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Effective Co-Planning and Co-Teaching: An Introduction
Special Education Services
CCRS QM4 2015
Donna M. Ploessl, Ph.D.Pamela W. Howard, Ph.D.
Provide Participants with Knowledge of Co-Teaching as a
Collaborative Practice
Identify Professional Expectations for
Collaboration between General and
Special Educators
Explain the Six Approaches to Co-Teaching
Explain the Advantages of Co-Planning for Co-
Teaching.
2Ploessl & Howard, 2014
FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE)IN THE LEAST RESTRICTIVE ENVIRONMENT (LRE)
Ploessl & Howard, 2014 3
Indicator 5: Percent of students with Individualized Education Programs (IEPs) aged 6 through 21 served:A. Inside the regular class 80% or more of the school day.
ALABAMA’S 2014 DATA 83.83 percent of students with IEPs aged 6 through 21 served inside the regular class 80% or more of the school day. (Annual Performance Report School Year 2013-14)
FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE)IN THE LEAST RESTRICTIVE ENVIRONMENT (LRE)
Ploessl & Howard, 2014 4
ALABAMA’S 2014 DATA 83.83 percent of students with IEPs aged 6 through 21 served inside the regular class 80% or more or the school day.
ARMT DataProficiency Data for Students with Disabilities (SWD) have
remained static within the 40% range for several years.
FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE)IN THE LEAST RESTRICTIVE ENVIRONMENT (LRE)
Ploessl & Howard, 2014 5
ALABAMA’S 2014 DATA 83.83 percent of students with IEPs aged 6 through 21 served inside the regular class 80% or more or the school day.
Percentage Proficient by Grades in Reading on 2014 ACT AspireStudents with Disabilities
Grade 3 – 11% Grade 4 – 11% Grade 5 – 7%
Grade 6 – 8% Grade 7 – 6% Grade 8 – 9%
Inclusive Environments =Inclusion confusion
DOES YOUR SCHOOL OR DISTRICT EXHIBIT SYMPTOMS OF
INCLUSION CONFUSION?
1. Are all the classes in your school or district inclusive?
2. What does a typical inclusive class look like in your district?
3. How does your school or district define collaboration?
4. List one or more examples of how adults in your school or
district collaborate. ________________________
6Ploessl & Howard, 2014
Inclusive Environments =Inclusion confusion
• Confusion has accompanied the evolution of collaboration in
special education (SE)-- especially with the increase of inclusive
practices.
• Incorrectly, in some schools, the terms collaboration and
inclusion are used interchangeably even though one is the
style of interaction and the other is the belief system.
• In some schools, collaboration is considered a way to deliver
services to students with disabilities---often confused with co-
teaching a service delivery approach.
(Friend & Cook, 2013, p. 16)
7Ploessl & Howard, 2014
Collaboration is A Style
8
“It is a style of direct interaction
between at least two
co-equal parties
voluntarily engaged in
shared decision-making as
they work toward a
common goal”(Friend & Cook, 2013, p. 6).
Ploessl & Howard, 2014
9Ploessl & Howard, 2014
Vocabulary Match
Inclusion Collaboration
Co-Teaching
10Ploessl & Howard, 2014
Vocabulary Match
BELIEF
SYSTEM
Inclusion
STYLE
OF
INTERACTION
Collaboration
SERVICE
DELIVERY
APPROACH
Co-Teaching
Defining Co-teaching: The Gold Standard
“Two credentialed/licensed professionals— two teachers
(e.g., GE and SE teacher who may be highly qualified only in
special education or in special education, as well as in the
academic area);
a teacher and a related services professional (e.g., a
teacher and a speech/language therapist, or a teacher and an
occupational therapist);
or a teacher and another specialist (e.g., a teacher and a
literacy coach, or a teacher and an ESL teacher)”
(Friend & Cook, 2013, p. 163). 11Ploessl & Howard, 2014
Blend the Strengths, Draw on the Overlaps, Learn from Each Other to Raise Achievement of All Students in the Classroom (Friend & Cook, 2013)
GET-Curriculum expert
-Group/classroom management
-Knowledge of typical students
-Pacing
SET-Learning process expert
-Knowledge of special needs of students
-Legal procedures of SWD expert
-Teaching to mastery focused
12Ploessl & Howard, 2014
Paraprofessionals and Co-Teaching
Definitions exclude paraprofessionals as co-teachers (Fizell, 2007).
Typical paraprofessionals have not had the professional
preparation (e.g., teacher education program) required. Co-
teaching is not an appropriate role for them (Fizell, 2007).
Paraprofessionals and other adults who work in a classroom
(e.g., community volunteers, practicum students) generally
should provide support, not co-teaching (Friend & Cook, 213, p. 163).
