Co -Teaching and Inclusionary Models Leading to Successful Least Restrictive Environment (LRE)

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Co -Teaching and Inclusionary Models Leading to
Successful Least Restrictive Environment (LRE)

• Tracey.Lindroth_at_sde.ok.gov
• 405-521-4881

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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

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Free 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.

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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).

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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.

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Continuum of Placement
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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.

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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

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Including Samuelhttp//www.youtube.com/watch?vr-
Ex0vtklY0
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Inclusion Classroom Suggestions for the Senses
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What 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

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What it might sound like..

• Dual teacher instruction
• Students communicating and helping each other
• Team work
• Assistive technology
• Soothing music

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The general feeling of the room.

• Mutual respect
• A safe place to take chances and explore
• Caring, friendly environment
• Family like atmosphere

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Arne Duncanhttp//youtu.be/4P0oL2QOkhs
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• 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

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The 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.

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• 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.

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• 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.

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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.

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Important!

• 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

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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.

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• 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.

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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

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Responsibilities

• 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

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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

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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.

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Differentiation

• 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

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Differentiation

• 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.

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Did he show differentiation? http//www.youtube.
com/watch?vkn8faeuQjE0
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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

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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

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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

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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

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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

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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

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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?

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Successful Co-Teaching
http//www.youtube.com/watch?vTCn4qDyuZVE
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Potential 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

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Difficulties with Co Teaching
http//www.youtube.com/watch?vgY9GeuCwWc4
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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

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Secondary Examplehttp//www.youtube.com/watch?v
_hPTCDt3iu8
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Some 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)

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Additional 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.

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• 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