Inclusive Practices- Making it Work! Co-Teaching Model

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Inclusive Practices-Making it Work!Co-Teaching
Model
www.laspdg.org

• Presented by Kathy Kilgore

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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

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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

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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.disabilit
yisnatural.com/images/PDF/pfl-sh09.pdf
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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

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Inclusive Practices..

• academic and behavior supports and strategies
  provided to students with disabilities in general
  education settings.

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Collaborative Support Models for Inclusive
Practices

• Co-teaching Support Model
• Consultant Support Model
• Paraeducator Support Model

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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.

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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

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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

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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

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Shared Classroom Responsibilities

• Management of Behavior
• Both teachers manage behavior
• Classroom routines honored
• Respecting individual student needs

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Shared Classroom Responsibilities

• Assessment
• Both teachers familiar with various assessment
  procedures
• Multiple assessments utilized

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Shared Classroom Responsibilities

• Data Collection and Recordkeeping
• On-going
• Both teachers design and collect data
• Collaboration is critical
• Used to make informed instructional decisions

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Shared Classroom Responsibilities

• Participation in Conferences
• Meetings and conferences
• IEP Leadership by SpEd Teacher
• GenEd Teacher involved in IEP process

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Shared Classroom Responsibilities

• Communication
• Key to successful learning environment
• Open and regular communication
• Planned meetings to review data and strategize
• Communicating with parents

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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

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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

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• 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

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• 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

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• 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

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• 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)

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• 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

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STATION APPROACH - ADVANTAGES STATION APPROACH - DISADVANTAGES
Independent planning is possible May require extensive planning to ensure pacing and preparation/organization of all activities and materials.
Increased one-on-one attention Noise could be an issue
More materials covered in shorter time period Independent station(s) may need additional monitoring
Improved classroom management
Good approach to use when teachers have different knowledge level of content
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Lets 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

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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

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• 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

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• 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

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PARALLEL APPROACH - ADVANTAGES PARALLEL APPROACH - DISADVANTAGES
Increased supervision and monitoring Noise could be an issue
Instructional strategies tailored to learning needs Groups being labeled as the slow or advanced group
Immediate feedback to students
Increased opportunities for student responses
Teachers may plan independently of each other
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Lets 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

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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

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ALTERNATIVE APPROACH ADVANTAGES ALTERNATIVE APPROACH - DISADVANTAGES
Allows focused teaching on specific skills Nose could be an issue
Little interference with main lesson Small group being labeled as the slow or advanced group
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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.

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• 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

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• 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

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TEAM TEACHING ADVANTAGES TEAM TEACHING DISADVANTAGES
Both teachers viewed as equally in charge Large group instruction
Models good character traits Requires a lot of joint planning
May take time to effectively use this approach
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Lets 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

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One Teach, One AssistOne Teach, One Observe

• Not recommended for most co-teaching arrangements!

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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

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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

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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.
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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

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• 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

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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

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Lets 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

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Families

• Parents must be engaged in their childs
  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

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• Rule of Thumb classes with a co-teacher may have
  1/3 sped membership

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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

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• Changes in student support needs will occur
  during the school year
• If changes are needed, make them at natural
  intervals

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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.
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Additional Webinars in this Series

• December 5 _at_ 1000 am Consultancy Model
• January 16 _at_ 1000 am Para-educator Model
• February 27 _at_ 1000 am Scheduling
• April 17 _at_ 1000 am Logistics

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Questions?

• Please use your chat pod if you have questions
  related to this presentation (if time permits, we
  will answer them, if not, please email questions
  to contacts below)
• After this webinar, you may email any
  content-related questions to Kathy Kilgore
  kkilgore_at_slc-gno.org
• You may email any grant-related questions to
  Melanie Lemoine lemoinem_at_lsu.edu

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