How does this picture relate to collaboration?

1
How does this picture relate to collaboration?

• Before the training starts, at your table
• Use the 3x 5 card to jot down your response to
  the question above.
• Share your thoughts with others at your table.

2
COLLABORATIVE TEACHING
Effectively Utilizing Two Teachers to Maximize
Student Success 2008
Collaboration
Adaptations
Instruction
INCLUDE
UDL
Consultative
Co-teaching
Inclusion
Collaborative Teaching
Supportive
Planning
Strategies
Differentiation
3
Outline

• Differentiate Inclusion, Collaboration, and
  Collaborative Teaching
• Review legal requirements
• Provide a rationale for implementing
  Collaborative Teaching
• Provide an overview of the Collaborative
  Co-teaching Models
• Provide a readiness process for Collaborative
  Partners
• Promote individual reflection
• Share of ideas/thoughts/perceptions with staff
  members
• Begin the planning process for Co-teaching

4
TEAM
5
Inclusion

• A belief system or philosophy that all students
  are a part of the learning community/classroom
  and make valuable contributions, even if their
  abilities differ.

Adapted from Marilyn Friend, Inc. 2008
6
Integration

• The merging of educational components that
  contributes to inclusion
• Physical
• Social
• Instructional

Marilyn Friend, Inc. 2008
7
Collaboration

• The systematic process in which we work together
  to analyze and impact professional practice in
  order to improve our individual and collective
  results.

Rick DuFour, 2003
8
Need to add Marilyn Friends definition of
Collaboration
9
(No Transcript)
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Collaborative Teaching

• A way to implement inclusive practices for
  students with unique needs in the classroom

11
Inclusive practices imply that all learners are
welcomed at their schools and that they are seen
as the responsibility of all educators.
Bateman and Bateman, 2002
12
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Mission Statement
14
Could Enhance
In Place
In Place
In Place
Could Enhance
Could Enhance
15
Legal Requirements
16
What does the law say?

• NCLB
• Close the Gap
• Highly Qualified
• IDEIA - 2004
• FAPE
• LRE

17
What does the law say?

• Access to the General Curriculum
• Schools are required to provide access to the
  general curriculum by giving students with
  disabilities the opportunity to achieve the same
  standards as all other students. The IDEA and
  KARs stress the importance of participation of
  students with disabilities in the general
  curriculum. (707 KAR 1320, Section 5.
  (7)(a)(b))
• In addition to IDEA, the No Child Left Behind Act
  of 2001, (P.L. 107-110), seeks to ensure that
  all children have a fair, equal, and significant
  opportunity to obtain a high-quality education
  and reach or exceed minimum proficiency on
  challenging state academic achievement standards
  and state academic assessments (Sec. 1001, Part
  A, Title I of ESEA 20 U.S. C. 6301).

18
Special Education

• Specially designed instruction, at no cost to the
  parents, to meet the unique needs of the child
  with a disability including instruction in the
  classroom.
• 707 KAR 1280(56)

19
Core Academic Subjects

• English
• Reading or Language Arts
• Mathematics
• Science
• Foreign Language
• Civics and Government
• Economics
• Arts
• History
• Geography
• List obtained from 20 U.S.C. 1401 (4) and 34
  C.F.R. 300.10

20
Law Least Restrictive Environment (LRE)

• To the maximum extent appropriate, children with
  disabilities, including children in public and
  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.
• IDEA Section 1412(5)(A)

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Least Restrictive Environment

• The Continuum of Alternative Placements include
• 707 KAR 1350 Section 1 (2)
• Instruction in Regular Classes
• Special Classes
• Special Schools
• Home Instruction and
• Instruction in hospitals and institutions

L R E
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Specially-Designed Instruction

• Adapting as appropriate the content,
  methodology, or delivery of instruction to
  address the unique needs of the child with a
  disability and to ensure access of the child to
  the general curriculum in the Program of Studies
• 707 KAR 1280(58)

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Supplementary Aids and Services Are

• Aids, services, and other supports that are
  provided in regular education classes or other
  education-related settings to enable children
  with disabilities to be educated with
  non-disabled children to the maximum extent
  appropriate.
• 707 KAR 1280 1 (54)
• 34 CFR 300.28

