May+4+-+Nuts+and+Bolts


 * Unit 1 Training Module: Getting Ready—Examining Belief Systems **
 * Chapter One: Know Thy Self/Know Thy Neighbor**

Objectives: Participants will…
 * Complete a self assessment to examine personal belief systems on teaching styles
 * (If meeting face to face) Complete team building activities designed to create an atmosphere of trust and cooperation
 * Discuss specific scenarios and possible outcomes either in a face to face setting or in an online discussion forum

I. (15 minutes) Learners will take a Self Assessment (1.1.1) 

II. (45 minutes-15 to complete, 30 to discuss) After taking the Self Assessment, learners will write and submit a reflection answering the question: (1.1.2)

(At this point, a link to an online discussion board or drop box needs to be created for participants to submit their reflection. Onsite administrators will have the responsibility of making sure participants submit their reflections).

III. (45minutes-1 hour) At the school level, general ed teachers and special ed teachers will engage in a face to face gathering. At this time, teachers participate in team building activities. All teachers will bring their self reflections to the meeting. (If there is no face to face meetings, then this step would be omitted) Trainer Notes - 45 min to 1 hour

1. [] 2. []
 * 1) Gather all teachers together for a time of bonding and conversation.
 * 2) Activity 1 (40 minutes)-group teachers in a way that makes sense for your school. If EC teachers serve specific grade levels, group the grade levels with the EC teacher that works with them. If services are divided in another way, try to group teachers together who will be working together as Co Teaching Teams. After teachers are grouped, ask them to spend approximately 15 minutes discussing the results of their self-inventories and their reflection piece. After the groups have spoken with each other, come back together as a large group. Lead a discussion as to whether any commonalities were discovered during the small group discussions.
 * 3) Activity 2 (10 minutes) Have teachers write a personal ad for what they are looking for in a co-teaching partner. Ask them to include: Experience, Educational Background, Degree, and Major. Also, answer the following questions: What are you teaching, What do you love to teach, What is your previous co-teaching experience, What qualities do you bring to teaching, and What are you seeking in a co-teaching match?
 * 4) Activity 3 (45 minutes-more if you choose to do several activities)-Talk with group about the importance of trust when teachers are embarking on a co-teaching adventure. Choose 2 or 3 activities for groups to participate in to help build trust. If EC teachers serve different grade levels, try to create opportunities for them to participate in trust activities with all of the teachers they may be co-teaching with.
 * 5) Links for team building activities:

3. Puzzled Thumbs
In Brian Cole Miller's first team-building guide, "Quick Team Building Activities for Busy Managers: 50 Exercises That Get Results in Just 15 Minutes," an exercise called "Puzzled Thumbs" encourages participants to effectively deal with change in the midst of a challenge. For this exercise, you'll need one children's jigsaw puzzle for each group of two to four participants. Ideally, the puzzle should be 15 to 25 pieces. You'll also need a stopwatch. Give each team one puzzle and have them separate all the pieces and scatter them face-up on the table. Time them as they assemble their puzzles, then have them scatter the pieces and start over, challenging them to beat their initial times. Challenge them once more to get an even better time, then tell them that for their next attempts, they're forbidden to use their thumbs. Watch them closely, and add a one-minute penalty each time they use a thumb. Again, challenge them to two more rounds, striving for better time each round. This exercise can help prime staff for unpredictability, encourage creative problem-solving and discourage resistance to change. Read more: [|http://www.livestrong.com/article/221732-team-building-exercises-in-the-workplace/#ixzz1lKmaaNr0] IV. General Classroom Scenarios (30 minutes)-Trainer will hand out a scenario of non EC specific classroom scenarios for each group to discuss how they would deal with that situation as individual teachers. The purpose of the conversations is to get a better idea of how individual teachers feel about various classroom issues. Use Hand out # 1-copy each scenario on different pages for each group to have their own copy. After group discussions, come back to the whole group and get feedback about differences in philosophies and how that might affect co-teaching.
 * 1) Other team building activities can be found online if facilitators want more options.

IV. (30 minutes) Trainer leads whole group in a discussion of various classroom scenarios or learners participate in an online discussion. If participants do not have face to face meetings, then participants should contribute a minimum of three times to each scenario online. Questions to be answered in online discussion are incorporated into each scenario) (At this point, a link needs to be created for participants to click on to participate in a discussion of scenarios. The scenarios are in handout 1.1.3) = = 
 * 1) Small groups discuss their various reactions to the scenario presented to their group.
 * 2) Groups come back together and discuss different reactions to scenarios if meeting face to face.

V. (30 minutes) Participants will review the chart talking about the necessary change in paradigms to be a productive co teaching team. After reading the chart, participants will submit a reflection discussing where they are in their thinking on these issues. (1.1.4) 

Objectives: Participants will… I. (30 minutes) : Trainer notes discuss building Trust, Rapport and Respect and the importance of Communication
 * Chapter Two: Love Thy Neighbor As Thyself**
 * Discover the importance of trust, respect, communication and a positive rapport in a co-teaching partnership and demonstrate this understanding through small group discussion and completion of the S.H.A.R.E. handout.
 * Handout: [[file:1.2.1 - Cartoon.doc]]

Trainer Notes - Love Thy Neighbor as Thyself (30 min)

“TR2”

In order for any co-teaching partnership to be effective, enriching and even endured, several common traits must be established. **__T__**rust, **__R__**apport and **__R__**espect are absolute musts when working together in a classroom. So how do we build “TR2”? Trust, rapport and respect are truly built over time, but must begin before the school year begins. 1. Know and understand your belief system, as well as that of your partner. a. completed self-assessment b. time reflecting together on this self-assessment c. be open to discussing differences 2. Identify and discuss characteristics that promote a successful co-teaching setting. a. volunteers (did you volunteer for this assignment?) b. teaching styles that are outcome/activity-based, innovative, and multi-sensory c. collaborative skills (how easily do you work with others?) d. flexible e. accepts differences and constructive criticism f. incorporates cooperative learning practices 3. Establish an inviting atmosphere a. receive trainings together (not just co-teaching trainings J ) b. visit other co-taught classrooms c. create ways to demonstrate parity 1. use both teachers’ names 2. both teachers plan, grade, utilize regular and EC student information 4. Share “pet peeves” a. noise levels b. routines-instructional, organizational, etc. c. definition of “help” d. discipline 5. Decide who will do what a. write out work during the lesson b. take attendance c. pass out/collect papers d. grade e. prepare for and attend conferences f. make accommodations g. arrange to retrieve resources
 * The above examples can be added to depending upon teacher experience, etc.**


