SST8 offers multiple supports for co-teaching in schools. Many schools have found co-teaching to be an effective instructional practice as they strive to meet the needs of all learners while serving students in their least restrictive environment. Typically we work with a school to determine the best way to address needs. The options below are not an exhaustive list but are some of the supports we have utilized with schools:
- General overview: May include models of co-teaching, what it means to co-teach, tips on collaborative practice such as planning together, etc.
- Workshop series: May include multiple sessions where co-teachers work together to plan lessons while receiving targeted professional development in the areas of differentiation, assessment, data analysis and UDL practices.
- Informal classroom observations and feedback on inclusive practices may occur on an ongoing basis to give teachers immediate feedback about their co-teaching practice and ideas to implement in the future. The observations usually occur in conjunction with other co-teaching trainings.
Least Restrictive Environment Cohort
State Support Team Region 8 launched the Leading Reform in Least Restrictive Environment Practices in 2016 to support districts in a systemic and sustainable approach to service delivery changes. The cohort training series pulls from current research and evidence based practices to enhance service delivery and maximize the progress of students with disabilities.
Through the cohort, district teams engage in activities to accomplish the following goals:
• Analyze school and district level data to determine the current status of student services and student opportunities for learning
• Align the school and district mission statements with shared values and a clear vision focused on equity
• Facilitate conversations to raise equity awareness among educators, students, community members, and families
• Investigate research of highly effective practices in integrated schools
• Create a new service delivery map, rethinking structures and use of staff to create teams of professionals that meet the needs of all students
For more information about how your district can participate in the LRE reform series, please contact Sarah Jackson (firstname.lastname@example.org)
Universal Design for Learning
The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework curriculum and lesson development that meets the needs of all learners from the start, by offering students with multiple means of representation, action and expression, and engagement. (Source: National Center on Universal Design for Learning)
The Ohio Center for Autism and Low Incidence (OCALI) offers a variety of resources and support for UDL, including professional development webinars, videos, tools, and technical assistance to help design educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning.