Louisiana’s Co-Teaching Guide Presented by: Kristina L. Posey, La Department of Education Melanie Lemoine, LaSPDG Co-Director @laspdg

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CLU Credit In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: Full name Parish you are representing Your complete email address Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” 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

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Co-Teaching Co-teaching is a research-driven methodology that: Creates a powerful learning environment Promotes partnership and collaboration Adapts to support a variety of: Grade Levels Support Models Experience Levels

The Co-Teaching Resource Guide Created in 2010 as a collaborative effort between the LDOE and LaSPDG A Strategist Team of professionals Team included: School and district level personnel University personnel LDOE SPDG Staff Related service providers

Collaborative Teaching Why is this important? IDEA requires that all students with disabilities have access to and show progress in the general education curriculum, and Instructional programs should be delivered in the Least Restrictive Environment (LRE)

Collaborative Models Co-Teaching Support Model Consultant Support Model Paraeducator Support Model These models have been described in depth during the webinar series Inclusive Practices: Making it Work! These are available for viewing on the SPDG website http://laspdg.org/content.cfm?id=292

Let’s Take a Poll! How would you describe your current teaching situation? Individual Collaborative Co-Teaching

Co-Teaching Defined 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 other 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.

The Co-Teaching Resource Guide Three Sections Planning Implementation Results Resources throughout the document *The resources included in the document come from a variety of sources and reflect diverse strategies, implementation, and techniques. They are only a starting point and can be modified to fit your needs. These resources should be used as a guide for your own work.

Planning Planning for Administrators Planning for Classroom Teachers Teacher selection Scheduling Caseload Planning for Classroom Teachers Team building & Communication Parity Classroom management

Planning (continued) Planning for Other Stakeholders Related Service Professionals Families Paraeducators

Implementation Co-Teaching Approaches Station Teaching Parallel Teaching Alternative Teaching Team Teaching One Teach, One Assist**

Results Tools to assess the effectiveness of planning and implementation Tools to assess overall effectiveness Reflective tools for teachers and administrators

Co-Teaching Approaches Subsequent slides delineate: General description of the approach Benefits of that particular approach A diagram of classroom configuration Use link to study in more depth

Station Teaching Teachers divide the responsibility of planning and instruction. Students rotate on a predetermined schedule through stations. Teachers repeat instruction to each group that comes through; delivery may vary according to student needs. Approach can be used even if teachers have very different pedagogical approaches. Each teacher instructs every student. Website: http://www.powerof2.org

Station Teaching Benefits Cautions Guiding Concepts Grouping for specific student needs Groups need to be flexible requiring independent working skills for 3rd group Will student learning be facilitated by smaller, more intense instruction? Are class procedures for transitioning in place/practiced? Allows lesson to be “chunked” Pacing for groups need to be commensurate Concepts with hierarchies are not a good fit. Does concepts/lesson lend to chunking? Allows differentiation and UDL to match learning style, re-teach, accelerate or accommodate depths of learning Avoid “fluff” at stations. Noise level may be an issue Can students needs/styles of learning be met? Are IEP accommodations being provided?

Station Teaching (continued) Benefits Cautions Guiding Concepts Lower student-teacher ratio; Increased instruction and attention Group carefully so that those with attention issues are distributed evenly to allow maximum instructional intensity Which students need extra attention? Can accentuate a particular teacher’s style Can stifle teacher growth is same skills used. What are the teachers’ talents that will enhance instruction? Responsibility/ workload shared but separate Ensure equal work load

Room Configuration for Station Teaching Teacher Table Student Table

Parallel Teaching Teachers share responsibility for planning and instruction. Class is split into heterogeneous groups, and each teacher instructs half on the same material. Content covered is the same, but methods of delivery may differ. Both teachers need to be proficient in the content being taught. http://education.byu.edu/cpse/co_teaching/videos/Sequence3.MPG

Parallel Teaching Benefits Cautions Guiding Concepts Intensive instruction Mastery of content required by both teachers Would complexity be lessened in smaller groups? Lower student-teacher ratio; Pre-planning required to have equitable instruction Would students benefit from increased interaction and feedback? Would students’ participation increase? Likelihood of participation Monitor group work; prepare for early finishers Would students benefit from closer monitoring and supervision? Allows different teaching styles Could students’ needs be better met by matching learning styles to teaching styles?

Room Configuration for Parallel Teaching Teacher Table Student Table

Alternative Teaching Teachers divide responsibilities for planning and instruction. The majority of students remain in a large group setting, but some students work in a small group for pre-teaching, enrichment, re-teaching, or other individualized instruction. Approach allows for highly individualized instruction to be offered. Teachers should be careful that the same students are not always pulled aside. Website: http://www.powerof2.org

Alternative Teaching Benefits Cautions Guiding Concepts Flexible groups to re-teach, extend lesson Avoid static grouping Does data indicate need to group for pre/re-teaching or extending the lesson/concept? Multiple means of delivery At some point is additional direct instruction needed for a short period of time while the larger group continues? What will be the re-entry point? .

Room Configuration for Alternative Teaching Teacher Table Student Table

Team Teaching Teachers share responsibilities for planning and instruction. Teachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom management. This requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles. Great Science Example: http://www.teachertube.com/viewVideo.php?title=Michelle_Seigler___Rockets_and_Co_Teaching&video_id=240066

Team Teaching Benefits Cautions Guiding Concepts Varied presentation styles Knowledge of roles and responsibilities must be clear Would content delivery be best through dialogue, role-play, demonstration, debate, step-by-step? Highest degree of professional collaboration; Requires co-teachers to know each other well and be in sync to achieve desired outcomes Will all students benefit from this approach? Skilled determination of student’s need for support Must be very observant to students’ functioning; Does data identify weak students? Are IEP accommodations provided? Regulation occurs in real time Reinforcement/adjustment to delivery must be seamless What are expected observable behaviors that tell students are on track? Students self assess and ask for help Must be modeled for students to know when assistance is needed. Have students learned how to identify and advocate for assistance?

Room Configuration for Team Teaching Teacher Table Student Table

One Teach, One Assist One teacher plans and instructs, and one teacher provides adaptations and other support as needed Requires very little joint planning Should be used sparingly Can result in one teacher, most often the general educator, taking the lead role the majority of the time Can also be distracting to students, especially those who may become dependent on the drifting teacher Website: www.powerof2.org

One Teach, One Assist Benefits Cautions Guiding Concepts Opportunity to collect behavioral or academic data Both teachers may not be seen as equally active/empowered What student specific information needs to be collected? Assist targeted students during and after whole class presentation One teacher may be a “glorified aide”; loss of power of 2 teachers How can strengths of each teacher be maximized? Are teachers clear about expectation of each other? Students receiving help may become static. (ie.,“ ‘Sped’ students come to Ms. Jones”)

Room Configuration for One Teach, One Assist

Let’s Take a Poll! Which co-teaching approach have you had experience with? Station Teaching Parallel Teaching Alternative Teaching Team Teaching One Teach, One Assist Use your chat pod to share success or challenges with this approach!

Next Steps? Given your current situation, what are your next steps? (Use the chat box to share) Follow-up and Support: LaSPDG (www.laspdg.org) LDOE (network request)

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) You may email questions to Melanie Lemoine lemoinem@lsu.edu or Kristina Posey Kristina.Braud@LA.GOV

REMINDER: CLU Credit IF YOU HAVE NOT ALREADY DONE SO DURING THIS WEBINAR….. In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: Full name Parish you are representing Your complete email address Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

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. @laspdg

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