 * Additionally, there are factors that will undermine the effectiveness of any co-teaching partnership. They are as follows:**
 * 1. Ignoring the importance of a shared understanding of all that co-teaching involves.**
 * 2. Using co-teaching as the basis of all inclusive services in a school. This could wrongly encourage the implication that if an EC student is in the general setting, then there must be an EC teacher there to provide services.**
 * 3. Failing to clearly distinguish the roles of all the various adults working within a classroom.**
 * 4. Establishing co-teaching settings based on the preferences of staff rather than on the needs of students.**
 * 5. Failing to provide good information to those who will be implementing the co-teaching in areas such as differentiation, positive behavior support, etc.**
 * 6. Implementing co-teaching without having equitable division of labor among the teachers and without considering a range of options for grouping students.**
 * 7. Overusing one co-teaching approach so that students do not receive the benefits of having two teachers in the classroom. Ask: How is this setting significantly different because there are two teachers?**
 * 8. Failing to accommodate for time that the teachers can plan together and/or failing to use that time wisely.**
 * 9. Assigning too many students with special needs to a co-taught class. This could look like too many EC students clustered in one group making it a disproportionate make-up of students; or placing an appropriate number of EC students in a class but then filling the other spaces with low achieving students who do not qualify for services.**
 * 10. Neglecting to collect data that demonstrates the impact of the co-teaching setting on all student achievement.**

II. (15 minutes) Small group discussion of S.H.A.R.E. concept (1.2.1)
 * Finally, remember that establishing trust, rapport and respect is an ongoing, and sometimes fragile, process. Open lines of communication are imperative to teacher and student success. The more open and honest teachers are with each other, the more conflicts can be avoided. I can’t work to fix what I don’t know is broken. Also, I can’t stop getting on your nerves if I don’t know that what I am doing drives you crazy.**
 * Handout 1.2.2 gives participants an opportunity to discuss some of the topics that were discussed in this section. The S.H.A.R.E. handout is a means of initiating more communication among/between co-teachers.**




 * Unit one post assessment:**Write an advertisement for a co-teaching partner. Be sure to consider all of the information covered to this point.

=Unit 2: Working Together= =**//2.1 Home Sweet Home (Gay)//**=


 * Objectives**: Participants will…
 * Review and expand on beliefs and assumptions related to classroom management and instruction;
 * Identify considerations related to the physical environment;
 * Determine how to structure the classroom management components;
 * Develop a process and roles for behavior intervention;
 * Demonstrate understanding of the relationship between quality instruction and behavior in the co-teaching classroom.
 * Purpose:** Co-teachers must collaborate on the development of the classroom instruction and management based on student needs, curriculum content, and teacher styles. Points of discussion between co-teachers should include beliefs, environment, expectations, routines, feedback, student engagement, problem behaviors and quality instruction.
 * Purpose:** Co-teachers must collaborate on the development of the classroom instruction and management based on student needs, curriculum content, and teacher styles. Points of discussion between co-teachers should include beliefs, environment, expectations, routines, feedback, student engagement, problem behaviors and quality instruction.


 * Pre-Test:** Complete the classroom management checklist ( [[file:dpico-teaching/2.1.1 Classroom Management Checklist.docx|2.1.1 Classroom Management Checklist.docx]] ) that addresses the physical space, schedule, classroom expectations, classroom routines, behavior management, and quality instruction in your co-teaching classroom. Mark whether each component is in place (2), partially in place (1), or not in place (0).

= = =**//Beliefs and Principles//**=


 * ** Quotes: ** “Co-teachers’ beliefs and principles provide the foundation upon which the classroom management program is built.”

Darch, C. B., and Kame’enui, E.J. (2004). Instructional classroom management (2nd edition). Upper Saddle River, N.J.: Pearson Education

All children can learn. All children belong. All children have gifts and strengths. All behavior is communication. Teaming is essential. School staff, families, and others are critical members of the team.
 * ** Activity ** : Review your posts on assumptions and beliefs from Unit 1 Chapter 1**.** Now, think of your beliefs related specifically to classroom management and instruction. Add any statements to your list that you did not include previously. Post your list (with your co-teacher’s list if possible) and highlight discrepancies that will entail further acceptance or negotiations.


 * **Vignette**: “We get along very well. We are both flexible and have developed similar expectations for students and similar classroom management styles. We feed off each others’ comments and teaching styles. We switch which groups we work with so that we both get to perform a variety of roles with all our students. We work together; develop together; and bounce things off each other. Working as a team makes you feel good.”

Salend, S. Gordon, I., and Lopez-Vona, K. (2002). Evaluating cooperative teams. //Intervention in// //School and Clinic//, 37(4), 195-200.

2.1.2 - Beliefs Cartoon.pdf
Present cartoon picture: Hopefully you will have a co-teaching marriage that can leave the baggage at the door and work as a team that grows professionally together.

Darch, C. B., and Kame’enui, E.J. (2004). Instructional classroom management (2nd edition). Upper Saddle River, N.J.: Pearson Education.
 * ** To find out more, read ** :

Salend, S. Gordon, I., and Lopez-Vona, K. (2002). Evaluating cooperative teams. //Intervention in// //School and Clinic//, 37(4), 195-200.

=**Physical Learning Environment**=

· ** Quotes: “ **The physical learning environment is the third teacher.” Reggio Emilia

· The physical learning environment should be a place that informs and engages the child. One that can motivate the students, enhance learning and reduce behavior challenges. The arrangement should complement the co-teaching approach used most often to allow for an effective and efficient delivery of the material being taught. (Louisiana Guide)

· Key ideas related to the physical arrangement in the co-teaching classroom are listed:

1. Both teachers control the space.

2. Spaces should be clearly defined in the room.

3. The arrangement of the desks or tables should complement co-teaching.

4. Students with disabilities should be interspersed into the seating arrangement appropriately.

Gately, S.E., and Gately, F.J. (2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-47.

- Do you think this picture represents appropriate seating?

5. Classroom walls should have an instructional focus.

6. Design room to stimulate learning and accomplish instructional goals and objectives.

7. Keep traffic areas free of congestion.

8. Make commonly used materials and technology easily accessible.

Colvin, G. (2004). PBS and classroom management. Presentation, Delaware.

· ** See Handout/cartoon 2.1.1 **

· The physical environment should also address the sensory issues of students.

1. Displays and presentations should be seen and heard by students.

Colvin, G. (2004). PBS and classroom management. Presentation, Delaware.

2. Physical clutter is also called visual noise. Too much visual stimulation can be distracting. ([])

· ** Activity: **Post a sketch of your co-teaching room. Address activity areas, functional sections, materials location, seating arrangements, visual and/or auditory displays, and technology design.

· ** To find out more, read: **

(Louisiana Guide)

Colvin, G. (2004). PBS and classroom management. Presentation, Delaware ([])

= = =**Classroom Management**=

· **Quotes**: "When co-teachers share and practice principles of respect and belief in students' capacity to learn, they maximize instructional outcomes....Co-teaching partners can capitalize on their collaborative relationship in designing and implementing proactive instructional practices for managing both academic and social behaviors. Friend and Cook (2007) suggest that, in addition to determining foundational beliefs and philosophies, co-teachers identify and discuss classroom routines and what constitutes acceptable student behavior....In developing a classroom management plan, co-teachers should consider broad behavioral categories or expectations that will enable students to be successful adults." Butler Knight, Ed.S., "Co-Teaching: Planning for instructional classroom management." (http://education.wm.edu/centers/ttac/resources/articles/consultcollaborate/coteach-picm/i

· ** Quote **: “Effective classroom management involves two elements: relationships and structure.”

Gately, S.E., and Gately, F. J., Jr. (2001). Understanding co-teaching components. Teaching exceptional children, 33 (4), 40-47.

