Louisiana’s Co-teaching Resource Guide Kristina Braud, Literacy Goal Office Melanie Lemoine, Louisiana State Improvement Grant Kathy Kilgore, SUNS Center.

Louisiana’s Co-teaching Resource Guide Kristina Braud, Literacy Goal Office Melanie Lemoine, Louisiana State Improvement Grant Kathy Kilgore, SUNS Center Andrea Thompson, Literacy Goal Office Good afternoon and welcome to the first of three webinars introducing Louisiana’s Co-teaching Resource Guide. The guide is the result of a cooperative effort between the Louisiana State Improvement Grant (LaSIG) and the Literacy Goal Office of the LA Dept. of Education. We wish to thank the teachers, administrators, family members, university, LaSIG, and LDOE personnel who have served on the Access Guide State Leadership Team. Their research and recommendations laid the foundation for the guide. A strategist team wrote the draft which was edited by Kathy Kilgore of the SUNS Center. The generous contributions of all the educators and family members are greatly appreciated.

http://accessguide. doe. louisiana
This is the cover page of the LA Co-teaching Resource Guide. The URL to access and download a copy of the guide is under the title. It will be helpful to have a hard copy for these webinars so that you can refer to and mark parts of the guide that are pertinent to you. The invitation to this webinar included handouts labeled “Part 1: Planning” to which we will refer throughout this webinar. This webinar will be recorded and housed on the Access Guide under “Resources” (chalkboard icon) in the center of the Access Guide home page.

Objectives 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. Please note that the document is a guide for family, districts, schools, and classroom teachers’ use and may be modified to fit the scope of implementation, the resources, personnel, and needs of the students. It represents best practices and suggestions, as well as sample handouts to be used/adjusted/modified to reflect local needs.

Definition; Legal basis
Section 1 of the Guide Overview Collaborative Models Introduction Definition; Legal basis Responsibilities Benefits The Process Part I: Planning Today’s webinar will cover pages 1-20 of the guide which focuses on planning by administrators, teachers, and other stakeholders that needs to be in place PRIOR to actual teacher-student interactions. Of particular interest may be “Determining Student Level of Support” process; several handouts using this process will be explained in detail during today’s webinar. The end goal of inclusive practices is to create powerful learning environments that improve outcomes for all students. Three models are explained on pages 2-3 but the focus of the guide is on co-teaching practices and several co-teaching approaches.

Least Restrictive Environment (LRE) Continuum Research Pgs 2-4
Overview Collaborative Models Co-teaching Consultant Paraeducator Support Least Restrictive Environment (LRE) Continuum Research Pgs 2-4 Pgs. 2-4 Inclusive practices fulfill the requirements of IDEA and NCLB for children with disabilities to have access to the Gen. Ed. curriculum in the Least Restrictive Environment (LRE) and participate in state/district wide assessments. Best inclusive practices include the provision of specialized instruction and appropriate academic and behavior supports for students with disabilities (SWD). Collaborative models by definition imply professionals are working together. When the expertise of a general educator is paired with those of a skilled special educator, a powerful learning environment can be created. Some districts/schools may choose a consultant model where students need minimal support, others may choose to utilize paraeducators to support SWD in addition to the minutes provided by the special educator. Co-teaching does require manpower, however it can be done within one classroom, at a grade level, or for a particular subject area. In all instances, it does require administrative support, planning, and frank conversations. Provision of services span the continuum, but in all cases the LRE , that is the general education class, should be given consideration FIRST. (In other words, the placement fits the needs of the student with proper support and not what suits the district. Research has shown that students in inclusive/co-taught classes make greater gains academically and socially than in segregated special education (SpEd) classes.

U.S. Department of Education
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. These two federal legislation provides support for collaboration and co-teaching practices.

Louisiana team of strategist Validated Practices Initiative
Introduction 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 Note on page 5 of the guide that several foundational documents are linked for your reference. The Louisiana Validate Practice Initiative document allows schools to guage their status/readiness with regard to eight inclusive topic areas. We want to promote use of People First Language in all our references to and interactions with students with disabilities. We encourage you to become “politically correct” in your daily verbiage. We’ll look next at the definition of co-teaching used and referred to in the document and a handout available for your use.

