

Summative Assessment

Summative assessments occur at set points in time. Summative assessments are used to determine cumulative student achievement, needs and proficiency levels at the end of a lesson.

Examples of Summative Assessment Strategies:

• State Tests

Resources

http://www.tecweb.org/styles/gardner.html

TEACHER GRADING PROFILE &

STUDENT PERFORMANCE ASSESSMENT PROFILE

2. Teacher enters the total points for the individual grade components. Do not enter possible points in the Modified Grade area*

3. The tool automatically calculates the teacher’s grading profile

STUDENT FORMATIVE PERFORMANCE ASSESSMENT PROFILE

1. Fill in heading as appropriate

*Be sure to properly weigh the value of each assessment component.

SAMPLE

TEACHER GRADING PROFILE

STUDENT PERFORMANCE ASSESSMENT PROFILE

SECTION VI: STRATEGIES TO INDIVIDUALIZE LEARNING

• Differentiated Instruction (DI)

EXECUTIVE SUMMARY

1. Know students learning styles – CTGM-Student Learning Style Inventory, IEP, 504

6. Employ different grouping formats for instruction (e.g., whole-class, small groups, independent instruction) and use flexible grouping

7. Implement Rigor/Relevance Framework to broaden students’ knowledge of key concepts

SUCCESSFUL DIFFERENTIATED INSTRUCTION STRATEGIES

• Utilize different teaching strategies: direct instruction, inquiry-based learning, cooperative learning, and information processing models.

• Implement a variety of instructional activities. Engaging students with instructional activities will challenge and motivate students to apply what they have learned in ways that make sense to them.

• Consideration must be given, in the initial planning stages, for meeting the potential broad range of physical, emotional, intellectual, and functional needs of individual students as related to basic principles of Universal Design for Learning.

4 Ways to differentiate instruction:

• Product—the method students use to demonstrate learning of the content

» The teacher will assess content knowledge for each student at the end of a unit but provide students with different ways to demonstrate that knowledge.

• Assess students on an ongoing basis to determine their readiness levels (i.e. teacher-made probing questions, quizzes).

• Use formative assessment results to adjust instruction as needed, either real-time or planned.

• Recognize students’ strengths and weaknesses as learners (i.e. student learning styles inventory).

• Refer to Section IV for student learning styles inventory.

SECTION VII: PHYSICAL CLASSROOM LAYOUT

PHYSICAL CLASSROOM ARRANGEMENT

Desk Arrangement: Copyright 2014 A. M. Beninghof

SECTION VIII: PARENT ENGAGEMENT

Parent communication, participation and engagement are critical components in the life-long learning process of students:

SAMPLE

PARENT LETTER

Each of the teachers in co-taught classrooms possess differing areas of expertise and collaborate to ensure that individual student’s needs are met. Co-teachers will use a multitude of instructional strategies to address the variety of student learning styles in the classroom. Co-teachers equally share responsibility for classroom management while working together to assess student learning and to make grading decisions. A few examples of instructional techniques that may be used include two teachers sharing instruction in the front of the room or one teacher leading instruction while the other teacher circulates the classroom to assist individual students. This allows for the individualization of instruction for all students.

We are excited about the opportunities co-teaching will provide to all students in this class. If you have any questions about co-teaching or specific questions about your child, feel free to contact either of us by phone or email. Our contact information is listed below.

PARENT SURVEY

Directions: We would like your feedback on the co-taught class(es) in which your child has participated. Please take a moment to circle the number that best describes your opinion, and return the survey in the envelope provided.

1. – Strongly Disagree

Name (Optional) ____________________________________ Date ____________________________

SECTION IX: RESOURCES

• Apps

• Websites

DIRECTIONS FOR OPTIONS RANKING TOOL

3. Each option/solution statement will be recorded under the Options section, A-J.

4. The group will then discuss and assign two separate number values (Feasibility/Quality of Option, 1-10; 10 being the highest) to each solution. These options/solutions values will be recorded under the Coordinate Points section.

AUGMENTED REALITY

Daqri

Anatomy 4-D (http://daqri.com/project/anatomy-4d/#.Vh6xE_lVhBf)

Quiver formerly coLAR (http://quivervision.com/)

TECHNOLOGY APPs AND SITES

Sites

Websites

Step by Step Guide to Acquisition

• Step 3: To acquire textbooks, first contact the publisher to see if an accessible format is available. If it is not available from the publisher, students with IEPs and a print disability that is documented by a medical doctor may obtain the textbook through Bookshare or Learning Ally.

Documentation of AEM should be embedded throughout the IEP. Guidance for this can be found at http://wvde.state.wv.us/osp/accessiblematerials.html.

State Superintendent of Schools