· For students to be actively involved in academic work, effective classroom management must exist. Expected classroom procedures provide for smooth and continuous learning due to fewer disruptions and a high time on task. This type of classroom management ensures that class time is spent effectively. (//Teaching Students with Learning Problems//. Mercer, Cecil D., Mercer, Ann R. 1993, Prentice Hall; page 13) It is essential that co-teachers work together to set up and maintain a mutually agreed upon set of classroom procedures.

· Many special education teachers feel that it is their place to conform to the procedures set in place by the classroom teacher since the special educator is not in that classroom all day. If this is the case, the special educator needs to have a clear understanding of those expectations from the classroom teacher so that consistency is maintained. Regardless of who initiates the procedures, it is imperative that both teachers agree upon them and enforce them equally.

· Co-teachers may need to examine the impact of their behaviors on the student behaviors (Saphier, J. and Gower, R. (1987). The skillful teacher building your teaching skills. Carlisle, Massachusetts: Research for Better Teaching, Incorporated.)

· Co-teachers should look broader into the school environment for systems that promote positive behaviors. Classroom management plans should align with the school’s policies. (Sugai, G. Horner, R., Sailor, W, Dunlap, G. , Eber, L. , Lewis, T. , Kincaid, D., Scott, T. Barret, S. , Algozzine, B., Putnam, B. Massanari, C. and Nelson, M. (2005). School-wide positive behavior support implementer’s blueprint and self-assessment. OSEP Center on Positive Behavioral Interventions and Supports.)



· Co-teachers should define and teach behavioral expectations. (Friend, M. and Cook, L. (2007). Interactions: collaboration skills for school professionals. (5th edition) Boston, MA: Allyn and Bacon.) Considerations may include:

Positive statements

Students Assist

Set the first day of school

Extension of school-wide expectations

Rehearsed and reviewed

Systematically taught

Supervision and feedback provided

· Co-teachers should identify and discuss classroom routines. ( Friend, M. and Cook, L. (2007). Interactions: collaboration skills for school professionals. (5th edition) Boston, MA: Allyn and Bacon.) Examples of routines that should be established include:

Starting the day

Entering the class

Working independently

Securing assistance

Sharpening pencils

Moving in the classroom

Speaking in the classroom

Working in groups

Personal needs

Restroom

Organizing assignments

Conducting tests

Sending work home

· A functional schedule should be posted for each day of the week that is stable and predictable, reflects changes, and provides sufficient structure. (Geoff Colvin’s Classroom strategies) So that you do not have a classroom that looks like this........ -

· Co-teachers should determine the components of the classroom management system to prevent inappropriate student behavior and promote learning within the school environment. The system should be coherent, consistent, positive, and proactive. ( Miller, G. and Hall, T. (2005). Classroom management. Wakefield, MA: National Center for Accessing the General Curriculum.)

· ** Activity: Describe how your co –teaching classroom management system will include both relationship building and structure. **

· ** To find out more, read: **

Lovitt, T. (1978).Managing inappropriate behaviors in the classroom. Reston, Va.: The Council for Exceptional Children.

Gately, S.E., and Gately, F. J., Jr. (2001). Understanding co-teaching components. Teaching exceptional children, 33 (4), 40-47.

//Teaching Students with Learning Problems//. Mercer, Cecil D., Mercer, Ann R. 1993, Prentice Hall; page 13

Saphier, J. and Gower, R. (1987). The skillful teacher building your teaching skills. Carlisle, Massachusetts: Research for Better Teaching, Incorporated.

Sugai, G. Horner, R., Sailor, W, Dunlap, G. , Eber, L. , Lewis, T. , Kincaid, D., Scott, T. Barret, S. , Algozzine, B., Putnam, B. Massanari, C. and Nelson, M. (2005). School-wide positive behavior support implementer’s blueprint and self-assessment. OSEP Center on Positive Behavioral Interventions and Supports.

Friend, M. and Cook, L. (2007). Interactions: collaboration skills for school professionals. (5th edition) Boston, MA: Allyn and Bacon.

Miller, G. and Hall, T. (2005). Classroom management. Wakefield, MA: National Center for Accessing the General Curriculum.

Walker, H. M., Colvin, G., and Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing Company.

[]

=**Behavior Intervention**=

· ** Quote **: “If co-teachers want students to respect them as equal members in the classroom, they need to share the responsibility of behavior management. The teachers need to get away from the belief that these are ‘my’ students and those are ‘your’ students. While this concept is important throughout the co-teaching partnership, it is especially important in terms of behavior management.” (Friend, Marilyn 2006)

· ** Handout/Cartoon 2.1.2 **

· Individual students may present with challenging behaviors even with an effective classroom management system. Examples may include:

o Difficulty establishing and maintaining relationships with peers and adults

o Not trusting others

o Demonstrating poor self image

o Exhibiting emotional and social immaturity

o Problem understanding cause and effect

o Seeking excessive attention

o Difficulty dealing with authority

o Bullying others

· Co-teachers will determine who will, when, and how to collect data on student behaviors and then determine the functions of the student’s behaviors(See )

· When the function is determined the co-teachers will match interventions and teach replacement behaviors. (Wood, J.W.(1992) Adapting instruction for mainstream and at-risk youth. Columbus, Ohio: Merrill Publishing Company.)

o Planned ignoring

o Signal interference

o Proximity control

o Defusing tension through humor

o Support for routing

o Interest boosting

o Removing distracting objects

o Antiseptic bouncing

· Student violation of rules and routines should be framed as the need for re-teaching. (Darch and Kame’enui, 2004). Examples of approaches to re-teaching include:

o Social Contracts

o Social skills lessons

o Positive Consequences

o Negative Consequences

· Other considerations should be made by the co-teachers related to problem behaviors.

o Individual behavior plans

o Potential danger to others or the student

 o Available help

o Ability to respond

o Safe exit, if necessary

o Individual history of physical aggression

o Physical intervention training

o Process to resolve if co-teachers disagree about a situation

o Communication if one co-teacher needs help

Bost and Woodson 2008

· ** Activity **: Review a video of a noncompliant child. Discuss the process including roles for addressing the situation. Consider data collection, planning, interventions, replacement behaviors, re-teaching, and crisis in the process.

· ** For more information, read **:

(Friend, Marilyn 2006)

[]

[]ment

Darch and Kame’enui, 2004 Wood, J.W. (1992) Adapting instruction for mainstream and at-risk youth. Columbus, Ohio: Merrill Publishing Company

=**Quality Instruction**=

· ** Quotes: **Instruction is the primary focus of all teachers. In a co-taught arrangement, both teachers must be responsible for planning, delivering and assessing instruction.

(Louisiana‘s Co-Teaching Resource Guide)

Instruction is based on principles of active student participation. (Friend, 2010)

· A student’s information retention rate will vary depending on the combination of active and passive instructional approaches.

Dale, E. (1969). Audio-visual methods in teaching, third addition. Maine: Holt, Rinehart, Winston.

· Since different learning needs require differentiated instruction, teachers in a co-taught classroom must know their learners' learning styles and preferences. This knowledge is paired with a concern for each student so that instruction can be tailored to best meet their needs.

· Differentiation can occur in three areas: Content (what is learned), Process (how the content is taught), and Product (the outcome--how the learner demonstrates their knowledge). (//Differentiating Instruction for Students with Learning Disabilities//. Bender, William N.; 2002 Corwin Press Inc.; page 2) Therefore, all teachers involved in a co-teaching setting work together to make the appropriate adjustments to content, process and/or product for all students in that classroom.