24
Role of the Special Ed Teacher

• Manages Specialized Program
• Participates in the development of the IEP
• Implements the IEP
• Communicates Progress
• Shares Accommodations/Modification

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Role of the Regular Ed Teacher

• Participates in the development of the IEP
• Assists in the determination of interventions and
  strategies
• Assists in the determination of supplementary
  aides and services, program modifications, or
  supports for school personnel that will be
  provided the child
• Implements the IEP

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Progress Monitoring
The LEA shall ensure that (a) The childs IEP is
accessible to each regular education teacher,
special education teacher, related services
provider, and other service providers who are
responsible for its implementation (b) Prior to
the implementation, each implementer is informed
of his specific responsibilities related to
implementing the childs IEP. 707 KAR 1320 IEP
Section 1 (6)
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Fairness
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Together Everyone Achieves More
30
Collaborative Teaching

• How do you define it?

31
Collaborative Teaching is

• An attitude of sink or swim together supporting
  and enhancing each others learning.

32
The Power of Two

• Each team member brings individual expertise in
  unique areas and combines these skills with those
  of others to creatively prevent and solve
  problems within the classroom setting.

33
Defining Characteristics

• Compatibility
• Based on Mutual Trust Open Communication
• Requires Sharing of Responsibilities and
  Resources
• Based on Mutual Goals
• Shared Accountability for Student Outcomes

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All Students are General Education students
first!!!
35
Nothing clears up a case so much as stating it
to another person. Sherlock Holmes

1. If needed, introduce yourselves.
2. Take turns reading your fact/s.
3. Briefly discuss.
4. Move to next person at signal.
5. Repeat Steps 1-4.

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Collaborative Teaching IS
IS NOT

• Taking responsibility for all students
• Providing every child the support and services
  needed for success
• Visualizing every childs learning as limitless

• Dumping children
• Watering down the curriculum
• One size fits all
• The end of specialized services
• Knowing it all
• Trading quality services for surface integration

37
Collaborative Teaching IS
IS NOT

• Designing learning experiences for every child to
  meet academic standards through unique and
  individual means
• Allowing every child to have a name, not a label
• Allowing every child a special education

• A miracle cure
• Integrating students but adults still maintain
  responsibility for their own separate population
• Homogeneous grouping of all at-risk students in
  one classroom with two teachers

38
Collaborative Teaching IS
IS NOT

• Determining what two teachers can do together
  that one person cannot easily do alone
• Mutual planning and evaluation of learner
  outcomes and proposed strategies

• Arriving in the classroom as the plane is
  leaving (i.e. collaborative teaching without
  collaborative planning)
• One person delivering content while the other is
  solely responsible for crowd control

39
Collaborative Teaching IS
IS NOT

• Determining and defining roles and
  responsibilities for working together in
  different capacities
• Taking time to reflect on instructional
  practices, roles and responsibilities
• Use of effective communication and conflict
  management skills

• Creating learned helplessness
• Pulling out students by disability label in the
  back of the room
• Parallel play where you do your thing and I do
  my thing without communication
• One teaches while the other takes a break

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Children in the Classroom are More Alike Than
Different

• Activity

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CHILDREN IN THE CLASSROOM ARE MORE ALIKE THAN
DIFFERENT
Typical Child
Special Needs Child
All Children
Inclusive Classroom A-Z Teachers Publishing
Company
43
CHILDREN IN THE CLASSROOM ARE MORE ALIKE THAN
DIFFERENT
Typical Child
Special Needs Child
All Children
Represent knowledge in a variety of
ways Self-esteem relates to ability to
learn Learn through individual style Learn
through play Accept differences as norm Curious
learners Development dependent on social
interactions Need to belong to classroom
community and feel membership Need to develop
lifelong skills Friendships necessary both during
and after school Recognition is needed for
individual gifts/talents Need to become
independent thinkers Enjoy cooperative learning,
peer tutors, cross-age tutors Respond well to
active learning and learning centers Need to
represent learning in a variety of channels Need
cooperative efforts of school/home Wide range of
individual needs Learning by doing
May require assistive devices
Individualized Educational
Program in Place May
require support
personnel to achieve IEP May
require adaptive furniture
or more classroom space May
require longerthink time
May require more
understanding, empathy May present
physical challenges May require assistance
with relevance of learning
May be more independent

