Louisiana’s Co-Teaching Louisiana’s Co-Teaching Resource Guide Resource Guide Part 3- Results/EffectivenessPart 3- Results/Effectiveness

Kristina Braud, Literacy Goal OfficeMelanie Lemoine, Louisiana State Improvement Grant

Andrea Thompson, Literacy Goal Office

Guide’s Location:Guide’s Location:accessguide.doe.louisiana.gov/site%20documents/FINALcoteaching_guide.pdfaccessguide.doe.louisiana.gov/site%20documents/FINALcoteaching_guide.pdf

Co-Teaching Resource GuideCo-Teaching Resource GuidePart 3--ResultsPart 3--Results

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Why Measure Co-Teaching EffortsWhy Measure Co-Teaching Efforts

• Student learning and academic growth are expected outcomes of effective co-teaching

• Teachers’ instructional skills can improve

• Academic data indicates effectiveness

• Related data improvement indicates effectiveness

• Student progress improves longitudinally

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Why Measure Co-Teaching EffortsWhy Measure Co-Teaching Efforts

• Informal instrument for co-teachers and their supervisors drive conversations

• Documents the effectiveness of co-teaching classrooms

• Helps focus on areas that need improvement, and pinpoints the component(s) affecting success

• Directs professional development

What to MeasureWhat to Measure

• Administrative Support

• Team Building

• Planning

• Implementation of co-teaching approaches

• Student Outcomes

How to Gather Evidence on Co-How to Gather Evidence on Co-Teaching EffectivenessTeaching Effectiveness

• Rating Scale

• Rubric

• Reflective Guide

• Administrator Walk-through

• Co-teaching Observation Checklist– Quality Indicators –General and Approach-specific

Co-Teaching Observation ChecklistCo-Teaching Observation Checklist

• Quality Indicators

• Snapshot of behaviors that drive conversations to adjust planning and implementation

• Uses simultaneously for both co-teachers

Support, Measure, AdjustSupport, Measure, Adjust

• Ensure that teachers who are co-teaching receive professional development so they maximize the contribution of both partners.

• Use curriculum based and other measures that can document the amount of educational progress students (those with and without disabilities) make in co-taught classes.

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Students Making Academic Progress

Traditional Class Setting

Inclusion Class Setting

With Disabilities Math 35.9%

Reading 41.9%

Math 43.3%

Reading 45.9%

Without Disabilities

Math 39.0%

Reading 47.1%

Math 58.8%

Reading 50.7%

Inclusion Works

Essential Elements to the Change Essential Elements to the Change ProcessProcess

Adapted from Knosler, in Pearl, n.d.

Common Vision

Incentives

Knowledge and Skills

Resources

Action

Plan

Result

No Yes Yes Yes Yes Confusion

Yes No Yes Yes Yes Resistance

Yes Yes No Yes Yes Anxiety

Yes Yes Yes No Yes Frustration

Yes Yes Yes Yes No Treadmill

Yes Yes Yes Yes Yes Change

Other Resources in the GuideOther Resources in the Guide

• Co-Teaching Connection

• Access Center

• Sample Lesson Plans

• Data Profile (individual data summary)

Other Resources in the GuideOther Resources in the Guide

• 50 Ways to Keep Your Co-Teacher • The IRIS Center Council for Exceptional Children

– (CEC Standards for Professional Practice)

• IDEA – Individuals with Disabilities Act

• INTASC – Interstate New Teacher Assessment and Support Consortium

Final NotesFinal Notes

• Take baby steps rather than mass inclusion without proper support

• Find pockets of promise and build

• Utilize resources and links in the guide

• Contact the Literacy Goal Office or LaSIG