Inclusive Practices- Making it Work! Co-Teaching Model

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

2. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.org • If you need to ask a question, please use the Chat Pod on your screen

3. Roll Call • If you have not already done so, please use your chat pod and type your first and last name as well as the district/LEA you are representing • If multiple people are in the room, please indicate their names as well

4. 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

5. Series of 6 Webinars • 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

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? • Use your chat pod to type in a brief response

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

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

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

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 AssistOne 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. 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.