Transcript Slide 1

Louisiana’s Co-teaching
Resource Guide
Kristina Braud, Literacy Goal Office
Melanie Lemoine, Louisiana State Improvement Grant
Kathy Kilgore, SUNS Center
Andrea Thompson, Literacy Goal Office
http://accessguide.doe.louisiana.gov/site%20documents/FINALcoteaching_guide.pdf
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Objectives
Participants will explore resources found
in Part 1 of a 3-part webinar,
Participants will understand the focus of
this 3-part webinar is co-teaching,
although there are several models of
collaborative teaching.
Participants will gain knowledge of the
resources and handouts in the guide
which may be modified for district/site
use.
Section 1 of the Guide
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Overview
Collaborative Models
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Introduction
Definition; Legal basis
Responsibilities
Benefits
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The Process
– Part I: Planning
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Overview
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Collaborative Models
– Co-teaching
– Consultant
– Paraeducator Support
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Least Restrictive Environment (LRE)
Continuum
Research
Pgs 2-4
U.S. Department of Education
IDEA…
requires that all students with disabilities have access
to the general education curriculum and delivered in
the least restrictive environment (LRE)
NCLB states…
students with disabilities must be included in statewide and district-wide assessments and accountability
systems.
Introduction
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Louisiana team of strategist
Validated Practices Initiative
– Tool to gauge the climate of inclusive
practices in 8 areas
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People First Language
Co-teaching Definition
– What it is….What it is not
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What is Co-Teaching?
Co-teaching occurs when…
two or more professionals delivering
substantive instruction to a diverse
or blended group of students in a
single physical space.”
Friend & Cook, 2010
Element of Co-teaching Co-teaching DOES…
Co-teaching does
NOT…
Co-teaching
“two or more
professionals”
create opportunities for 2 have paraeducators or
credentialed professionals volunteers solely
(in LA=Highly Qualified) to responsible for instruction.
positively impact
instruction.
“Joint delivery of
instruction”
have both teachers
planning and delivering
substantive instruction,
utilizing personal strengths
and developing new ones
which surpasses what one
teacher can deliver alone.
mean putting two adults
together in one room
teaching “their” kids. It is
much more than turntaking in a lecture setting.
“diverse group of
students”
respond to differentiation
of instruction, student
needs, and reduced T-S
ratio.
pull out “ESS, Resource,
SpEd, etc. Kids”
(see People First Lang.)
“shared classroom space”
utilize a single space with
minimal pull out.
have same, separate
grouping; it is fluid and
responsive to needs
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Did You Know …
Approximately 75% of LA special education
population are identified as having
SLD Specific Learning Disabilities, OHI Other Health Impairments,
SPCH Speech Impairments, or ED Emotional Disturbance
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By definition, students with these disabilities
HAVE AVERAGE COGNITIVE ABILITIES
These students learn differently and express
knowledge differently
What does this mean for educators?
Paradigm Shift
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Shift in teaching styles & preferences
Work closely with another adult
– Form bonds of trust
– Learn from one another
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Share responsibilities
Share accountability
Requires support of administration,
coaches, peers, stakeholders
Essential Elements to the Change
Process
Common
Vision
Incentives
Knowledge
and Skills
Resources
Action
Plan
Result
No
Yes
Yes
Yes
Yes
Confusion
Yes
No
Yes
Yes
Yes
Resistance
Yes
Yes
No
Yes
Yes
Anxiety
Yes
Yes
Yes
No
Yes
Frustration
Yes
Yes
Yes
Yes
No
Treadmill
Yes
Yes
Yes
Yes
Yes
Change
Adapted from Knosler, in Pearl, n.d.
Shared Responsibilities
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Instruction
Accommodations and Modification
Class routines, structures, behavior
management
Assessment
Data Collection and Recordkeeping
Conferences
Communications
Advocacy
p.6
THE PROCESS
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Planning is the Key
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Determining Support Needs Drives Scheduling
– What supports individual students require?
