Kingston City School District July 15-17, 2013

Instructors:Denise Alterio, Betty Chin and Dr. Eileen Flicker

Establishing

Effective Consultant Teacher Services

WelcomeIntroductionsProgram OverviewSession Targets and Agenda

School Year Plan

Formative Assessment

Classroom Coaching

Planning Sessions

Session One Learning Targets

• I can describe the consultant teaching service

• I can establish (or reflect upon) personal and professional rapport with my teaching partner(s)

Session One Learning Targets

• I can distinguish between the roles and responsibilities of general and special educators, as well as teaching assistants, in consultant teaching services

• I can collaboratively plan a schedule to meet students’ IEPs and needs

What is consultant teaching (CT)?

• “Consultant teacher services are for the purpose of providing direct and/or indirect services to students with disabilities who attend regular education classes.”

• “Direct CT services mean specially designed instruction provided to an individual student with a disability or a group…with disabilities by a certified special education teacher (S.E.T.) to aid the student(s) to benefit from the general education class instruction.”

• “Indirect CT services mean consultation provided by a certified S.E.T. to a general education teacher (G.E.T.) to assist the G.E.T. in adjusting the learning environment and/or modifying…instructional methods to meet the individual needs of a student with a disability...”

• IEP must specify the general education classes (elementary subjects) – e.g. Consultant Teaching Language Arts Daily for 60 minutes

The University of the State of New York, The State Education Department Office of Vocational and Educational Services for Individual with Disabilities, April 2008

Consultant Teaching IS NOT… Consultant Teaching IS…

• Pulling the student out of the general education class

• Provided by a teaching assistant

“Services to support a student while he or she is participating in instruction in the general education class” (April, 2008)

Provided by a certified special educator (may be reading teacher under certain conditions)

Consultant Teaching IS NOT… Consultant Teaching IS…

• The G.E.T. and S.E.T. planning separately

• The CT being the primary academic instructor

The G.E.T. and S.E.T. working “collaboratively to address the needs of students with disabilities.” (April, 2008)

“…services…provided to adapt, as appropriate to the needs of eligible students, the content, methodolgy, or delivery of instruction to support the student.” (April, 2008)

Session AGENDA

First steps towards establishing effective consultant teacher services…

1Personal and Professional

Rapport

2Roles and Responsibilities

3Scheduling and Logistical

Considerations

Building Rapport

Personal and Professional

1

Differentiated Team Teaching

NEW TEAMS RETURNING TEAMS INDIVIDUALS

Engagements

New Teams

• Complete Recipe of Me or Media Me and share with your partner(s)

• Complete Inventory independently then discuss with your partner(s)

Returning Teams

• Complete Reflection – Guidelines for Delivery of Co-taught Lessons - independently then discuss with your partner(s)

• List strengths for your partnership and areas for future growth (stretches)

Individuals

• Complete Inventory independently

• Complete Individual Reflections Form

2 Roles and Responsibilities

Clear expectations

Responsibility

General Educator

Special Educator

Teaching Assistant

Plans instruction P PLeads whole group lessons P PLeads small group lessons P P PWorks with all students P P PDevelops modifications for students with disabilities P

Instruction

Responsibility

General Educator

Special Educator

Teaching Assistant

Collaboratively plans instruction (for all students) P PLeads whole group lessons P PFacilitates small group lessons P P For review and

re-teaching

Works with all students P P PDevelops modifications for students with disabilities P

Evaluation, Assessment & Reporting

Responsibility

General Educator

Special Educator

Teaching Assistant

Designs assessments P PEvaluates Students’ Work (all students) P PWrites Individual Education Programs (IEPs) P

Responsibility

General Educator

Special Educator

Teaching Assistant

Collaboratively designs assessments P P

Evaluates Students’ Work P P

Writes Individual Education Programs (IEPs) P

Classroom Management

Role Play Scenario

Peter repeatedly gets out of his seat to talk with peers, get a drink, and

walk around looking at posters in the room. The general educator allows

Peter to move around freely. The special educator wants Peter to

remain seated.  

• Role play the teachers’ discussion about Peter. • Plan a recommended way of handling the situation and a non-

example.

BREAK

Classroom Management

Responsibility

General Educator

Special Educator

Teaching Assistant

Determines class rules and routines PProvides input on the development of class rules and routines POversees Classroom Behavior P PDirects Teaching Assistant P P

Classroom Management

Role Play Scenario

Peter repeatedly gets out of his seat to talk with peers, get a drink, and

walk around looking at posters in the room. The general educator allows

Peter to move around freely. The special educator wants Peter to

remain seated.  

• Role play the teachers’ discussion about Peter. • Plan a recommended way of handling the situation and a non-

example.

Correspondence

Responsibility General Educator

Special Educator

Teaching Assistant

Takes lead communicating with families of students without disabilities

P

Takes lead communicating with families of students with disabilities

P

Attends meetings for students with disabilities* P PProvides information about disabilities PProvides input for IEP development P P P

* Joint, collaborative meetings for students without disabilities may also be scheduled as necessary

3 Scheduling and Logistical Considerations

Working within your school system

• Develop a Common Core-aligned, (data-driven), differentiated lesson using one or more of the recommended instructional delivery models for a co-taught class

Scheduling

Who? Where? When?

Planning Your Days

Scheduling

Grade Level

MATH

Daily Instructional

Minutes

ELA / CORE INVESTIGATIONS

Daily Instructional

Minutes

Special Education Services

Daily Instructional Minutes(Total with Special Educator)

1 80 180 120

2 80 180 120

3 80 180 120

4 80 180 120

What will this mean for your daily schedule?

Total School Day: 6 Hours 15 Minutes

Total Instructional Time: 4 Hours 25 Minutes (omitted lunch/recess, special, transitions and packing up at the end of the day)

Sample Breakdown of a School Day (KCSD, May 2013)