Title: Co -Teaching and Inclusionary Models Leading to Successful Least Restrictive Environment (LRE)
1Co -Teaching and Inclusionary Models Leading to
Successful Least Restrictive Environment (LRE)
- Tracey.Lindroth_at_sde.ok.gov
- 405-521-4881
2 Free Appropriate Public Education
- FAPE is defined as the provision of regular or
special education and related aids and services
that are designed to meet individual needs of
handicapped persons as well as the needs of
non-handicapped persons are met and based on
adherence to procedural safeguards outlined in
the law. 34 CFR 300.101
3Free Appropriate Public Education
- FREE Are provided at public expense
- APPROPRIATE Are provided in conformity with an
appropriately developed individualized education
program, or IEP - PUBLIC Are provided under public supervision and
direction and - EDUCATION Include an appropriate preschool,
elementary, and secondary education that meets
the education standards, regulations, and
administrative policies and procedures issued by
the State Department of Education.
4 Least Restrictive Environment
- To the maximum extent appropriate, children with
disabilities, including children in public or
private institutions or other care facilities,
are educated with children who are not disabled,
and special classes, separate schooling, or other
removal of children with disabilities from the
regular educational environment occurs only when
the nature or severity of the disability of a
child is such that education in regular classes
with the use of supplementary aids and services
cannot be achieved satisfactorily. 34 C.F.R.
300.114(a).
5 Least Restrictive Environment
- LRE decisions are made individually for each
student. - The LRE is the appropriate balance of settings
and services to meet the students individual
needs. - The district should have an array of services and
a continuum of educational setting options
available to meet the individual LRE needs of
each student.
6Continuum of Placement
7 What is Inclusion?
- Halvorsen Neary (2001) inclusive education,
according to its most basic definition, means
that students with disabilities are supported in
chronologically age-appropriate general education
classes in their home schools and receive the
specialized instruction delineated by their
individualized education programs (IEP's) within
the context of the core curriculum and general
class activities - Halvorsen, A.T. Neary, T. (2001). Building
inclusive schools Tools and strategies for
success. Needham Heights, MA Allyn Bacon.
8 Everyone Benefits
- Allows students to experience and imitate the
cooperative and collaborative skills that
teachers demonstrate during co-teaching - Provides greater opportunity to capitalize on the
unique, diverse, and specialized knowledge,
skills and instructional approaches as the
co-teachers - Co-teachers often find that they can structure
their classes effectively using research proven
strategies required of the NCLB Act - Allows for inventing solutions that traditional
school structures have failed to conceptualize on - The model is viewed as a way to become more
empowered and improve teaching skills
9Including Samuelhttp//www.youtube.com/watch?vr-
Ex0vtklY0
10Inclusion Classroom Suggestions for the Senses
11What it might look like..
- Print rich room
- Cooperative learning groups
- Hands on activities and centers
- All students actively engaged
- Use of technology
- Room arranged for easy accessibility.
- Room where adaptive equipment is utilized
12What it might sound like..
- Dual teacher instruction
- Students communicating and helping each other
- Team work
- Assistive technology
- Soothing music
13The general feeling of the room.
- Mutual respect
- A safe place to take chances and explore
- Caring, friendly environment
- Family like atmosphere
14 Arne Duncanhttp//youtu.be/4P0oL2QOkhs
15- All children learn differently teach to
different learning styles - Howard Gardners Theory of Multiple Intelligences
- Be consistent
- Encourage students to take chances and step out
of their comfort zone - Treat each child as you would want to be treated
- Foster a nurturing environment of mutual caring,
respect and peace - Accommodate and modify for maximum success for
ALL students
16The Co -Teach Model as defined by the Council for
Exceptional Children
- Co-teaching is a service delivery option.
Students with IEPs receive some or all of their
specialized instruction and related services in
the context of the general education classroom.
17- Both professionals participate fully, although
differently, in the instructional process.
General educators maintain primary responsibility
for the content of the instruction special
educators hold primary responsibility for
facilitating the learning process. - Instruction employs evidence-based practices and
accountable differentiation.
18- The students are heterogeneously grouped as a
class, and both teachers work with all students. - Various combinations of students and group sizes
are used. - Each students educational potential is
realized. - Co-teachers are firmly committed to our
students, not yours and mine.