Co-teaching occurs when…
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 Different authors use different definitions, but this definition by Cook and Friend contains the essential elements of co-teaching. For the purposes of this webinar series, co-teaching means…..(read the slide). There are essentially four key elements to co-teaching: 1. First, it includes two or more professionals working together in a classroom. Villa, Thousand, and Nevin, suggest that it can be anyone with an instructional role within the classroom. However, most authors refer to a general education teacher and a special education teacher working together. HQ an issue in LA need some notes here 2. The second element is that the instruction occurs with the same physical space, which is typically the general education classroom. Both the general educator and special educator are present in the classroom. Patricia Popp refers to co-teaching as a “keep-in” rather than “pull-out” model.” 3. The third element is the sharing of teaching responsibilities. This means that both educators fully participate, although it may be different, in planning, instruction, and student assessment. Both teachers assume responsibility for the education of all students in the classroom. In essence, co-teaching is a blending of the teaching expertise of both a general educator and a special educator. It is expected that the presence of these two educators in a classroom will provide a wider range of instructional alternatives that will enhance the participation of students with disabilities and improve performance outcomes for all students (Magiera, et al., 2006); The last element is that instruction is provided to a heterogeneous group of students. This means that both educators work with students with disabilities and with those who do not have disabilities; they share responsibility for the outcomes for all students.

Co-teaching Element 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 This is a handout linked on page 7 of the guide. There are essentially four key elements to co-teaching: 1. First, it includes two or more professionals working together in a classroom. Villa, Thousand, and Nevin, suggest that it can be anyone with an instructional role within the classroom. However, most authors refer to a general education teacher and a special education teacher working together. 2. The second element is that the instruction occurs with the same physical space, which is typically the general education classroom. Both the general educator and special educator are present in the classroom. Patricia Popp refers to co-teaching as a “keep-in” rather than “pull-out” model.” 3. The third element is the sharing of teaching responsibilities. This means that both educators fully participate, although it may be different, in planning, instruction, and student assessment. Both teachers assume responsibility for the education of all students in the classroom. In essence, co-teaching is a blending of the teaching expertise of both a general educator and a special educator. It is expected that the presence of these two educators in a classroom will provide a wider range of instructional alternatives that will enhance the participation of students with disabilities and improve performance outcomes for all students (Magiera, et al., 2006); The last element is that instruction is provided to a heterogeneous group of students. This means that both educators work with students with disabilities and with those who do not have disabilities; they share responsibility for the outcomes for all students.

LATI 6th Annual AT Summer Institute Session: Stop the Madness
July 30, 2010 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? The presentation of this data/info will hopefully spark conversations among the faculty, administrators, and families that most students with these identified disabilities can learn when proper supports are in place and there’s an expectation that “we” will find a way to assist these students in succeeding. This mirrors national statistics from Dr. Marilyn Friend that 7 out of 10 SWD do not have cognitive impairments.

Shift in teaching styles & preferences Work closely with another adult
Paradigm 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 Most of us were trained to work solo. We are a combination of teacher, parent, disciplinarian, mother, nurse, etc. We close the door and manage everything. It is new to share space; to be vulnerable. The mindset is that we teach children (rather than I teach science/I teach special education). Co-teaching involves cooperative planning where each teacher utilizes individual strengths to reach all students. We learn from each other until teacher skills mesh into a seamless delivery model.

Essential Elements to the Change Process
Common Vision Incentives Knowledge and Skills Resources Action Plan Result No Yes Confusion Resistance Anxiety Frustration Treadmill Change You may be familiar with this chart that identifies the key elements in the change process. It outlines the variables that administrators and faculties need to attend to in order to affect positive change. In the first row, you can see that if there is not a common vision for change, then confusions results. In terms of co-teaching, the common vision could reflect beliefs such as: all children can learn and all students have the right to an education with their peers in their community school. Without incentives - such as planning time, professional development, encouragement, and special opportunities, teachers often resist change. Anxiety results when teachers do not feel that they have the knowledge or skills to implement the change. Thus professional development is needed to facilitate the changes targeted. When appropriate resources are not provided - including technical, material, and organizational resources, people often feel frustrated with the change initiative. With an agreed upon action plan to drive the plan/stages of implementation, staff will avoid feeling like they’re on a treadmill. An action plan provides a sense of direction. So if administrators attend to a common vision, incentives, knowledge and skills, resources, and an action plan, they are more likely to affect positive change. Adapted from Knosler, in Pearl, n.d.

Shared Responsibilities
Instruction Accommodations and Modification Class routines, structures, behavior management Assessment Data Collection and Recordkeeping Conferences Communications Advocacy p.6 It is essential that co-teaching partners reach agreement regarding these (and other) shared responsibilities. The benefits for teachers and for students in effective co-taught classrooms, schools, districts are outlined on page 6 of the guide.