· While it is generally understood that the classroom teacher has the most knowledge of the content and the special education teacher has more knowledge of making accommodations, please note that these teachers should work together and learn from each others' areas of expertise in order to accomplish the goal of differentiated quality instruction.

· Tips for instruction in a co-taught classroom include:

o Pace of instruction is brisk.

o Vary instructional practices and materials (i.e. assistive technology, instructional technology, projects, flexible and creative lessons.)

o Provide appropriate accommodations to students (i.e. oral responses, audio access to instruction, fewer items to complete.)

o Transitions between activities occur with a minimal loss of time.

Friend, M. (2010)

o Avoid stigmatization of any one group of students (i.e. circulate students, maintain heterogeneous groups, use large and small group instruction.)

o Develop unobtrusive signals to communicate with each other (i.e. time to move on, extra time is needed, teacher leaving for an emergency, teachers need to meet.)

o Create signals for students that are consistent and can be used by either teacher (i.e. indicate transitions, gain attention, or make an announcement)

Murawski, W.W. and Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58.

=**Daily Duties and Substitutes**=

· Teacher should consider appropriate division of daily duties or an alternation of duties. Duties for consideration include:

o Taking attendance/roll,

o Putting up bulletin boards,

o Updating a newsletter or website, and

o Communicating with parents.

· Substitutes must be assigned when one or both co-teachers are absent. Best practices and requirements should be written and included in a folder for efficiency. Considerations for the folder should include :

o The class procedures

o Daily lessons

o Reminder of professional confidentiality regarding students with disabilities

(Louisiana Guide)


 * Post test: **Review the classroom management checklist with your co-teacher. Prioritize the areas that you both want to address. Post next steps to address the prioritized areas including roles and responsibilities.

Objectives: Participants will…
 * Chapter Two: In the Kitchen**
 * define roles and responsibilities for planning, and explain various planning models describing situations where these different models are appropriate.

I.(20 minutes) Parity: When working in a co-teaching environment, all members of the team need to be equally invested. An expectation of parity needs to exist. In order for this to happen, specific conversations need to be had in an honest and forthright manner. The co-teachers need to agree on how the following responsibilities will be addressed:
 * 1) **Instruction:** Generally, instruction is the most important area of focus for all teachers. When classes are co-taught, both teachers must have the responsibility of planning, delivering and assessing instruction.
 * 2) **Accommodations and Modifications:** When there are a variety of learning styles and abilities, appropriate modifications and accommodations need to be implemented. In a co-taught setting, both teachers must work together to identify and design any necessary accommodations and/or modifications.
 * 3) **Behavior Management:** Appropriate classroom behavior is a vital piece of any classroom setting. In a co-taught classroom, both teachers need to take responsibility for managing behavior and implementing consequences as needed.
 * 4) **Assessment:** It is important to have good assessment information when planning instruction. In a co-taught environment, both teachers need to have an understanding of and be comfortable with many different forms of assessment.
 * 5) **Data Collection and Recordkeeping:** Data must be kept on a regular and routine basis. Co-teachers must work together to create procedures for data collection and decide how that data will be analyzed.
 * 6) **Conferences:** Both members of a co-teaching team should be present for conferences and meetings regarding students in their class.
 * 7) **Communication:** The ability to communicate honestly and openly is a vital part of co-teaching partnerships. Both members of the co-teaching team must make a commitment to regularly discussing any information and issues related to the instruction in their co-taught classroom.
 * 8) **Advocacy:** In a co-taught classroom, both teachers need to be willing advocates for ALL of the students in the classroom.

Adapted from: Louisiana’s Co-Teaching Resource Guide Louisiana Department of Education April 2011

II. (30 minutes) Lesson Planning Meals: Trainer Notes

The following are ways for teachers to co-plan in order to effectively co-teach in any classroom setting. Co-planning is absolutely essential if teachers are to effectively meet students’ needs within the general classroom setting. The theme of preparing meals will hopefully be an entertaining way to help teachers understand the different ways to plan, as well as, the unconditional need for it.

This type of planning is from scratch. The teachers involved must determine what standards need to be taught, select the unit topic(s), design lessons/lesson plans, select and gather materials and resources, etc. This type of planning is very time consuming since only “raw” materials are being brought to the table by both parties. However, this makes for very creative and balanced lessons. It also ensures that all involved in this type of planning are equally vested in it and its delivery in the classroom. It allows teachers to be seen as complete equals, as well, since both have the same amount of time involved. While gourmet meals are quite delicious and very satisfying, they are not practical for every meal that we eat. So it is with planning. This “from scratch” planning is very beneficial, but is not something that can be expected from every planning session.
 * Gourmet Meal: Two Gourmet Chefs **

With this type of planning some things are brought to the table pre-done so that the teachers involved are cooking the meal together. The topic(s) and/or standards to be taught have been pre-selected, but lesson activities and specifics still need to be designed. This is much like the gourmet meal where all involved are equally vested in the development of the lessons. The main difference is that this type of planning is a little less time consuming. Since the standards to be taught are known ahead of time, the teachers can bring more to the table by way of materials and resources. This allows the chefs to then mix the ingredients together as they prepare the meal/lesson together. Home cooked planning should be a staple in teachers’ planning pantries.
 * Home Cooked Meal: Two Great Co-Chefs **

Here the chefs prepare parts of the meal before they meet to bring it all together. It is important that each member have a general idea of what the other is bringing. While we all love dessert, a meal of dessert only would not be healthy or satisfying. Even though each chef has decided if they are to bring the meat, vegetable, bread, etc. they will not know exactly what the meal will look like until they come together to meld their dishes into the full meal. While this type of planning is also less time consuming than gourmet and even the home cooked meal, it may take some work to ensure that the meal/lesson has continuity and does not lack in any particular area/dish. This planning style also easily allows accommodations to be made to portions of the lesson but not to others. In this model there continues to be parity as long as each member brings equal portions to the picnic…another staple in the teachers’ pantries.
 * Pot Luck Meal: Two Good Separate Chefs **

“Give me a combo meal #1 with a diet coke, please.” When you order a meal at a drive-through window, the person who prepares the meal and the attendant who hands it through the window need little communication. In this type of planning, most or all of the lesson(s) have been created by one partner and the other teacher usually makes adjustment, modifies materials, and makes other accommodations to an activity. This way modifications and/or accommodations may be achieved and each party has an awareness of the plans. While this type of planning is less time consuming, parity is nearly lost since one teacher will have greater input than the other. Fast food meals are fine, even necessary sometimes, but would be very unhealthy if that were the only type of meal consumed.
 * Fast Food Meal: Fry Chef and the Drive-through Attendant **

