Welcome
Understanding Co-Teaching
WHAT DOES COTEACHING MEAN TO
THE LOWER AND UPPER
ELEMENTARY SCHOOLS
How did we get here?
1. Reviewed and discussed @ Special Education Committee
2. Faculty meeting
3. Teacher volunteers from each grade level and special education
selected to work
4. Examined: Must Haves, Want to Haves, Desired Outcomes, Political
Potholes, Factors that Support, Factors that Constrain
5. Discussed student variables, class configuration considerations,
staff development requirements, planning time, collaboration and
more……
6. Reached consensus on a model to bring back to each respective
faculty
7. Presented, discussed, examined and answered all inquiries
8. Roll out to parents the week of April 1, two meetings one for parents
with children with an IEP, one for all K-5 parents
Quotes from our students: Co-Teaching
 I love having two teachers because when there is someone
teaching to the class I can ask the other one. Also it shows
two different ways to look at what their teaching. I think it
is good having two teachers. So if one is sick you still have
the other and you don’t get a sub that doesn’t know what
their doing.
 Keeps us on track – more help – less confusion
 You can go over 2 different problems at once –get stuff
done faster
 When one is busy usually the other is able to help and
explain things further
Quotes from our students: Co-Teaching
 When you are able to have two teachers in the room in only
benefits many students. One reason while Mrs. Shade is
teaching, Mrs. Korn can ask questions. In all I think it is
great to have co-taught classes.
 The best thing about having two teachers is that more
content is gone through in class. The teachers always teach
differently so the students get exposure to two different
methods of teaching.
 The best of having two teachers are that we get thinghs
done faster. We get help on what we need if one isn’t here
then the other teacher will tell the substitute what we will
need to do. It’s just the best to have two teachers.
Quotes from our students: Co-teaching
 I find it a whole lot easier to learn stuff because each
teacher can show me different methods. It’s better to learn
too because they each show us more methods. Like they
always say 2 is better than 1.
 There is more help when you need it. It also makes the
topics more clear.
 There is more help and knowledge to go around. Multiple
students can be helped at one time.
 I really like how you can get two perspectives and how we
are always working……much more effective I feel like I get
more done in this class than any other class.
Quotes from our staff about Co-teaching
 The co-teaching arrangement that we have has worked out well. It has
reduced isolation. We always have someone with whom we can try new
ideas and also someone in the classroom who can provide a quick check-in
to get a better sense on how things are going on a regular basis.
 Co-teaching this year has been an excellent experience. While it was just
one period a day, the collaboration impacted my instruction in my other
classes as well. Having two dedicated teachers invested in the students’
needs and the delivery of instruction fostered such a creative and
responsive environment. We were able to create units and lessons that
really stretched all of the students, while more effectively meeting
individual needs as well. Having two teachers enabled greater flexibility in
the models of instruction. We conferenced more with individual students,
worked in small groups and pinpointed more effectively the students who
needed reinforcement of instruction and those who needed greater
challenges.
Quotes from our staff about Co-teaching
 As a special educator, co-teaching provides me with the opportunity





to work with non-identified students in the general education
setting.
Students benefit from having two teachers in the class.
Identified students feel less stigmatized receiving instruction in the
larger setting with their peers, rather than in a small resource room
setting.
Co-teaching affords me the opportunity to learn from my colleague
and partner.
I have found the co-teaching model to be positive experience for
me. Both of my co-teaching partners are seasoned veteran have
been welcoming to me in their classroom. My ideas have been
encouraged and supported by my co-teaching partners.
__________ (student)has raved about it without my soliciting!
Quotes from our staff about co-teaching
 Co-teaching has been an amazing experience for me as a Learning Support
teacher. I have learned so much from my co-teacher and my students. I have
never had the opportunity to experience math in the regular education setting
prior to this year. Together, we are able to add tips and techniques as the other
is instructing so that we hit all types of learners. One of us is always monitoring
the students to be sure that they are on-task creating an environment where
time directed towards behavioral issues has greatly decreased. The students
know that the teacher who is not instructing is available for one-on-one
clarification as well. My teaching has changed a great deal, because I am now
able to teach the same curriculum to my students in small group instruction as
well.
 As a regular education teacher, I appreciate the opportunity to learn more
about the special education perspective. We have learned new ways of teaching
and assessing students. Having extra eyes and hands to monitor and help
students ensures all students are being reached.