THE PROCESS IIn The Louisiana Co-teaching Guide is divided into three parts: Planning, Implementation, and Results. Part 1 focuses on planning; crucial to getting off to a good start. Planning specifics for administrators, teachers, and stakeholders will follow.

Planning is the Key Pgs 10-13 & H.O.s
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 & H.O.s In order for students with disabilities (or students with IEPs) to be successful in general education settings, adequate and appropriate supports must be provided. The supports a student needs must be determined before assigning students or co-teachers to general education classes. Making this determination will ensure that supports are matched to student needs. Not every student with an IEP needs a co-teacher assigned to his/her class. Also, just because a student may need a co-teacher in one subject/class does not mean s/he needs a co-teacher in every subject/class. The next several slides refer to handouts hyperlinked in the document and suggested to print for purposes of this webinar. “Inclusive Education Practices Individual Student Support Needs Worksheet #1” and others handouts will be discussed in detail. Asking the questions above increases the likelihood of co-teaching success by matching student needs with personnel and scheduling.

Determining Student Support Needs
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 assignment Logical manner of planning based on student need(s) Forms developed by Kathy Kilgore, SUNS Center (N.O., LA) : Grade levels meet to discuss needs of current students for the next year’s planning. Doing the work up front will lead to assignment of staff and development of a master schedule where decision regarding where co-taught classes need to occur. Lack of resources or personnel is not reason enough to limit services the IEP team deems appropriate. The following slides will elaborate the process and use of the forms.

Determining Student Support 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.) The first thing to do is to identify the academic, behavior and basic class routines expected of any student in a general education classes. Then, apply those expectations to students with IEPs in specific general education classes. Until we know what a SWD will be expected to do in order to be successful and what he or she is currently able to do or not do, we are not able to identify how and when a student needs to be supported in the general education setting.

Student Support Needs Worksheet-General Education Class Expectations Student Name______________ Person Completing Form___________ Date__________ SUBJECT ACADEMIC BEHAVIORS SOCIAL BEHAVIORS CLASS ROUTINES Class Expectations Discrepancy (ies) Use the Student Support Needs Worksheet-General Education Class Expectations to identify those expectations. Then, indicate which of those expectations the student with the IEP is not able to meet or will have difficulty in meeting. The discrepancy(ies) between what is expected and what the student currently is able to do helps identify the areas and level of supports a student may need. Once this process is completed, it then is possible to identify the level of supports a student will need, by subject/class, so that s/he will be successful in meeting the overall classroom expectations.

Determine Support 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 of Guide Using a variety of educational data (such as evaluations, IEP goals/objectives, formal and informal assessments, observations of the student, interviews with teachers and even parents), determine if the student needs Level 1, Level 2 or Level 3 supports in a specific subject/class. This information may be found on pages 12 & 13 of the guide. Students needing Level 1 supports are able to function fairly successfully in the general education classroom and usually just need minimal support for the specific subject or subjects. They are easily included because they are functioning close to grade level and their behavior is more or less in line with class expectations. The general education teachers of these students may need consultative support from the special education teacher(s) so that they (the general educators) will be better equipped to instruct these students. However, these students do not usually need to be in a co-taught class. Students needing Level 2 supports need a more moderate level of supports and accommodations in general education subjects for the entire class period or for the greater part of the class period for a specific subject or subjects. These students probably will need support from a paraeducator or even a co-teacher in order to function successfully in the general education setting. Remember, when students are supported by a paraeducator, this time does NOT count as special ed. minutes on an IEP. Students needing Level 3 supports need a maximum level of support and accommodations in order to be successful in general education classes. These students will need the support of a co-teacher in their general education classes.

Matching Teacher Support Model to Student 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) Once the support need levels have been determined, it is now possible to make some decisions about the Teacher Support Model needed (i.e., Co-Teacher, Consultant Teacher, Paraeducator, Special Education Class). Use the Worksheets # 1, 2, and 3 found in the Resource Guide to document support needs and to recommend the Teacher Support Model needed.

INCLUSIVE EDUCATIONAL PRACTICES
#1 INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET Elementary GRADE Level: _____5_________ INCLUSIVE EDUCATIONAL PRACTICES Class/Subject → Name ↓ Support↓ Reading Math Science Social Studies PE Art Bryon 2-Read. 1-Others CT I Janise 3-R.M 2-S/SS CO P Devon 3-R/M SpEd Alicia 2-S/SS/PE Class/Subject Name Support Level The Inclusive Educational Practices: Individual Student Support Needs Worksheet # 1 is used to list all students with IEPs on a particular special education teacher’s roll, by grade level, with the students’ Support Need Levels indicated by subject area and with the recommended Teacher Support Model. In this example, there are only 4 students in grade 5 on this particular special education teacher’s roster. Note the indication of their support needs (i.e., Level 1, 2 or 3) and the recommendations for the Teacher Support Model (i.e., co-techer, consultant, paraeducator, special education class instruction). Supt Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher Support 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.