This type of planning involves one teacher creating all of the lesson plans, gathering of materials and resources, etc. The other teacher is simply the consumer who shows up to partake of what has been prepared. This partaker may or may not have volunteered to help. The dinner guest may be allowed to sprinkle a bit of salt or add a comment or example to the lesson but their interaction is extremely limited. Since everything is prepared ahead of time, only the one chef knows what the meal/lesson consists of. Due to this, time expended is very minimal meaning that communication and input is sporadic or non-existent. Since teachers are not equally vested in the planning, they will not be equally vested in the delivery of the instruction either. This inequity will be obvious to the students and the credibility of the “dinner guest” teacher is most likely lost. Only on the spot accommodations and modifications can be made which could very possibly render them ineffective. This type of planning is, unfortunately, what many teachers experience, but should be used only on a rare occasion.
 * Dinner Party Meal: Individual Chef and the Dinner Guest **

Rockingham County Schools North Carolina
 * Created by: Rhonda Brown and Kristi Harris

** Physical Environment **  · ** Quotes: “ **The physical learning environment is the third teacher.” Reggio Emilia · The physical learning environment should be a place that informs and engages the child. One that can motivate the students, enhance learning and reduce behavior challenges. The arrangement should complement the co-teaching approach used most often to allow for an effective and efficient delivery of the material being taught. (Louisiana Guide)Key ideas related to the physical arrangement in the co-teaching classroom are listed:  1. Both teachers control the space. 2. Spaces should be clearly defined in the room. 3. The arrangement of the desks or tables should complement co-teaching. 4. Students with disabilities should be interspersed into the seating arrangement appropriately. <span style="display: block; height: 1px; left: -40px; margin: 0in 0in 0in 1in; overflow: hidden; position: absolute; top: 9992px; width: 1px;">Gately, S.E., and Gately, F.J. (2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-47. <span style="display: block; height: 1px; left: -40px; margin: 0in 0in 0in 0.75in; overflow: hidden; position: absolute; top: 9992px; width: 1px;">5. Classroom walls should have an instructional focus. <span style="display: block; height: 1px; left: -40px; margin: 0in 0in 0in 0.25in; overflow: hidden; position: absolute; text-indent: 0.5in; top: 9992px; width: 1px;">6. Design room to stimulate learning and accomplish instructional goals and objectives. <span style="display: block; height: 1px; left: -40px; margin: 0in 0in 0in 0.75in; overflow: hidden; position: absolute; top: 9992px; width: 1px;">7. Keep traffic areas free of congestion.8. Make commonly used materials and technology easily accessible. <span style="display: block; height: 1px; left: -40px; margin-left: 1in; overflow: hidden; position: absolute; top: 9992px; width: 1px;">Colvin, G. (2004). PBS and classroom management. Presentation, Delaware. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-indent: -0.25in; top: 9992px; width: 1px;"> · **See Handout/cartoon 2** · The physical environment should also address the sensory issues of student **<span style="font-family: 'Arial','sans-serif'; font-size: 21.3333px;">Unit 2: Working Together (2 hours) **


 * <span style="font-family: 'Arial','sans-serif';">Chapter 3: Let’s Eat **
 * <span style="font-family: 'Arial','sans-serif';">Co-Teaching Approaches **

<span style="font-family: 'Arial','sans-serif';">At the end of this chapter, participants should be able to:
 * <span style="font-family: 'Arial','sans-serif';">Objectives **
 * <span style="font-family: 'Arial','sans-serif';">Identify and apply the four factors when choosing a co-teaching model to use
 * <span style="font-family: 'Arial','sans-serif';">Understand the 6 model of co-teaching
 * <span style="font-family: 'Arial','sans-serif';">Identify the drivers and constraints for determining the model to be used.
 * <span style="font-family: 'Arial','sans-serif';">Develop lessons to be used with 3 of the co-teaching models

<span style="font-family: 'Arial','sans-serif';">Identify any co-teaching models with which you are familiar. For each model listed, identify:
 * <span style="font-family: 'Arial','sans-serif';">Pre-Test - If this is face to face, paper copy provided. If participant is online, OSU please insert link to take test online. **
 * <span style="font-family: 'Arial','sans-serif';">Role of the general educator
 * <span style="font-family: 'Arial','sans-serif';">Role of the special educator
 * <span style="font-family: 'Arial','sans-serif';">Room arrangement
 * <span style="font-family: 'Arial','sans-serif';">Content instructional implications

<span style="font-family: 'Arial','sans-serif';">As co-teachers plan together, there are six approaches that are used. The model chosen should depend on student characteristics and needs, teacher characteristics and needs, curriculum content and instructional strategies, and the environment. “To keep co-teaching relationships and instruction arrangements fresh and effective, teachers should consider trying several of the approaches and altering their co-teaching methods regularly.”6
 * <span style="font-family: 'Arial','sans-serif';">Introduction: **

<span style="font-family: 'Arial','sans-serif';">Review the basis for selecting a co-teaching approach below then complete Handout 2.3.1 to identify how these criteria will influence your choice of co-teaching models.

<span style="color: #000000; font-family: 'Arial','sans-serif';">Co-teaching is most effective when the approaches used are deliberately selected. Here are four factors to weigh in selecting a co-teaching approach: <span style="color: #000000; font-family: 'Arial','sans-serif';">The first considerations in thinking about co-teaching approaches are student characteristics and needs. For example, if students tend to become disruptive during transitions, an approach should be selected that minimizes transitions. Conversely, if students need extra motivation, an approach with frequent changes might be preferred.
 * __<span style="font-family: 'Arial','sans-serif';">Basis for Selecting a Co-Teaching Approach1 __**
 * 1) **<span style="color: #000000; font-family: 'Arial','sans-serif';">Student characteristics and needs **<span style="color: #000000; font-family: 'Arial','sans-serif';">.

<span style="color: #000000; font-family: 'Arial','sans-serif';">2. **Teacher characteristics and needs**. <span style="color: #000000; font-family: 'Arial','sans-serif';">Co-teaching will be different in different classrooms and at different times of the school year based on teacher characteristics and needs. For example, if co-teachers vary significantly in their teaching styles, it might be best to select approaches that enable them to teach independently. Alternatively, if co-teachers work easily together, a more shared approach might be appropriate.

<span style="color: #000000; font-family: 'Arial','sans-serif';">3. **Curriculum, including content and instructional strategies.** <span style="color: #000000; font-family: 'Arial','sans-serif';">The content to be taught and the instructional strategies that are most effective for addressing the content are additional considerations in selecting co-teaching approaches. Highly structured content and procedures, such as teaching steps in a process, would require one approach while less structured content, such as a discussion of ideas, would suggest another approach.

<span style="color: #000000; font-family: 'Arial','sans-serif';">4. **Pragmatic considerations**. <span style="color: #000000; font-family: 'Arial','sans-serif';">The preference for co-teaching approaches should also be tempered by the pragmatics of the setting. For example, in an open school, noise is a consideration in selecting an approach. In a crowded classroom, an approach not particularly dependent on space might be the best choice.