19 Clarification
- It is NOT a pullout special education program
that has been relocated to the corner of a
general education classroom. - It is NOT a general education classroom with one
real teacher and one who serves as the help
or an extra set of hands.
20Important!
- Two or more professionals with equivalent
licensure are - co-teachers
- One general educator
- One special educator or specialist
- Paraprofessionals are NOT considered a co-teacher
21 Types of Co Teaching http//www.teachhub.co
m/effective-co-teaching-strategies
- Supportive Co-teaching One member of the team
takes the lead role and the other member rotates
among students to provide support. - Parallel Co-teaching - Both teachers instruct
different heterogeneous groups of students.
22- Complementary Co-teaching A member of the
co-teaching team does something to supplement or
complement the instruction provided by the other
member of the team (e.g., models note taking on a
transparency, paraphrases the other co-teachers
statements). - Team Teaching - The members of the team co-teach
along side one another and share responsibility
for planning, teaching, and assessing the
progress of all students in the class.
23 Planning Time
- Shared daily or weekly mutual time
- Macro period high quality meetings to plan 2-3
weeks at a time - Comp time after hours
- Use of substitute teachers
- Collaboration working as a staff to build common
time - Schedules example may be common specials
schedules
24Responsibilities
- Special Education teacher is responsible for
collaborating about teaching responsibilities,
completing significant adaptations and/or
accommodations to the assignments for student
success and discussing student expectations and
desired outcomes
- General Education teacher comes prepared with
themes, projects, student expectations and ideas
about division of duties and co-teaching
approaches
25 To Be More Specific
- General Education
- Begins with instruction then assess
- Learning strategist
- Content knowledge
- Curriculum alignment
- Content development
- Special Education
- Begin with assessment than instruction
- Learning strategist
- Has the techniques to motivate the exceptional
child - Curriculum adaptation for diverse learners
- Knowledge of disabilities
26 Accommodations vs. Modifications
- Accommodations Changes in materials or
procedures that enable students to meaningfully
access instruction and assessment. Assessment
accommodations do not change the construct that
is being measured. - Accommodations mediate the effects of a
students disability and do not reduce learning
expectations. - Modifications Changes in materials or
procedures that enable students to access
instruction and assessment. Assessment
modifications do change the construct that is
being measured. - Modifications create challenges for assessment
validity.
27Differentiation
- This is NOT a part of the IDEA, but the concept
is. It is a term used to capture the innumerable
tools and strategies teachers proactively use to
ensure that ALL students regardless of their
unique needs learn the curriculum - Friend, M. (2008). Co-Teach! A Handbook for
Creating and Sustaining Effective Classroom
Partnerships in Inclusive Schools. Marilyn
Friend North Carolina
28Differentiation
- What is it?
- Consistently using a variety of instructional
approaches to modify content, process, and/or
products in response to learning readiness and
interest of academically diverse students - Tomlinson, C. (2009). The goals of
differentiation. In M. Scheerer, Ed. Supporting
the wholechild Reflections on best practices in
teaching, learning, and leadership. Alexandria,
VA ASCD, pp3-11. - Why is it important?
- Regardless of ability level, the majority of
students are spending more and more time within a
general education setting. With this trend comes
a vast level of student interests, readiness and
learning styles and therefore teachers need to
accommodate their curriculum to meet the needs of
ALL students.
29 Did he show differentiation? http//www.youtube.
com/watch?vkn8faeuQjE0
30 Importance and Achievement Through
Differentiation
- Differentiation matches student performance and
what they need to learn scaffolding, challenge
levels, autonomy, optimal learning opportunities. - Every child can learn, sometimes we need to be
creative with the curriculum and presentation to
reach the variety of learning styles and academic
levels within our class setting.
