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Establishing Effective Consultant Teacher Services

Kingston City School District July 15-17, 2013 Instructors: Denise Alterio, Betty Chin and Dr. Eileen Flicker. Establishing Effective Consultant Teacher Services. Welcome Introductions Program Overview Session Targets and Agenda. School Year Plan. Session One Learning Targets.

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Establishing Effective Consultant Teacher Services

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  1. Kingston City School District July 15-17, 2013 Instructors: Denise Alterio, Betty Chin and Dr. Eileen Flicker Establishing Effective Consultant Teacher Services

  2. WelcomeIntroductionsProgram OverviewSession Targets and Agenda

  3. School Year Plan

  4. 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)

  5. 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

  6. 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

  7. 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)

  8. 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)

  9. Session AGENDA 1 3 2 Personal and Professional Rapport Scheduling and Logistical Considerations Roles and Responsibilities First steps towards establishing effective consultant teacher services…

  10. 1 Building Rapport Personal and Professional

  11. Differentiated Team Teaching INDIVIDUALS NEW TEAMS RETURNING TEAMS

  12. Engagements Individuals • Complete Inventory independently • Complete Individual Reflections Form New Teams • Complete Recipe of Me or Media Meand 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)

  13. 2 Roles and Responsibilities Clear expectations

  14. Instruction

  15. Evaluation, Assessment & Reporting

  16. 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.

  17. BREAK

  18. Classroom Management

  19. 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.

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

  21. 3 Scheduling and Logistical Considerations Working within your school system

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

  23. Scheduling 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) Planning Your Days What will this mean for your daily schedule?

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

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