<span style="color: #ff0000; font-family: 'Arial','sans-serif';">

<span style="font-family: 'Arial','sans-serif';">There are six different models of co-teaching. <span style="font-family: 'Arial','sans-serif';">Many times the models of one teach, one observe and one teach, one assist are not separated.
 * <span style="font-family: 'Arial','sans-serif';">Station Teaching
 * <span style="font-family: 'Arial','sans-serif';">Parallel Teaching
 * <span style="font-family: 'Arial','sans-serif';">Alternative Teaching
 * <span style="font-family: 'Arial','sans-serif';">Team Teaching
 * <span style="font-family: 'Arial','sans-serif';">One Teach, One Observe
 * <span style="font-family: 'Arial','sans-serif';">One Teach, One Assist

<span style="font-family: 'Arial','sans-serif';">The following video gives an overview of the co-teaching models. <span style="font-family: 'Arial','sans-serif';">As you watch the video, observe the role of each teacher and room arrangement. <span style="color: #0000f6; font-family: 'Arial','sans-serif';">Overview of Co-Teaching Approaches

<span style="font-family: 'Arial','sans-serif';">Which model did you least prefer? Why?
 * <span style="font-family: 'Arial','sans-serif';">Reflection Question (If participant is face to face, discuss in group setting. If participant is online, please link to online discussion board): **<span style="font-family: 'Arial','sans-serif';"> Which model did you most prefer? Why?

<span style="font-family: 'Arial','sans-serif';">To keep the co-teaching relationship and instructional arrangements fresh and effective, teachers should consider trying several of the approaches and altering their co-teaching methods regularly.2 (pg. 47)


 * **<span style="font-family: 'Arial','sans-serif';">Description ** || **<span style="font-family: 'Arial','sans-serif';">Ideal % ** ||
 * **<span style="font-family: 'Arial','sans-serif';">One Teach, One Observe. **<span style="font-family: 'Arial','sans-serif';"> One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">5 – 10% ||
 * **<span style="font-family: 'Arial','sans-serif';">Station Teaching. **<span style="font-family: 'Arial','sans-serif';"> In this co-teaching approach, teachers divide content and students. Each teacher then teachers the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third “station” could give students an opportunity to work independently. || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">30 – 40% ||
 * **<span style="font-family: 'Arial','sans-serif';">Parallel Teaching. **<span style="font-family: 'Arial','sans-serif';"> On occasion, students’ learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both teaching the same information, but they divide the class group and do so simultaneously. || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">30 – 40% ||
 * **<span style="font-family: 'Arial','sans-serif';">Alternative Teaching: **<span style="font-family: 'Arial','sans-serif';">In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group. || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">20 – 30% ||
 * **<span style="font-family: 'Arial','sans-serif';">Teaming: **<span style="font-family: 'Arial','sans-serif';"> In teaming, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having “one brain in two bodies.” Others call it “tag team teaching.” Most co-teachers consider this approach the most complex but satisfying way to co-teach, but it is the approach that is most dependent on teachers’ styles. || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">20 – 30% ||
 * **<span style="font-family: 'Arial','sans-serif';">One Teach, One Assist. **<span style="font-family: 'Arial','sans-serif';"> In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.1 || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">< 20% ||

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Percentages are from: “Inclusive Practices and Co-Teaching: Improving Success for ALL Students”. Workshop for Rockingham County Public Schools. October 16, 2006.

<span style="font-family: 'Arial','sans-serif';">As teachers begin to establish co-teaching relationships, they tend to start with approaches that involve less coordination between team members (i.e., parallel, one assist). Gradually, as co-teaching skills and relationships strengthen, teachers begin to incorporate more approaches based on students’ needs and instructional content requirements. The successful implementation of co-teaching requires time, coordination, and trust.4

<span style="font-family: 'Times New Roman','serif';">Read the description of the different co-teaching methods and view the accompanying video. <span style="color: #ff0000; font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Times New Roman','serif';">Activity 1: **
 * <span style="font-family: 'Arial','sans-serif';">Station Teaching

<span style="font-family: 'Times New Roman','serif';">Station Teaching Video

<span style="color: #ff0000; font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">Parallel Teaching

<span style="font-family: 'Times New Roman','serif';">Parallel Teaching Video

<span style="color: #ff0000; font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">Alternative Teaching

<span style="font-family: 'Times New Roman','serif';">Alternative Teaching Video

<span style="color: #ff0000; font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">Team Teaching

<span style="font-family: 'Times New Roman','serif';">Teaming Video <span style="font-family: 'Times New Roman','serif';">Teaming Video 2

<span style="color: #ff0000; font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';">One Teach, One Observe/Assist

<span style="font-family: 'Times New Roman','serif';">Based on your work from Activity 1 and Handout 2.3.1, write lesson plans for three of the models.
 * <span style="font-family: 'Times New Roman','serif';">Activity 2: **




 * <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Implementation of the Co-teaching Approaches **

<span style="color: #000000; font-family: 'Times New Roman','serif';">While all of the co-teaching approaches listed above are valid and valuable, the effectiveness of each is determined by matching the right approach to a specific lesson and group of students. For example, team teaching can be extremely effective for some lessons, but for other lessons (like when the teachers need to introduce a new, but very complex, math skill), it is very limiting, because it is a large group approach. Parallel teaching, on the other hand, may not be as effective as team teaching if the lesson involves a discussion of current political events. It may be more beneficial to have all of the students involved in the discussion, in order to present a broader perspective of ideas.

<span style="color: #000000; font-family: 'Times New Roman','serif';">The co-teaching approach used to deliver instruction must be appropriate to the specific lesson content and the levels/skills of the students. Selection of the appropriate co-teaching approach is contingent on (a) the skills to be taught, (b) the learning needs and skill levels of students, and (3) comfort and skill level of the two teachers in delivering an approach.

<span style="color: #000000; font-family: 'Times New Roman','serif';">Many lessons will not be delivered by using only one approach. For example, teachers may introduce a lesson using the team teaching approach and then use parallel or station to actually teach the skills. At the end of the lesson, they again may utilize team teaching to summarize and complete lesson closure. The co-teaching approach does not drive the lesson, rather the lesson objectives and needs of the students dictate the co-teaching approach to use.3

<span style="font-family: 'Times New Roman','serif';">Unit 2 Chapter 3 Resources:

<span style="font-family: 'Times New Roman','serif';">1. Effective Co-Teaching: Concepts, Practices, and Challenges: A conversation for leaders in the North Carolina Instruction, Marilyn Friend.

<span style="font-family: 'Times New Roman','serif';">2. __<span style="font-family: 'Times New Roman','serif';">Iterations: Collaboration Skills for School Professionals __<span style="font-family: 'Times New Roman','serif';">, Marilyn Friend and Lynne Cook, 1996, Longman Publishers.

<span style="font-family: 'Times New Roman','serif';">3.LA Co-Teaching Resource Guide.