Current levels of service
 Autistic Support: (ELC)
 Learning Support
 Autistic and Learning Support models are either pull out
replacement or support in their delivery orientation
Proposed new levels of support
 Autistic Support: (ELC)
 Learning Support
 Co-Teaching
 Co-Teaching creates an option to bring the special
education service to the student
Why Co-Teach
Co-Teachers are jointly committed to all of “our” students
Reduces teacher – student ratio
Allows for flexible grouping
Allows for flexible scheduling
Creates opportunities to meet all student’s unique needs
Engages all students in active learning
Provides consistency in student instruction
Allows for ongoing individual student assessment
Increases time for individualized attention with students.
Increases teacher –student contact time for: direct instruction,
re-teaching, guided practice, student monitoring, individual
assistance, student conferences, enrichment activities
What is Co-Teaching
The Models of Co-teaching
Duet
Speak & Add/Chart
Skills Group
Learning Style Group
Complementary
Instruction
Team
Teaching
Alternative
Teaching
Parallel Teaching
Station Teaching
Lead and Support
Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present,
and considerations for the future. Preventing School Failure, 37(4), 6-10.
Upper Elementary School Design
GRADE 3
Co-Taught
with
Special
Education
Teacher
GRADE 4
Co-Taught
with
Special
Education
Teacher
GRADE 5
Co-Taught
with
Special
Education
Teacher
Learning Support/Resource
Room
Full Day Instructional
Assistant Support
Full Day
Instructional
Assistant
Support
Full Day
Instructional
Assistant
Support
3rd Grade / 4th Grade
504, Title 1, ELL or GIEP students
Can be placed in any classroom in the grade
level
4th Grade / 5th Grade
Balancing of Classes:
Students will be assessed by their
current teacher academic and
behavioral needs using a four point
rubric.
Classes will be balanced using this
method in an effort to achieve
reasonable balance.
LES Co-Teaching Design
GRADE K
Special
Special
Education
Education
Teacher
Assistant
Special
Special
GRADE 2
Education
Education
Teacher
Assistant
Learning Support/Resource Room K-2
GRADE 1
504, Title 1, ELL or GIEP students
Can be placed in any classroom in the
grade level
Balancing of Classes:
Students will be assessed by their
current teacher academic and
behavioral needs using a four point
rubric.
Classes will be balanced using this
method in an effort to achieve
reasonable balance.
Questions & Answers
Academic Rubric
Academic Rubric
4
Meets
Expectations
Consistently
3
Meets Most
Expectations
2
Meets Some
Expectations
Student is able to Student is able Student is able
complete work
to complete
to work
consistently, with work most of independently
minimal teacher the time
on occasion,
assistance
requiring some frequently
teacher
requires
assistance
teacher
assistance
1
Not Meeting
Expectations
Student is
rarely able to
work
independently,
consistently
requires
teacher
assistance
Behavior Rubric
Behavior Rubric
4- Meets
Expectations
Consistently
3- Meets Most
Expectations
2- Meets Some
Expectations
1.
Does Not
Meet
Expectations
Follows
Instructions/Stays On
Task
-Completes
all tasks
(takes care of
personal
needs and
belongings,
completes all
tasks timely
and
efficiently
without
disrupting
classroom)
with minimal
teacher
prompting
-Completes
majority of
tasks (takes
care of
personal
needs and
belongings,
completes
tasks timely
and efficiently
without
disrupting
classroom
without much
teacher
prompting
-Does not
complete most
tasks
independently
with teacher
prompting
- Does not
complete assigned
tasks/teacher
expectations
(i.e. takes care of
personal needs
and belongings,
completes all
tasks timely and
efficiently without
disturbing others)
Peer Interaction
-Gets along
with peers in
both
structured
and
unstructured
settings
-Intermittently
gets along with
peers in both
structured and
unstructured
settings
-Does not get
along with peers
in both structured
and unstructured
settings (needs
constant
redirection)
Self Control
Demonstrate
s self-control
of body,
-Gets along
with peers in
both
structured
and
unstructured
settings
majority of
time
Demonstrates
self-control of
body, voice
Independently is
challenged to
demonstrate
Independently
has limited ability
to demonstrate
STUDENTS: LEARNING SUPPORT/AUTISTIC
GRADE LEARNING SUPPORT
AUTISTIC
TOTAL
K
1
2
1
5
6
2
2
0
3
7
6
Totals:
12
4
16
STUDENTS: LEARNING SUPPORT/AUTISTIC
GRADE
LEARNING SUPPORT
AUTISTIC
TOTAL
3
9
1
10
4
12
3
15
5
7
1
8
Totals:
28
5
33