Louisiana’s Co-Louisiana’s Co-teaching Resource teaching Resource

Guide Guide

Kristina Braud, Literacy Goal OfficeKristina Braud, Literacy Goal OfficeMelanie Lemoine, Louisiana State Improvement GrantMelanie Lemoine, Louisiana State Improvement Grant

Kathy Kilgore, SUNS Center Kathy Kilgore, SUNS Center Andrea Thompson, Literacy Goal OfficeAndrea Thompson, Literacy Goal Office

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

ObjectivesObjectives• 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.

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Section 1 of the GuideSection 1 of the Guide

• OverviewCollaborative Models

• IntroductionDefinition; Legal basis

Responsibilities Benefits• The Process

– Part I: Planning–

4

OverviewOverview

• Collaborative Models– Co-teaching– Consultant– Paraeducator Support

• Least Restrictive Environment (LRE) Continuum • Research

Pgs 2-4

Pgs. 2-45

U.S. Department of U.S. Department of EducationEducation

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.

IntroductionIntroduction

• 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

7

What is Co-Teaching?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

Co-teachingCo-teachingElement of Co-teaching

Co-teaching DOES… Co-teaching does NOT…

“two or more professionals”

create opportunities for 2 credentialed professionals (in LA=Highly Qualified) to positively impact instruction.

have paraeducators or volunteers solely responsible for 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 turn- taking 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

Did You Know …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?10

Paradigm ShiftParadigm 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

Essential Elements to the Change Essential Elements to the Change ProcessProcess

Adapted from Knosler, in Pearl, n.d.

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

Shared ResponsibilitiesShared Responsibilities

• Instruction• Accommodations and Modification• Class routines, structures, behavior

management• Assessment• Data Collection and Recordkeeping• Conferences• Communications • Advocacy p.6

THE PROCESSTHE PROCESS

14

IIn

Planning is the KeyPlanning 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

Determining Student Support Determining Student Support NeedsNeeds

• 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 assignmentLogical manner of planning based on student need(s)

Determining Student Determining Student Support NeedsSupport 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.)

Student Support Needs Worksheet-General Student Support Needs Worksheet-General Education Class ExpectationsEducation Class ExpectationsStudent Name______________ Person Completing Form___________ Student Name______________ Person Completing Form___________ Date__________ Date__________ SUBJECT ACADEMIC

BEHAVIORSSOCIAL BEHAVIORS CLASS ROUTINES

Class Expectations

Discrepancy(ies)

Class Expectations

Discrepancy(ies)

Class Expectations

Discrepancy(ies)

DetermineDetermine Support Need LevelsSupport 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 Matching Teacher Support Model to Support Model to

Student Support NeedsStudent 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 Name Support Level

Class/Subject →

Name ↓ Support↓

Reading Math Science Social Studies

PE Art

Bryon 2-Read.

1-Others

CT CT I I I I

Janise 3-R.M

2-S/SSCO CO CT P I I

Devon 3-R/M

2-S/SSSpEd CO P P I I

Alicia 3-R/M

2-S/SS/PE

CO SpEd P P P I

Supt Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant TeacherSupport 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.

#2INCLUSIVE EDUCATIONAL PRACTICES

SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET

Elementary - GRADE LEVEL: ____5_______

SUBJECT/CLASS

No Support

Paraeducator Sp Ed Teacher

Consultant Co-Teacher

Reading 1 1 2

Math 1 1 2

Science 1 2 1

SS 1 3

PE 3 1

Art 4

#2

# 3Paraeducator

SupportSpEd Teacher

SupportCo-Teacher

Consultant Teacher

Grade Level/Total #

Subj. Area

R M S SS

PE

AR

T

R M S SS

PE

A

R

T

R M S SS

PE

ART

R M S SS

PE

A

R

T

K

1

2

3

4

5 2 3 1 1 1 2 2 1 1 1

6

SSupport Worksheet Elementary Tool

Summary#3

Sample Special Education Sample Special Education Teacher Allocation ScheduleTeacher Allocation Schedule

Co-Teaching Consultant SpEd Class Planning

1st period Ms. Adams (Reading)

2nd period Ms. Adams (Reading)

3rd period Ms. Adams (Planning)

4th period Ms. Adams (Math)

5th period Ms. Adams (Math)

6th period Ms. Adams (Science)

7th period Ms. Adams (Math)

#4

Models of Support Worksheet

Individual Student Support Needs – Secondary

Grade Level: __9_

Class/subject

Name

ELA Math Science SS PE Elective

Darrien CO (3)

CO (3)

P (2) P (2) I P (2)

Rochelle P (2) P (2) I I I I

Justin CO (3)

CO (3)

CO (3) P (2) I I

Megan SpEd (3)

CO (3)

CO (3) CO (3)

P (2) P (2)

Kaitlyn CT (1) CT (1)

I I I I

Jason P (2) I I I I I

#1

Support Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher SpEd = Sp.Ed. Class CO = Co-Teacher

#11

Subject area

Courses

No Support

Paraeduca-tor

SpEd Teache

rConsulta

ntCo-Teacher

ELA 2 1 1 2

MATH 1 1 1 3

SCIENCE 3 1 2

SS 3 2 1

PE 5 1

ART 4 2

Grade Level Summary – Secondary Models of Support Worksheet

Grade: 9 Students with IEPs in grade level: _6_

#2

#2

Miami-Dade County Public SchoolsOffice of Exceptional Student Education

# 3Models of Support Summary Worksheet

Paraeducator SpEd Teacher Co-TeacherConsultant

Teacher

Grade Level/Total #

Sub-ject Area

E

L

A

M S SS

PE

ELA

E M S SS

PE

EL

A

E M S SS

PE

EL

A

E M S SS

PE

EL

A

9 2 1 1 2 1 2 1 2 3 2 1 1 1

10

11

12

#3 School Models of Support Worksheet - Secondary Summary

#2

Special Ed Teacher Course Schedule Plan Outline

HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS#4#4

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 Planning Specifics for ADMINISTRATORSADMINISTRATORS

• 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

Administrator TipsAdministrator TipsDOs

• 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

Planning Specifics for Planning Specifics for TeachersTeachers

• 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 Courageous Conversations TEAMBUILDINGTEAMBUILDING

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

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Planning Specifics for Planning Specifics for StakeholdersStakeholders

• Who are they?• Why include them?• How may they be utilized?• How may they NOT be utilized?