- Differentiation can increase
- Academics outcomes
- Student confidence
- Intrinsic motivation
31 Strategies to Differentiate
- Tiered assignments
- Learning centers
- Interactive journals and learning logs
- Graphic organizers
- Flexible grouping
- Use pre-assessment tools to establish baseline
data - Establish connection between assessment
curriculum
32 Developing a Co -Teaching Program(The
Framework)
- 1) Establish the program and goals
- 2) Plan for Implementation
- 3) Prepare for the Implementation
- 4) Actual Implementation
- 5) Maintain
33 Establish the Program and Goals
- Clarify intent Why are we doing this? What will
it look like and who will this affect? - Establish a planning structure Identify the team
members and their responsibilities - Assess Account for needs to be addressed and set
goals and expectations for the team and the
students
34 Plan for Implementation
- Describe ideal outcome What is the ultimate
goal? - Specify components Subject areas, curriculum,
planning time, professional development - Match context and resources Balance between what
is ideal and what can be done and supported now - Establish Timelines Start small and build
timelines that are reasonable and attainable
35 Preparing for Implementation
- Awareness Discuss students needs, expectations
for both teachers and students, types of support - Select co-teachers Effective teams need to have
mutual respect for each other personally and
professionally - Preparation of personnel Professional
Development opportunities - Program effectiveness An instrument of
evaluation to measure checks and balances of
whether intended goals are being reached and if
not, what needs to be done to make this happen
36 Implementation Period
- Continue with professional development
- Share information with all staff so the program
can grow - Keep calm and carry on. This is a learning
experience so be sure to keep communicating,
accommodating and modifying - Evaluate How are you doing? What can we do
better? What can we do more of? Less of?
37 Successful Co-Teaching
http//www.youtube.com/watch?vTCn4qDyuZVE
38Potential Roadblocks to Successful Co-Teaching
(CEC.org)
- Ages or grade levels of the student
- Content being taught
- Instructional strategies
- Teachers knowledge and skills as professional
educators - Teachers commitment to co-teaching and
chemistry as a partnership - Amount of shared teaching time each day
- Length of time the partnership has existed
- How students are scheduled into classes
- Extent of administrative support
39 Difficulties with Co Teaching
http//www.youtube.com/watch?vgY9GeuCwWc4
40 Determination is the Key
-
- Teamwork between the teachers, administrators
and parents - Willingness to move beyond your comfort zone
and try new methods of instruction and delivery
models - Requires creativity, determination and
enthusiasm
41 Secondary Examplehttp//www.youtube.com/watch?v
_hPTCDt3iu8
42Some Resources
- CEC.SPED.org
- Teachhub.com/effective-co-teaching
- NCLD.org
- NICHCY.org
- http//ok.gov/sde/
- Co-Teach by Marilyn Friend (2007)
- Leading for Inclusion by Jones, Fauske Carr
(2011) - Creating Successful Inclusion Programs, Henley
(2004)
43Additional Resources
- Friend, M. (2008). Co-Teach! A Handbook for
Creating and Sustaining Effective Classroom
Partnerships in Inclusive Schools. Marilyn
Friend North Carolina - Gardner, H. (1983). Frames of Mind. Basic Books
New York, New Yok. - Tomlinson, C. (2009). The goals of
differentiation. Supporting the whole child
Reflections on best practices in teaching,
learning, and leadership. Alexandria, VA ASCD,
pp3-11. - Thousand, J., Villa, R., Nevin, A. (2007).
?Differentiated Instruction A Multimedia Kit for
Differentiated Instruction. California Corwin
Press (800) 818- 7423 - Thousand, J., Villa, R., Nevin, A. (2007).
?Differentiated Instruction Collaborative
Planning Teaching for Universally Designed
?Lessons. California Corwin Press (800) 818-
7423 - Villa R., Thousand. J., (Eds). (2005). Creating
an Inclusive School. ?Alexandria, VA Association
for Supervision and Curriculum Development. (800)
933- 2723.
44- Villa, R. Thousand, J., Nevin, A. (2008). A
Guide to Co-Teaching Practical Tips for
Facilitating Student Learning (2nd. Ed.).
Thousand Oaks, California Corwin Pres. (800)
818- 7243 - Villa, R. Thousand, J., Nevin, A. (2008).
Co-Teaching A Multimedia Kit For Professional
Development.? Thousand Oaks, California Corwin
Pres. (800) 818- 7243 - Villa, R., Thousand, J., Nevin, A. (2008).
Co-Teaching at a Glance. A laminated Tri-Fold
Reference Guide. Port Chester, NY National
Professional Resources. (800) 453- 746