– Which grade level and subject area supports
are needed?
– Who will provide supports:
• Teacher?
• Paraeducator?
• Consultation only?
• Support Services Personnel ?
SLPs, OTs, Counselors, etc.
Pgs 10-13 & H.O.s
Determining Student Support Needs
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FIRST, consider needs of current students with
disabilities and struggling students
• Use worksheet #1, #2, #3 to determine level of
need (Elem & Secondary versions in guide)
• Provides VITAL information for:
– Student scheduling (SWD first, please)
– Master schedule—identifies courses where
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co-teaching is best utilized
Staff assignment
Logical manner of planning based on student
need(s)
Determining Student Support
Needs
Identify the general education class
expectations and the degree to which the
student meets the expectations. (Use the
Student Support Needs WorksheetGeneral Education Class Expectations.)
Student Support Needs Worksheet-General Education Class Expectations
Student Name______________ Person Completing Form___________ Date__________
SUBJECT
ACADEMIC
BEHAVIORS
SOCIAL BEHAVIORS
CLASS ROUTINES
Class
Discrepancy
Expectations (ies)
Class
Discrepancy
Expectations (ies)
Class
Discrepancy
Expectations (ies)
Determine Support Need Levels
Determine if a student has level 1, 2,
or 3 support needs:
– Level 1 – Minimal support
– Level 2 – Moderate support
– Level 3 – Significant support
See pages 12-13 of Guide
Matching Teacher Support Model
to Student Support Needs
Use worksheets #1, #2, #3 to
document level of support needs
and recommendations for Teacher
Support Model (e.g., Co-Teacher,
Para, Consultant, SpEd Class)
#1
INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET Elementary
GRADE Level:
_____5_________
INCLUSIVE EDUCATIONAL PRACTICES
Class/Subject →
Class/Subject
Name
↓ Support
Support↓
Name
Level
Reading
Math
Science
Social
Studies
PE
Art
Bryon
2-Read.
1Others
CT
CT
I
I
I
I
Janise
3-R.M
2-S/SS
CO
CO
CT
P
I
I
Devon
3-R/M
2-S/SS
SpEd
CO
P
P
I
I
Alicia
3-R/M
2S/SS/PE
CO
SpEd
P
P
P
I
Supt Models: I = Independent – No Assistance
P = Assistance – Paraeducator
Support Models: I = Independent – No Assistance
CT = Consultant Teacher
SpEd = Sp.Ed. Class
CT = Consultant Teacher
P = Assistance – Paraeducator
CO = Co-Teacher
Instructions: List all students in a grade level in the first column and indicate next to each name if the
student needs 1, 2, or 3 level of support. List classes/subjects in the first row. Indicate the type of
Support Model needed by each student, in each class/subject column, using the codes above.
#2
#2
INCLUSIVE EDUCATIONAL PRACTICES
SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT
WORKSHEET
Elementary - GRADE LEVEL:
SUBJECT
/CLASS
No
Support
Paraeducator
____5_______
Sp Ed
Teacher
Consultant
CoTeacher
Reading
1
1
2
Math
1
1
2
Science
1
2
SS
1
3
PE
3
1
Art
4
1
SSupport Worksheet
Elementary Tool Summary
#3
Paraeducator
Support
Grade
Level/
Total #

Subj.