See Paraprofessional Handout
13Ploessl & Howard, 2014
Research on Co-Teaching
Practicality
Co-Teachers more energized, creative, trusting, humorous…had more fun
(Gately & Gately, 2001).
Co-Teachers use more differentiated instructional groups, hands-on activities, and flexible
assessments
(Murawski, 2006; Murawski & Dieker, 2004).
Much research has described the benefits of co-teaching, including opportunity for the different instructional strategies that can target the diverse needs of students in inclusive settings
(Scruggs, Mastropieri, & McDuffie, 2007).
Ploessl & Howard, 2014 14
Approaches to
Co-teaching
One Teach – One
Observe
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One Teach – One Assist
15Ploessl & Howard, 2014
Approaches to Co-Teaching
One - Teach
One - Observe
Both teachers are present, but one typically the general education teacher takes the lead.
The other teacher observes students often collecting data.
16Ploessl & Howard, 2014
Approaches to Co-Teaching
Station Teaching
Teachers divide the content to be delivered, and each takes responsibility for part of it. Some students may also work independently. Eventually all students participate in all "stations."
17Ploessl & Howard, 2014
Approaches to Co-Teaching
Parallel Teaching
Teachers jointly plan instruction, then each delivers the content to half of the group.
Teachers’ presentation methods vary based on the needs of the students
18Ploessl & Howard, 2014
Approaches to Co-Teaching
Alternative Teaching
One teacher works with a small group ofstudents to pre-teach, re-teach, supplement, or enrich.
The other teacher instructs the large group.
19Ploessl & Howard, 2014
Approaches to Co-Teaching
Team Teaching
• Both teachers share the instruction of students.
• They may take turns leading a discussion, demonstrating concepts or learning strategies, and modeling appropriate question-asking or conflict resolution behavior.
20Ploessl & Howard, 2014
Approaches to Co-Teaching
One - Teach
One - Assist
Both teachers are present, but one often the general education teacher takes the lead.
The other teacher "drifts" around the room assisting students.
21Ploessl & Howard, 2014
How Often Should Teams Use Each Approach?
• Frequently (For brief periods of time)
One Teach, One Observe
• Frequently
Station
• Frequently
Parallel
• Occasionally
Alternative
• Occasionally
Teaming
• Seldom or LESS
One Teach, One Assist
22Ploessl & Howard, 2014
Co-Teaching is NOT…
One teacher teaching one subject followed by another
who teaches a different subject
One teacher teaching one subject while another prepares
instructional materials corrects papers
One teacher conducts a lesson and the other stands or
sits by and watches
When the ideas of one teacher on what or how something
should be taught prevails over the ideas of the other
Simply the assignment of someone to act as a tutor(Villa, Thousand, & Nevin, 2008)
23Ploessl & Howard, 2014
Factors that Influence Which Approach to Use:
Students
Number of students
with IEPs and their
class distribution
Stability of enrollment & caseload
composition
Teachers
Number & disciplines
of specialists available to
co-teach
Role responsibilities of co-teachers
Logistics
Size and grade levels of the school
Level of administrative
support
Curriculum Features
Relevance of IEP to
general education
curriculum
24Ploessl & Howard, 2014
25Ploessl & Howard, 2014
NO
CO-PLANNING
NO
CO-TEACHING
Co-Planning for Co-Teaching
Failing to plan is planning to fail.
Alan Lakein
Pre-Planning is KEY
Co-Teachers Need to Consider…
Individual philosophies
Pet peeves (Friend & Cook, 2013)
Perspectives on issues such as:
Fairness,
Grading,
Behavior management
(Dieker, L., 2008).
26Ploessl & Howard, 2014
Co-Planning is Key
Co-Teachers Need to…
• Regularly scheduled time to plan.
• Commitment to the planning process.
• At a minimum, 10 minutes per daily lesson to plan
(experienced teams).
• Avoid beginning the planning with kid specific issues (e.g.
the latest mischief)
• Focus on planning a lesson for all students
*If no common planning time is available, this will limit the
effectiveness of the co-teaching experience (Dieker, L., 2008).
27Ploessl & Howard, 2014
MORE on C0-Planning
Co-Teachers must…
o Ensure the support of the administrators and coordinators
o Create lessons together (side-by-side or virtually)
o Decide which co-teaching model fits the content
o Consider the IEPs of SWD (Friend & Cook, 2013)
Co-Planning Tools:1. Co-Planning Form (Ploessl et al. , 2010) 2. Decision-Making Matrix for Accommodations Form (Ploessl et al. , 2010)
28Ploessl & Howard, 2014
Planning Form Decision Making Matrix
29Ploessl & Howard, 2014
See Co-Teaching Planning Form and Decision Making Matrix
MORE on Co-Planning…
Building administrators must
• Plan (before the school year)
• Co-teacher volunteers• Recruiting non-volunteers• Shared co-planning time • Caseloads/class sizes• Distribution of SWD• Schedules
– Teacher– Student– Specialist/Related Service
• Co-teaching along with other projects/initiatives(Hentz & Jones, 2011)
30Ploessl & Howard, 2014
Eight Components for Observing a Co-Taught Classroom
( See Sample Walk-through Form for a Co-Teaching Classroom from TEA/ESC.)