<span style="font-family: 'Times New Roman','serif';">4. Co-Teaching A How-to Guide: Guidelines for Co-Teaching in Texas

<span style="font-family: 'Times New Roman','serif';">5. Hunt, Jessica H., Mastering Geometry while Co-Teaching. Mathematics Teaching in the Middle School. Vol. 16, No. 3, October 2010

Unit 2: Working Together Chapter 4: Clean-up
 * Unit 2 Chapter Four: Clean-Up**

Pre-test: If participants are face-to-face, distribute this handout. If participants are online, create an online link for the pre-test (2.4.1)

Objectives: Participants will 2.4 Introduction (Trainer notes): While this may be the “clean-up” section of the module, the elements discussed here certainly are not afterthoughts. In fact, “clean-up” is a very important part of the process. When we take time to clean up along the way, it makes the rest of the job easier when we come to the end of our meal. Grading, progress monitoring and assessment, the IEP, determining student support needs and teacher roles all need to be considered before the next lesson (or meal) can begin.
 * examine their own grading practices;
 * select appropriate progress monitoring and assessment tools
 * describe levels of student support needs
 * define roles and responsibilities related to accommodations, modifications and direct instruction
 * 1) **Grading**– (Please make sure you consult your district policy and procedures for grading as this is typically a local decision.) Grading should ultimately reflect student learning. Purely averaging grades doesn’t always reflect that. So, teachers have two decisions to make when it comes to grading, 1. What to grade, and 2. How to grade it. When you have two teachers involved in the grading process, there may be differing opinions on these two decisions.
 * 2) Quotes/Research – In a focus groups conducted by __Moore and Keefe (2001__), grading was of great concern particularly with general education high school teachers due to the high stakes involved with grade point average, ranking, scholarships and college acceptance. Similarly, __Murawski and Dieker (2004)__ state that, “grading frequently becomes a sticky topic and is one that should be discussed proactively to avoid confrontation.”
 * 3) Activity I – Reflect on your own grading practices by answering these questions. As an EC teacher or general education teacher: How do you grade? Do you grade homework? Do you give tests/quizzes and how are they graded? Are they weighted? Do you consider anything about the student other than the actual grade when determining semester grades? In a co-teaching classroom, how could share the grading? How could you ensure that grading practices are consistent across content and style?

2. **Progress monitoring/assessment** – “Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. To implement progress monitoring, the student’s current levels of performance are determined and goals are identified for learning that will take place over time. The student’s academic performance is measured on a regular basis (weekly or monthly). Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs.” [|http://www.studentprogress.org/progresmon.asp#2]. Therefore, accurate assessment data are crucial to instructional decision making and grading practices. Just as our instruction needs to be differentiated so do our assessments.

Quotes/Research – There are many excellent resources available on the internet that provide additional information about progress monitoring. These are some of our favorites: > **IEP** – Co-teaching is a service delivery model in which students with IEP’s receive some or all of their specially designed instruction and related services in the context of the general education classroom. The following reading, from the //Louisiana Co-Teaching Resource Guide (p. 17)//, should be considered when IEP Teams are developing IEP’s for students who will be included in general education settings. Take time to read it now<span class="wiki_link_ext">. Louisiana's Co-Teaching Resource Guide
 * []
 * []
 * []
 * 1) Activity I – Read the following information on product differentiation from the Access Guide in Louisiana’s Co-Teaching Resource Guide. When you are finished reading the information, use one of the product options to design your own assessment activity. @http://accessguide.doe.louisiana.gov/Site%20Documents/Overview%20Product%20Differentiation%20and%20Purpose%20of%20Grid.pdf
 * 2) Activity II - Participants will answer questions based on content scenarios. **(Insert Handout 2.4.2 here**) If this is a face to face activity, pass out scenarios. If participant is online, link to discussion forum.
 * 3) (numbers 3,4, and 5 are not valid....the wiki is stupid and would not allow for deletion of the extra numbers. IEP is a NEW topic under chapter 2.4)


 * Determining student support needs** – All students, those with and without IEP’s have different support needs in the classroom. It is important for teachers to identify those needs so the appropriate supports that are required to help a student master critical skills are put into place. The //Louisiana Co-Teaching Resource Guide// (p. 10-13) has an excellent section dealing with determining student support needs. Please take a moment to read that now. Louisiana's Co-Teaching Resource Guide

**Activity**: Discuss what supports, including accommodations and modifications, a level 2 and level three student may need in a co-teaching classroom. If this is a face to face activity, allow for group discussion. If participant is online, link to discussion forum.


 * Roles** - When you are considering roles and responsibilities in a co-taught classroom, some important things to consider include:

Who is responsible for....... Implementing accommodations Modifying work/tests Direct instruction Collecting resources Creating lessons Grading


 * Post Test-** If participants are face-to-face, distribute this handout. If participants are online, create an online link for the post test (2.4.3) [[file:2.4.3 - Post test for Chapter Four.doc]]

Moore, V., & Keefe, E. B., (2001, April). //Encouraging educators to continue team-teaching in inclusive classrooms.// Murawski, W., & Dieker, L. (2004). Tips and strategies for co-teaching at the secondary level. //TEACHING Exceptional Children.// May/June 2004, 52-58.

=**Chapter Five: Time for Desserts**= <span style="display: block; height: 1px; left: -40px; margin-left: 1in; overflow: hidden; position: absolute; text-indent: -0.25in; top: 9992px; width: 1px;"> 1. Displays and presentations should be seen and heard by students. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-indent: 0.5in; top: 9992px; width: 1px;">Colvin, G. (2004). PBS and classroom management. Presentation, Delaware. <span style="display: block; height: 1px; left: -40px; margin-left: 1in; overflow: hidden; position: absolute; text-indent: -0.25in; top: 9992px; width: 1px;"> 2. Physical clutter is also called visual noise. Too much visual stimulation can be distracting. ([]) <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-indent: -0.25in; top: 9992px; width: 1px;"> · ** Activity: **Post a sketch of your co-teaching room. Address activity areas, functional sections, materials location, seating arrangements, visual and/or auditory displays, and technology design.

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; text-indent: -0.25in; top: 9992px; width: 1px;"> · ** To find out more, read: ** Participants will…. Murawski, W.W. and Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. //Teaching Exceptional Children//, 36(5), pp. 52-58. Friend, M. and Cook, L. H. (2003). //Interactions: Collaboration skills for school professionals// (4thed.). Boston: Allyn and Bacon.
 * Objectives**:
 * Identify ways to measure the effectiveness of planning and implementation of co-teaching;
 * Determine how to measure outcomes in co-teaching;
 * Decide important data sources or evidence to answer co-teaching evaluation questions that meet your goals.
 * Purpose:** Researchers have been reluctant to measure outcomes of co-teaching primarily due to the heavy role teacher relationship plays in co-teaching. This lack of information provides a good opportunity for teachers to engage in their own action research. Teachers can collect data to document results since co-teaching situations should be evaluated at least annually to ensure that co-teaching teams are functioning as planned and meeting the intended goals.
 * Purpose:** Researchers have been reluctant to measure outcomes of co-teaching primarily due to the heavy role teacher relationship plays in co-teaching. This lack of information provides a good opportunity for teachers to engage in their own action research. Teachers can collect data to document results since co-teaching situations should be evaluated at least annually to ensure that co-teaching teams are functioning as planned and meeting the intended goals.

First, think about : Next, determine the areas that you want to affect change. Then, post a list of well defined evaluation questions that are important to your co-teaching team.
 * Pretest:** Reflect on your current co-teaching situation. If you are not in a co-teaching situation, reflect on the data that impacts your reasons to pursue a change to co-teaching.
 * The purpose and data for moving to a co-teaching model;
 * The resources, policies, and procedures put in place to implement co-teaching;
 * The specific outcomes expected and the goals for co-teaching; and
 * The stakeholders involved in the process of decision-making, planning, and implementing co-teaching.