#2 #2 1 2 3 4 Reading Math Science SS PE Art SUBJECT/CLASS
INCLUSIVE EDUCATIONAL PRACTICES SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET Elementary - GRADE LEVEL: ____5_______ #2 SUBJECT/CLASS No Support Paraeducator Sp Ed Teacher Consultant Co-Teacher Reading 1 2 Math Science SS 3 PE Art 4 The Inclusive Educational Practices: Summary of Supports Needed by Grade level and Class/Subject Worksheet # 2 is used to summarize the support need levels and recommended Teacher Support Models for all students with IEPs in a specific grade level. In this example, there are a total of 4 students with IEPs in 5th grade for all special education teachers at the school (last column). This form provides a quick view of the number of students who need a specific Teacher Support Model in each subject area for an entire grade level. For example, 2 5th grade students would benefit from a paraeducator in science; 2 students would benefit from Reading by being assigned to a reading class where there is a co-teacher.

SSupport Worksheet Elementary Tool Summary
# 3 # 3 Paraeducator Support SpEd Teacher Support Co-Teacher Consultant Teacher Grade Level/ Total #  Subj. Area  R M S SS PE AR T A ART K 1 2 3 4 5 6 The School Summary Models of Support Worksheet # 3 is used to summarize the support need levels and recommended Teacher Support Models for all students with IEPs, at every grade level. This example just indicates the levels and models for students in grade 5 that need to be transferred from the previous page. In your school, there would be numbers for all grade levels.

Sample Special Education Teacher Allocation Schedule
#4 Sample Special Education Teacher Allocation Schedule Co-Teaching Consultant SpEd Class Planning 1st period Ms. Adams (Reading) 2nd period 3rd period Ms. Adams (Planning) 4th period Ms. Adams (Math) 5th period 6th period Ms. Adams (Science) 7th period Once this process is completed, it is now possible for your administrative team to assign students to specific classes and to assign specific staff to those classes as needed. For example, if your data indicates you have 3 students with IEPs in grade 2 who need Level 3 supports for Reading, then you could place all 3 students in one general education reading class and assign a co-teacher to the class. In addition, if your data indicates you have 1 student needing level 2 supports and the recommendation indicates the need for paraeducator support, you could assign this student to the same 2nd grade class where the co-teacher is assigned. By carefully analyzing the data from these forms, the administrative team will be able to maximize supports and better guarantee that adequate and appropriate supports are provided to students with IEPs. This example illustrates that special educators, at any given time, may co-teach, may consult, or even teach a self-contained class for a specific subjectiv/period. Teachers’ schedules will be based on student needs.

#11 #1 Darrien Rochelle Justin Megan Kaitlyn Jason CO (3) P (2) I
Models of Support Worksheet Individual Student Support Needs – Secondary Grade Level: __9_ #1 #11 Class/subject  Name  ELA Math Science SS PE Elective Darrien CO (3) P (2) I Rochelle Justin Megan SpEd (3) Kaitlyn CT (1) Jason The scheduling process is the same for students at the secondary level. Forms 1, 2, and 3 are completed in the same manner as for elementary level students. In this example, there are 5 students in grade 9 on one teacher’s role. For each student, the teacher has indicted the level of support needs and the recommended model of support. Support Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher SpEd = Sp.Ed. Class CO = Co-Teacher

#2 Grade Level Summary – Secondary Models of Support Worksheet 2 1 3 5
Students with IEPs in grade level: _6_ Grade: 9 Subject area Courses  No Support Paraeduca-tor SpEd Teacher Consultant Co-Teacher ELA 2 1 MATH 3 SCIENCE SS PE 5 ART 4 This example is a summary of all students in one grade level, summarizing the total number of students in the one grade level and the recommended models of supports.

School Models of Support Worksheet - Secondary Summary
Miami-Dade County Public Schools Office of Exceptional Student Education # 3 Models of Support Summary Worksheet Models of School Models of Support Worksheet - Secondary Summary #3 #2 Paraeducator SpEd Teacher Co-Teacher Consultant Teacher Grade Level/Total #  Sub-ject Area  E L A M S SS PE ELA EL 9 2 1 3 10 11 12 Again, this form is used to summarize the recommended support models for all students in all grade levels in the school. In this example, numbers are given only for one grade level. In your school, you would include # for all grade levels.

