Louisiana's Co-teaching Resource Guide - Enhancing Collaboration in Education

1. Louisiana’s Co-teaching Resource Guide Kristina Braud, Literacy Goal OfficeMelanie Lemoine, Louisiana State Improvement GrantKathy Kilgore, SUNS Center Andrea Thompson, Literacy Goal Office

2. http://accessguide.doe.louisiana.gov/site%20documents/FINALcoteaching_guide.pdfhttp://accessguide.doe.louisiana.gov/site%20documents/FINALcoteaching_guide.pdf

3. 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.

4. Section 1 of the Guide • Overview Collaborative Models • Introduction Definition; Legal basis Responsibilities Benefits • The Process • Part I: Planning

5. Overview • Collaborative Models • Co-teaching • Consultant • Paraeducator Support • Least Restrictive Environment (LRE) Continuum • Research Pgs 2-4 Pgs. 2-4

6. 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 state-wide and district-wide assessments and accountability systems.

7. Introduction • Louisiana team of strategist • Validated Practices Initiative • Tool to gauge the climate of inclusive practices in 8 areas • People First Language • Co-teaching Definition • What it is….What it is not

8. 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

9. Co-teaching

10. 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 • By definition, students with these disabilities HAVE AVERAGE COGNITIVE ABILITIES • These students learn differently and express knowledge differently • What does this mean for educators?

11. Paradigm Shift • Shift in teaching styles & preferences • Work closely with another adult • Form bonds of trust • Learn from one another • Share responsibilities • Share accountability • Requires support of administration, coaches, peers, stakeholders

12. Essential Elements to the Change Process Adapted from Knosler, in Pearl, n.d.

13. Shared Responsibilities • Instruction • Accommodations and Modification • Class routines, structures, behavior management • Assessment • Data Collection and Recordkeeping • Conferences • Communications • Advocacy p.6

14. THE PROCESS IIn

15. Planning is the Key • 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

16. Determining Student Support Needs • 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 • co-teaching is best utilized Staff assignment Logical manner of planning based on student need(s)

17. 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 Worksheet-General Education Class Expectations.)

18. Student Support Needs Worksheet-General Education Class ExpectationsStudent Name______________ Person Completing Form___________ Date__________

19. DetermineSupport 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

20. 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)

21. #1 INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET Elementary GRADE Level: _____5_________ INCLUSIVE EDUCATIONAL PRACTICES Class/Subject Name Support Level Supt Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher Support Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher SpEd = Sp.Ed. Class 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.

22. #2 INCLUSIVE EDUCATIONAL PRACTICES SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET Elementary - GRADE LEVEL: ____5_______ #2

23. SSupport Worksheet Elementary Tool Summary # # 3 3

24. #4 Sample Special Education Teacher Allocation Schedule

25. Models of Support Worksheet Individual Student Support Needs – Secondary Grade Level: __9_ #1 #11 Support Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher SpEd = Sp.Ed. Class CO = Co-Teacher

26. Grade Level Summary – Secondary Models of Support Worksheet #2 #2 Students with IEPs in grade level: _6_ Grade: 9

27. Models of Miami-Dade County Public Schools Office of Exceptional Student Education # 3 Models of Support Summary Worksheet School Models of Support Worksheet - Secondary Summary #3 #2

28. Special Ed Teacher Course Schedule Plan Outline HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS #4 #4

29. Planning Specifics for ADMINISTRATORS • Actions mirror “All Students can Learn” • Inclusive practices leadership team • Co-Teachers selection • Scheduling, scheduling, scheduling • Caseload issues • Common planning time • Begin with the end in mind • Successful co-teaching begins with co-planning • Pgs. 13-15 & H.O.s

30. Administrator Tips 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 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

31. Planning Specifics for Teachers • 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

32. Courageous Conversations TEAMBUILDING • Parity • Instructional beliefs • Roles and Responsibilities • Classroom Management • Planning • Problem Solving/Communication • Pet Peeves • Progress Monitoring & Grading

33. Planning Specifics for Stakeholders • Who are they? • Why include them? • How may they be utilized? • How may they NOT be utilized?