1. Inclusive Practices- Making it Work! Co-Teaching Model
Inclusive Practices- Making it Work! Co-Teaching Model
Presented by Kathy Kilgore

2. Considerations
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3. Roll Call
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4. 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

5. 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

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

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

8. 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.

9. 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

10. 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

11. 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

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

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

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

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

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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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)

23. 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

24. 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

25. 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?
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26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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.

34. 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

35. 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

36. 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

37. 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

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

39. 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

40. 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

41. 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.

42. 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

43. 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

44. 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

45. 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

46. 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

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

48. 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

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

50.
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A 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.

51. Additional Webinars in this Series
December 10:00 am: Consultancy Model
January 10:00 am: Para-educator Model
February 10:00 am: Scheduling
April 10:00 am: Logistics

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

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