1. General Information
2. Co-Teacher communication
3. Lesson Development/Presentation
4. Classroom Climate
5. Student Engagement
6. Co-Teaching Approach/Model
7. Classroom management
8. Differentiation
31Ploessl & Howard, 2014
Essential Questions (EQ) for the Co-Teachers and Administrators:
Is what we are doing making a positive difference
for students?
Could we do the same thing alone or is there a
reason there are two of us here?
(Murawski & Dieker, 2004; Wilson, 2005)
32Ploessl & Howard, 2014
References
• Bahamonde, C., & Friend, M. (1999). Teaching English language learners: A proposal for effective service delivery through
collaboration and co-teaching. Journal of Educational and Psychological Consultation, 10(1), 1-24.
• Dieker, L. (2008). Co-teaching lesson plan book. Whitefish Bay, WI: Knowledge by Design.
• Fizell, S. G. (2007). Paraprofessionals and teachers working together. Manchester, NH: Cogent Catalyst.
• Friend, M. (2013). Co-Teach! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools (2nd ed.).
Greensboro, NC: Marilyn Friend, Inc.
• Friend, M., & Cook, L. (2013). Interactions: Collaboration for school professionals (7th ed.). Boston, MA: Pearson.
• Friend, M., & Hurley-Chamberlain, D. (2011). Is co-teaching effective? Retrieved from
http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID
• Gately, S., & Gately, F. (2001) Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-47.
• Hang, Q., & Raben, K. (2009). An examination of co-teaching: Perspectives and efficacy indicators. Remedial and Special
Education, 30, 250-268.
• Hentz, S. M., & Jones, P. M. (2011). Collaborate Smart: Practical strategies and tools for educators. Arlington, VA: Council for
Exceptional Children.
• Huberman, M., Navo, M., & Parrish, T. (2012). Effective practices in high performing districts serving students in special
education. Journal of Special Education Leadership, 25(2), 59-71.
• Murawski, W. & Dieker, L. (2008). 50 ways to keep your co-teacher: Strategies for before, during, and after co-teaching.
TEACHING Exceptional Children, 40(4), 40-48.
• McDuffie, K., Mastropieri, M.A., & Scruggs, T.E. (2009). Promoting success in content area classes: Is value added through co-
teaching? Exceptional Children, 75, 493-510.
Ploessl & Howard, 2014 33
References Continued
• Muller, E., Friend, M., & Hurley-Chamberlain, D. (2009, May). State level approaches to co-teaching. In Forum Brief Policy
Analysis. Retrieved from http://projectforum.org/docs/state-levelapproachestoco-teaching.pdf
• Murawski, W. (2008). Five keys to co-teaching in inclusive classrooms. School Administrator, 65(8), 29.
• Murawski, W. W., & Spencer, S. (2011). Collaborate, Communicate, & Differentiate!: How to Increase Student learning in today’s
diverse schools. Thousand Oaks, CA: Corwin.
• Ploessl, D., Rock, M., Schoenfeld, N., & Blanks, B. (2010). On the same page: Practical techniques to enhance co-teaching
interactions. Intervention in School and Clinic, 45(3), 158-168.
• Salisbury, C., & McGregor, G. (2002). The administrative climate and context of inclusive elementary schools. Exceptional
Children, 68, 259-270.
• Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. (2007). Co-teaching in inclusive classrooms: A meta-synthesis of qualitative
research. Exceptional Children, 75, 392-416.
• Villa, R., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating student learning. Thousand
Oaks, CA: Corwin.
• Walsh, J. M. (2011). Co-teaching as a school system strategy for continuous improvement. Preventing School Failure, 56(1), 29-36.
• WEAC (n.d.) Special Education Inclusion. Retrieved from
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx
• Weichel, W. A. (2001). An analysis of student outcomes on co-taught settings in comparison to other special education service
delivery options for students with learning disabilities. Dissertation Abstracts International, 62(7).
• Zigmond, N., Magiera, K., & Matta, K. (2003). Co-teaching in secondary schools: Is the instructional experience enhanced for
students with disabilities? Paper presented at the annual conference of the Council for Exceptional Children, Seattle, WA
Ploessl & Howard, 2014 34