Area

R
M S
S
S
P
E
SpEd Teacher
Support
A
R
T
R
M
S
S
S
P
E
Co-Teacher
A
R
T
R
M
S S
S
P
E
#3
A
R
T
R
Consultant
Teacher
M S
K
1
2
3
4
5
6
2 3 1
1 1
2 2
1 1 1
S
S
P
E
A
R
T
Sample Special Education
Teacher Allocation Schedule
#4
Co-Teaching
Consultant
1st period
2nd period
SpEd Class
Ms. Adams
(Reading)
Ms. Adams
(Reading)
3rd period
Ms. Adams
(Planning)
4th period
5th period
Planning
Ms. Adams
(Math)
Ms. Adams
(Math)
6th period
Ms. Adams
(Science)
7th period
Ms. Adams
(Math)
#1
#1
1 Class/subject 
Models of Support Worksheet
Individual Student Support Needs – Secondary
Grade Level: __9_
ELA
Math
Science
SS
PE
Elective
CO
CO
P (2)
P (2)
I
P (2)
(3)
(3)
P (2)
P (2)
I
I
I
I
CO
CO
CO (3) P (2)
I
I
(3)
(3)
CO (3) CO
P (2)
P (2)
Name
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Darrien
Rochelle
Justin
Megan
SpEd CO
Kaitlyn
CT (1) CT
Jason
P (2)
(3)
(3)
(3)
I
I
I
I
I
I
I
I
(1)
I
Support Models: I = Independent – No Assistance
CT = Consultant Teacher
SpEd = Sp.Ed. Class
P = Assistance – Paraeducator
CO = Co-Teacher
#2
Grade Level Summary – Secondary
Models of Support Worksheet
Students with IEPs in grade level: _6_
#2
Subject
area
Courses 
Grade: 9
No
Support
Paraeducator
2
ELA
SpEd
Teacher
Consultant
Co-Teacher
1
1
2
1
3
MATH
1
1
SCIENCE
3
1
2
SS
3
2
1
PE
5
1
ART
4
2
#3
School Models of Support Worksheet Secondary Summary
#2
Paraeducator
Grade
Level/
Total #

9
10
11
12
Sub
-ject
Are
a
E
L
A
M
S
S
S
P
E
SpEd Teacher
E
L
A
E
2 1 1 2 1 2 1
M
S
S
S
P
E
Co-Teacher
E
L
A
E
M
S
S
S
2 3 2 1
P
E
Consultant Teacher
E
L
A
E
M
1 1
S
S
S
P
E
E
L
A
#4
#4
Special Ed Teacher Course Schedule Plan Outline
HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS
1st Period
2nd Period
3rd Period
4th Period
Teacher 1
Co-Teaching
(ELA)
Planning
Co-Teaching
(Science)
SpEd Class
(Math)
Teacher 2
SpEd Class (ELA)
Co-Teaching
(Math)
Planning
Consulting
(ELA)
Teacher 3
SpEd Class (ELA)
Consulting (Math)
Co-Teaching
(ELA)
Planning
Teacher 4
Planning Specifics for ADMINISTRATORS
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Actions mirror “All Students can Learn”
Inclusive practices leadership team
Co-Teachers selection
Scheduling, scheduling, scheduling
– Caseload issues
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Common planning time
– Begin with the end in mind
– Successful co-teaching begins with co-planning
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Pgs. 13-15 & H.O.s
Administrator Tips
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DOs
Schedule common
planning time on a regular
basis
Provide for parity at every
level (i/e, desks, names on
doors, expectations, etc.)
Support professionalism
between co-teachers as
colleagues
Provide assistive
technology and
instructional resources
Schedule special
education teachers to
teach in their content
area of strength
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DON’Ts
Pull co-teachers to
substitute in other classes
Allow unprofessional
conduct (i.e., teacher
tardies, lack of
preparedness, etc)
Accept failing grades in
co-taught classes
Schedule a special
education to co-teach
with more than 2 general
education partners
Planning Specifics for Teachers
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It’s one thing to be on the same faculty;
it’s totally another thing to co-teach; it’s
like a marriage!
Requires: teambuilding flexibility
commitment
time
knowing strengths and weaknesses
conducting self and partner reflection
Student progress always top priority
Pgs 15-18 & H.O.s
Courageous Conversations
TEAMBUILDING
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Parity
Instructional beliefs
Roles and Responsibilities
Classroom Management
Planning
Problem Solving/Communication
Pet Peeves
Progress Monitoring & Grading
Planning Specifics for Stakeholders
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Who are they?
Why include them?
How may they be utilized?
How may they NOT be utilized?