Inclusive Practices- Making it Work! Co-Teaching Model www.laspdg.org Inclusive Practices- Making it Work! Co-Teaching Model Presented by Kathy Kilgore

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People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Simply put, People First Language puts the person before the disability AND describes what a person has, not who a person is. For too long, the use of old labels and identifiers have perpetuated negative stereotypes…..which is the greatest obstacle facing individuals with disabilities! Using PFL is not about being “politically correct”. But about choosing words and identifiers that respect the individual ! In fact, the movement was started by individuals who said “We are not our disabilities” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

Series of 6 Webinars Co-teaching Support Model Overview of Inclusive Practices  Co-teaching Support Model Consultant Support Model Paraeducator Support Model Scheduling for Inclusive Practice Logistical Issues Grading IEPs Planning

Inclusive Practices….. …academic and behavior supports and strategies provided to students with disabilities in general education settings.

Collaborative Support Models for Inclusive Practices Co-teaching Support Model Consultant Support Model Paraeducator Support Model

Co-teaching Support Model As defined by Friend and Cook (2010)… Co-teaching is a service delivery option for providing special education or related services to students with disabilities or students with special needs while they remain in their general education classes. Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.

Co-taught classrooms…. SpEd teacher partners with GenEd teacher Assigned to one group of students Shared responsibility for instruction for an entire period Both responsible for planning, delivering instruction, assessing and managing behavior Must work in collaboration

Shared Classroom Responsibilities… Instruction Lesson planning is dynamic and on-going Address Common Core Standards Universal Design for Learning Learning Styles considered Multiple-size-fits all Approach Daily feedback on successes and challenges Lesson design and delivery critique

Shared Classroom Responsibilities… Accommodations/Modifications Both teachers identify/design accommodations General Educator = Content Expert Special Educator = Process Expert Teachers learn from each other Students accommodated based on learning needs

Shared Classroom Responsibilities… Management of Behavior Both teachers manage behavior Classroom routines honored Respecting individual student needs

Shared Classroom Responsibilities… Assessment Both teachers familiar with various assessment procedures Multiple assessments utilized

Shared Classroom Responsibilities… Data Collection and Recordkeeping On-going Both teachers design and collect data Collaboration is critical Used to make informed instructional decisions

Shared Classroom Responsibilities… Participation in Conferences Meetings and conferences IEP Leadership by SpEd Teacher GenEd Teacher involved in IEP process

Shared Classroom Responsibilities… Communication Key to successful learning environment Open and regular communication Planned meetings to review data and strategize Communicating with parents

Co-teaching Approaches Station Parallel Alternative Team Teaching or Teaming One Teach, One Assist One Teach, One Observe Modeled on work of Dr. Marilyn Friend, Power of 2

STATION APPROACH Involves establishing learning centers in the classroom Teachers divide instructional material into ‘chunks’ Teachers each staff a center and work with small groups of students; other center(s)s set up with independent activities Content addressed is not sequential; ‘chunked’ content All stations related to one topic or lesson theme

Students rotate through the centers in groups and at times determined by the teachers Students grouped based on performance levels, learning styles or even heterogeneous groupings Groups do not remain constant throughout year Avoid having only students with disabilities in same group all of the time

Length of each rotation depends on what is taught and needs of students Generally, 15 to 40 minutes in length All rotation of stations usually completed in one class period

Difference between learning centers and Station Teaching: Two stations staffed by a teacher Only 1 or 2 independent groups All students rotate to all stations Both teachers engaged in explicit teaching Content in each teacher station remains the same but teachers may vary delivery style

Written instructions are needed at independent station(s) Students must be able to complete work independently Variety of activities based on student need in independent station(s)

Groupings of students pre-established Teach routines for moving quickly and quietly Variation: teachers move and not students Use a timer displayed on wall/board Pacing/timing of lesson delivery is critical

Independent planning is possible STATION APPROACH - ADVANTAGES STATION APPROACH - DISADVANTAGES Independent planning is possible May require extensive planning to ensure pacing and preparation/organization of all activities and materials. Increased one-on-one attention Noise could be an issue More materials covered in shorter time period Independent station(s) may need additional monitoring Improved classroom management Good approach to use when teachers have different ‘knowledge’ level of content

Let’s take a poll…. How many of you have used the Station Teaching approach? Click yes or no on your screen now If you have used this approach, was it effective? Use your chat pod to type in a brief response

PARALLEL APPROACH Class divided in half (approximately) Each teacher delivers the same lesson simultaneously to half of the class Both teachers address same lesson objective(s) Instructional strategies may differ in each group Allows increased supervision Facilitates increased student engagement

Length of lesson varies but usually ranges from 15 to 60 minutes Groupings should be pre-established Student groupings will change based on what is taught and needs of students Teach routines for movement Avoid having all students with disabilities in same group all of the time

Pay attention to the pacing/timing of the lesson Both teachers must finish at the same time and cover the required amount of work Use of a timer is recommended