#4 1st Period 2nd Period 3rd Period 4th Period
Special Ed Teacher Course Schedule Plan Outline HIGH SCHOOL WITH BLOCK SCHEDULE __3__TEACHERS #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) Consulting (ELA) Teacher 3 Consulting (Math) Teacher 4 Here is an example of scheduling at the high school level for a school using block scheduling. It outlines the schedule for 3 special education teachers. Again, note that each teacher may be assigned to co-teach, to consult or to teach in a special education setting throughout the day. Without a process to identify what supports a student needs and who will provide those supports, it is highly unlikely the student will receive adequate and appropriate supports and, therefore, will not be successful in his/her general education classes.

Planning Specifics for ADMINISTRATORS
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 & H.O.s Administrators play a pivotal role in supporting co-teaching endeavors. It is a good idea to utilize an inclusive practices leadership team to determine scope, scheduling and making necessary adjustments. The guide makes suggestions for scheduling and caseloads on page 14. A great resource for administrators regarding creation of schedules that promote planning time, refer to the 2011 LDOE Conference Materials: RTI Conference Videos entitled The 3 R’s of Scheduling: Rethink, Redesign, and Respond (ELEM, MS, and HS versions) by John Lutz, MS & Cheryl Lutz, MA. These can be found on the Access Guide, home page, right side, under “Helpful Links”. The two H.O. give suggestions about methods that create time for co-teachers to plan: Finding Time for Collaboration and Finding Time to Co-Plan: Influencers in Creating Time (Adm & Teacher). Flexibility and willingness to try some of the suggestions can lead to successful planning.

Administrator Tips DOs DON’Ts
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 An inclusive practices leadership team can help support administrators is setting high expectations for co-teaching behaviors. Part 3 of the guide provides checklists, walk-thrus, etc. that may assist in setting expectations, strengthening teacher skills, and measuring success.

Planning Specifics for Teachers
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 & H.O.s Co-teaching requires development of a relationship between two professionals. The best case scenario occurs when teachers already value one another’s skill set. If potential co-teachers can find common ground or at least agree to honor particular needs, a relationship can develop. When two professionals are thrown together without time spent on these topics, co-teaching is likely to be less effective. Preparing to Co-teach is an example of several resources linked in the guide.

Courageous Conversations TEAMBUILDING
Parity Instructional beliefs Roles and Responsibilities Classroom Management Planning Problem Solving/Communication Pet Peeves Progress Monitoring & Grading Pages of Guide PARITY: first day of school introductions, open house procedures; present for entire period (neither comes late or runs out on the other; review IEPs together; both lead class & work with all students INSTRUCTIONAL BELIEFS: agree on content; who plans what; who plans accommod. Modif./who delivers accommod./modif. (BOTH DO) identify personal strengths for delivery of instruction; what model works best; rotate/change responsibilites CLASSROOM MANAGEMENT: agree/establish; set up-front; both enforce PLANNING: both share equally preparations for instruction depending on the co-teaching approach chosen. PROBLEM SOLVING/COMMUNICATION: establishing respectful communication and agreeing to debrief regularly helps to adjust co-teaching practices. PET PEEVES: identify and be considerate about each others’ needs., P.M. & GRADING: Grading is a local decision (Pupil Progression Plan), however several suggestions in the guide will help administrators and co-teachers come to consensus.

Planning Specifics for Stakeholders
Who are they? Why include them? How may they be utilized? How may they NOT be utilized? Pages 19 – 20 of Guide: Districts, Schools sites, grade level teachers have an opportunity to list/consider other stakeholders in the district/on school site to assist with supporting collaborative/co-teaching efforts. Guide considers Speech Language Pathologist (SLPs), Families, Paraeducators (support/NOT use as instructional IEP minutes). Roles for each are outlined.

Louisiana’s Co-teaching Resource Guide Kristina Braud, Literacy Goal Office Melanie Lemoine, Louisiana State Improvement Grant Kathy Kilgore, SUNS Center.

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Louisiana’s Co-teaching Resource Guide Kristina Braud, Literacy Goal Office Melanie Lemoine, Louisiana State Improvement Grant Kathy Kilgore, SUNS Center.

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Presentation on theme: "Louisiana’s Co-teaching Resource Guide Kristina Braud, Literacy Goal Office Melanie Lemoine, Louisiana State Improvement Grant Kathy Kilgore, SUNS Center."— Presentation transcript:

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