__Qualitative Data__- This is information that can be expressed using language and can describe the feelings or opinions of stakeholders. For example, the data is collected by asking co-teaching stakeholders to respond to questions using surveys, questionnaires, observations, and interviews. __Quantitative Data__ –This is information that can be measured or counted. This data is typically used to determine if the co-teaching program had a statistically significant impact on a pre-determined variable. Examples may include student test scores, disciplinary referral numbers, or days of absence.
 * Vocabulary:**

O’Neil, G. (2012). Beyond Basics: Your master plan to successful, sustainable co-teaching. Palm Beach Gardens: LRP Publications.

Cramer, E. and Nevin, A. (2006). A mixed methodology analysis for co-teacher assessments. //Teacher Education and Special Education//, 29(4), 261-274.
 * 1) **Effectiveness of Co Teaching** The effectiveness of planning and implementation in co-teaching can be studied in several ways.
 * Effective planning is essential to meeting the academic and behavioral needs for students. Teachers must design lessons which address general goals and accommodations for all students in the classes. Teachers can use the __Co-teaching Planning Checklist (do not have link yet)__ to assess their planning components. Teachers may adjust planning with the data from the checklist to make planning more effective. (Louisiana Guide)
 * The effectiveness of the implementation of co-teaching can be assessed. Co-teaching can maximize teaching resources and promote inclusive practices. Checklists can be utilized to analyze the inclusive setting and practices: __2.5.2 Co-teaching Observation Checklist.doc__,2.5.3 Inclusion Walk-thru.pdf, __2.5.4 Collaborative Teaching Arrangements Observation Checklist.doc__. (Louisiana Guide)
 * Effectiveness of co-teaching planning and implementation can also be measured through self assessment and reflection. Teacher reflection is an integral aspect of teacher growth and can influence the team’s adjustments made in the co-teaching process. Tools that help guide the reflection process include: __Developing a Reflective__ __Framework (link from LA guide is bad)__ and __2.5.6 Reflecting to the Future.pdf__. (Louisiana Guide) Another instrument for self-assessment is __Are We Really Co-Teachers?(do not have link yet)__ or __Magiera-Simmons Quality Indicator Model for Co-Teaching (do not have link yet)__.

Self Reflection:

//Evidence//: student schedules, IEP record of service delivery, observational data //Evidence//: teacher reports, student materials, and observational data Friend, Marilyn (2010). //Effective Co-Teaching: Concepts, Practice, and Challenges//. //A conversation for leaders in the North Carolina Department of Public Instruction.// 2. **Outcomes of Co-Teaching** Teaching practices are implemented with one ultimate question in mind: What outcomes can be expected from or what is the impact of the implemented practice(s)? //Evidence:// longitudinal student achievement data (self-comparison); achievement data from current year for student with disabilities and peers without disabilities in the same school (within-school patterns); achievement data for students with disabilities and students without disabilities from participating schools and comparable non-participating schools (cross-school comparisons). //Evidence:// longitudinal student discipline records for students who have been in a single school for 2-3 years (self-comparison); discipline records from current school year for students with disabilities and peers without disabilities in the same school (within school patterns); discipline records for students with disabilities and students without disabilities from participating schools and comparable non-participating schools (cross-school comparison) //Evidence:// survey or questionnaire results, interview data, anecdotal reports
 * Marilyn Friend, suggests a data collection process to assess what has occurred and what sources of evidence are available to answer questions about planning and implementation of co-teaching.
 * What training activities have been undertaken to foster co-teaching? //Evidence//: training materials, minutes of meetings, newsletters
 * How has service delivery changed for students with disabilities?
 * How have instructional practices changed?
 * Overall effectiveness of co-teaching can be measured with instruments such as the Colorado Assessment of Co-Teaching. The areas assessed include personal prerequisites, professional relationships, and classroom dynamics.
 * According to the Louisiana Guide, there are numerous ways to assess outcomes, including collecting and reviewing both quantitative and qualitative data. The following list includes examples of data that may be collected through surveys and other informal formats or with the use of student performance outcome indicators:
 * Student achievement;
 * School performance, including subgroup performance;
 * Least restrictive environment data;
 * Instructional practices;
 * Positive change in stakeholder perspective; and
 * Improvement in student behavior.
 * To address the impact of co-teaching, Marilyn Friend, 2010, suggests addressing specific questions with a collection of data. Examples of various questions and types of evidence needed to answer the outcome questions follow.
 * How has student achievement been influenced by the implemented activities?
 * How has student behavior been influenced by the implemented activities?
 * What has been the impact of the initiative’s activities on the perceptions of school professionals, parents, and others?
 * Academic achievement, discipline, and attendance outcome areas have been reported to benefit from co-teaching. Since numerous instructional, behavioral, and social variables affect the outcomes of student data, the true impact of co-teaching may be difficult to determine without a very detailed and focused evaluation. Examples of data to consider for each area include the following.

Evaluation: Compare scores on state and exit exams for student with disabilities taught in a general education class vs. the co-taught class. Evaluation: Compare the number of disciplinary referrals from the current year to the prior year for the same group of students. Evaluation: Compare individual attendance data for all students who participate in the co-taught class from the current year to the previous year. O’Neil, G. (2012). Beyond Basics: Your master plan to successful, sustainable co-teaching. Palm Beach Gardens: LRP Publications.
 * Program Goal: Increase student achievement on state exams and exit exams
 * Program Goal: Decrease the number of disciplinary referrals for all students.
 * Program Goal: Increase the number of days students attend school.

3. **Collaborative Evaluation** In the Maryland State Department of Education’s Co-Teaching framework, collaborative evaluation is suggested for each personnel group. 4. **Results**
 * For central office administrators, school-based administrators, and general and special educators, the framework addresses recommended areas of evaluation.
 * The four main areas of evaluation recommended address professional development, student achievement, the instructional model, and the implementation.
 * 2.5.10 Results Cartoon.pdf**

Following the collection of the results, the stakeholders can analyze the information. Next steps should be considered. Examples may include:
 * Change the plan related to program, staff development, teams, and others.
 * Consider whether the data measured the intended goals or whether the evaluation process should change.



Maryland State Department of Education Co-Teaching Framework Cramer, E. and Nevin, A. (2006). A mixed methodology analysis for co-teacher assessments. //Teacher Education and Special Education//, 29(4), 261-274. Friend, Marilyn (2010, July). //Effective Co-Teaching: Concepts, Practice, and Challenges//. Powerpoint and conversation presented for leaders at the Department of Public Instruction, Raleigh, North Carolina. Friend, M. and Cook, L. H. (2003). //Interactions: Collaboration skills for school professionals// (4thed.). Boston: Allyn and Bacon. Murawski, W.W. and Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. //Teaching Exceptional Children//, 36(5), pp. 52-58. O’Neil, G. (2012). Beyond Basics: Your master plan to successful, sustainable co-teaching. Palm Beach Gardens: LRP Publications.
 * For More Information:**

Louisiana Guide

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 9992px; width: 1px;">(Louisiana Guide) <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 9992px; width: 1px;">Colvin, G. (2004). PBS and classroom management. Presentation, Delaware <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 9992px; width: 1px;">([])
 * Post-test:** Revisit the evaluation questions that you developed at the beginning of Chapter 5. Make changes or additions as needed to the questions and then prioritize. Determine what evidence or data sources will provide the information needed for each evaluation question. Consider the feasibility of the data to determine the outcomes/results or the effectiveness of the components for each. Post the data sources that match your prioritized evaluation questions.