Inclusive Practices- Making it Work! Co-Teaching Model

Inclusive Practices-Making it Work!

Co-Teaching Model

Presented by Kathy Kilgore

www.laspdg.org

Considerations

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People First Language

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

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

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

Series of 6 Webinars

1. Overview of Inclusive Practices 2. Co-teaching Support Model3. Consultant Support Model4. Paraeducator Support Model5. Scheduling for Inclusive Practice 6. Logistical Issues

Grading IEPs Planning

Inclusive Practices…..

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

Collaborative Support Models for Inclusive Practices

Co-teaching Support Model

Consultant Support Model Paraeducator Support

Model

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.

Co-taught classrooms….

SpEd teacher partners with GenEd teacher Assigned to one group of studentsShared responsibility for instruction for an entire period

Both responsible for planning, delivering instruction, assessing and managing behavior

Must work in collaboration

Shared Classroom Responsibilities…

InstructionLesson planning is dynamic and on-going

Address Common Core StandardsUniversal Design for LearningLearning Styles consideredMultiple-size-fits all ApproachDaily feedback on successes and challenges

Lesson design and delivery critique


Accommodations/ModificationsBoth teachers identify/design accommodations

General Educator = Content Expert

Special Educator = Process ExpertTeachers learn from each otherStudents accommodated based on learning needs


Management of BehaviorBoth teachers manage behavior

Classroom routines honored

Respecting individual student needs


AssessmentBoth teachers familiar with various assessment procedures

Multiple assessments utilized


Data Collection and RecordkeepingOn-goingBoth teachers design and collect data

Collaboration is criticalUsed to make informed instructional decisions


Participation in ConferencesMeetings and conferencesIEP Leadership by SpEd Teacher

GenEd Teacher involved in IEP process


CommunicationKey to successful learning environment

Open and regular communication

Planned meetings to review data and strategize

Communicating with parents

Co-teaching Approaches

StationParallelAlternative Team Teaching or TeamingOne Teach, One AssistOne Teach, One Observe

Modeled on work of Dr. Marilyn Friend, Power of 2

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

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

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

Difference between learning centers and Station Teaching:

Two stations staffed by a teacherOnly 1 or 2 independent groupsAll students rotate to all stationsBoth teachers engaged in explicit teaching

Content in each teacher station remains the same but teachers may vary delivery style

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)

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

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

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

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

• 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

• 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

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


How many of you think the Parallel approach could be effective in meeting the unique learning needs of a diverse group of students?


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

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

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.

• 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

• 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

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


How many of you agree that the teaming approach may be difficult to effectively implement?


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

One Teach, One AssistOne Teach, One Observe

Not recommended for most co-teaching arrangements!

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

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

Co-teaching Approaches

ONE TEACH, ONE OBSERVE

STATION TEACHING

PARALLELTEACHING

ALTERNATIVE TEACHING

ONE TEACH,ONE ASSIST

CO-TEACHING

Effectiveness is determined by matching right approach to lesson and student needs.

TEAM TEACHING

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

• 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

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


How many of you believe other types of Related and Support services could be provided in an inclusive setting?


What specific types could be provided?• Use your chat pod to type in a brief

response

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

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

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

• Changes in student support needs will occur during the school year

• If changes are needed, make them at natural intervals

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.

www.laspdg.org

Additional Webinars in this Series

December 5 @ 10:00 am: Consultancy Model

January 16 @ 10:00 am: Para-educator Model

February 27 @ 10:00 am: Scheduling

April 17 @ 10:00 am: Logistics

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 [email protected]

You may email any grant-related questions to Melanie Lemoine [email protected]

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Documents

Inclusive Practices- Making it Work! Co-Teaching Model