Increased supervision and monitoring Noise could be an issue PARALLEL APPROACH - ADVANTAGES PARALLEL APPROACH - DISADVANTAGES Increased supervision and monitoring Noise could be an issue Instructional strategies tailored to learning needs Groups being labeled as the ‘slow’ or ‘advanced’ group Immediate feedback to students Increased opportunities for student responses Teachers may plan independently of each other

Let’s take a poll…. How many of you think the Parallel approach could be effective in meeting the unique learning needs of a diverse group of students? Click yes or no on your screen now

Alternative Approach Occurs when one teacher is teaching the larger group and one teacher works with a smaller group Small group limited to 1 to 6 students Time spent in small group limited to 5 to 15 minutes Used to re-teach, reinforce or add rigor Used for short periods of time SpEd teacher not always teacher who works with small group

Allows focused teaching on specific skills Nose could be an issue ALTERNATIVE APPROACH – ADVANTAGES ALTERNATIVE APPROACH - DISADVANTAGES Allows focused teaching on specific skills Nose could be an issue Little interference with main lesson Small group being labeled as the ‘slow’ or ‘advanced’ group

TEAM TEACHING OR TEAMING APPROACH Both teachers plan and deliver the same instruction at the same time to one group of students Teachers plan and deliver instruction together, engaging in conversation, not lecture, in front of the students One teacher may take the role of primary speaker, while the second teacher adds information, asks clarifying questions, charts the concepts on graphic organizers, etc.

Dependent on teachers’ styles and how they interact with one another Both teachers actively involved in all aspects of teaching Not just turn taking; more like a conversation Gets easier and more effective over time Keys are knowing your teaching partner and respecting him/her

Direct Team Teaching or Facilitation Team Teaching Direct: both teachers engaged in explicit teaching Facilitation: supervising/ monitoring group activity, supervising student engagement, providing clarification and asking probing questions One teacher facilitates one side of the room while other teacher facilitates other side of room

TEAM TEACHING – ADVANTAGES TEAM TEACHING – DISADVANTAGES Both teachers viewed as equally ‘in charge’ Large group instruction Models good character traits Requires a lot of joint planning May take time to effectively use this approach

Let’s take a poll…. How many of you agree that the teaming approach may be difficult to effectively implement? Click yes or no on your screen now Why do you think so many co-teachers try and use this approach even though it is difficult to implement? Use your chat pod to type in a brief response

One Teach, One Assist One Teach, One Observe Not recommended for most co-teaching arrangements!

ONE TEACH, ONE ASSIST One teacher delivers instruction while one teacher assists in supporting individual students. One teacher teaches large group while one teacher is responsible for delivering individual student accommodations/ modifications More appropriate when second adult is a paraeducator If used, only use on a limited basis

ONE TEACH, ONE OBSERVE One teacher responsible for large group instruction while the other teacher observes students interacting with the instruction and collects data Used to identify what is working and what needs to be changed and to help drive future instruction If same teacher always observes, his/her teaching skills are underutilized More appropriate to teach a para to collect data If used, teachers should switch roles

Co-teaching Approaches ONE TEACH, ONE OBSERVE TEAM TEACHING ONE TEACH, ONE ASSIST STATION TEACHING CO-TEACHING PARALLEL TEACHING ALTERNATIVE TEACHING Effectiveness is determined by matching right approach to lesson and student needs.

Selection of co-teaching approach… Contingent on: Concepts to be taught Learning needs and skill levels of students Comfort and skill levels of the teachers

More than one approach may be used during a class period Approach does not drive the lesson Lesson objectives and needs of students dictate the co-teaching approach to use Co-teacher remains in the class for entire period Co-teacher not assigned to class that has a class paraeducator

Support and Related Services Staff 2nd adult may be a Related Service Provider Related Service Providers provide critical support in inclusive settings Related Services should be delivered in the context of general education to maximum extent possible Must provide IEP minutes and address IEP goals

Let’s take a poll…. How many of you believe other types of Related and Support services could be provided in an inclusive setting? Click yes or no on your screen now What specific types could be provided? Use your chat pod to type in a brief response

Families Parents must be engaged in their child’s educational program Strong partnerships result in improved student outcomes Keep parents informed of school actions Invite parents to dialogue with school Outline system for communication

Rule of Thumb: classes with a co-teacher may have 1/3 sped membership

When changes are needed…. Adjust pairings as needed Personality issues Thoughtful assignments of pairs at the beginning of the school year Before making a change, counsel each teacher and provide teambuilding activities

Changes in student support needs will occur during the school year If changes are needed, make them at natural intervals

www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

Additional Webinars in this Series December 5 @ 10:00 am: Consultancy Model January 16 @ 10:00 am: Para-educator Model February 27 @ 10:00 am: Scheduling April 17 @ 10:00 am: Logistics

Questions? Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not, please email questions to contacts below) After this webinar, you may email any content- related questions to Kathy Kilgore kkilgore@slc-gno.org You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

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