louisiana’s co-teaching resource guide kristina braud, literacy goal office melanie lemoine,...
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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
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
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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