Able to verbalize wants and needs Easily
Accepted into society Aware of own strengths and
limitations Often uses all sensory channels Has
power to use learning Self Directed learner
Inclusive Classroom A-Z Teachers Publishing
Company
44
What is my style and what is your style?
45
ACHIEVER

• High risk taking
• Less people oriented
• Confident and decisive
• Like to be in control
• Forceful and direct

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
46
PERSUADER

• High risk taking
• More people oriented
• High spirited and social
• Love to inspire and be inspired
• Articulate and intense when working with
  colleagues

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
47
SUPPORTER

• Low risk taker
• More people oriented
• High ideals and standards
• Love calm environments
• Hate conflicts
• Need security and appreciation for your efforts

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
48
ANALYST

• Low risk taker
• Less people oriented
• Highly disciplined and persistent
• Love to reason
• Need time to think things through before moving
  into projects
• Accuracy and order are your trademarks

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
49
When Working with Achievers

• Be business like and direct
• Use factual, here and now questions that imply
  clear goals and specific objectives
• Propose logical and efficient action plans, but
  let Achievers share control
• Anticipate possible objections they may have and
  be prepared to address them

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
50
When Working with Persuaders

• Acknowledge their strengths, importance,
  competence, humor, and friendliness
• Present ideas in an enthusiastic, optimistic, and
  persuasive manner
• Encourage and present ideas that are innovative
  and adaptable they love change
• Get plans in writing it helps them stay focused

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
51
When Working with Supporters

• Be calm, casual, friendly, informal
• Actively listen, reflect their feelings and
  concerns
• Appreciate their efforts
• Present ideas that are consistent with their
  values and high standards they are original
  idealists

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
52
When Working with Analysts

• Present information in logical, step-by-step
  manner
• Pay close attention to details
• Appeal to logic, reason, order, and a systematic
  approach to solving problems
• Do your homework (research) before meeting with
  them
• Expect to be challenged on your assumptions,
  intuitions, ideas, and procedures

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
53
Collaborative Teaching Beliefs/The Perfect Match

• Classroom Procedures and Set-up
• Discipline
• Data Collection
• Grades
• Monitoring
• Homework/Makeup Work
• Planning Time
• Parent Involvement/Contact
• Resolving Conflicts/Tension
• Provision of Accommodations
• Flexible Grouping of Students

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Pulling it all Together

• What skills, talents, knowledge, and experiences
  do I bring to the partnership/ team?

• Trust and Respect are essential elements when
  collaborating

Working Together Tools for Collaborative
Teaching by DeBoer and Fister, 1995
56
CHANGE

• The best administrators recognize that to grow
  and improve one must change!
• 5 - will accept it immediately
• 25 - will slowly adapt and accept
• 60 - will take a lets wait and see
  approach
• 10 - will never accept any change
• If you dont feed the teachers they will eat the
  students by .

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Whose Role and Responsibilities is it?
58
Roles and Responsibilities

• Administrator
• Build Consensus
• Monitor the planning schedule, ensuring that
  teachers are meeting together
• Meeting on a regular basis builds trust
• Help in scheduling special education teachers
  time in general classroom
• Educate faculty, staff, and parents on the
  continuum of services
• Create meaningful incentives for teachers
  implementing change
• Expand fiscal, human, technical, and
  organizational resources

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Roles and Responsibilities

• Administrators
• Assist in designing a schedule of JOINT planning
  time between special and general education
  teachers
• Creating opportunities for problem solving
• Being a neutral third party to point out future
  growth and strengths
• Assist in the formation of collaborative teams
• Support the culture of collaboration which
  nurtures risk taking

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Roles and ResponsibilitiesCo-teaching

• General Educator
• Delivers content
• Determines content to be assessed
• Implements IEP
• Shares responsibility for all students
• Encourages special ed teacher to play an active
  role during whole class lessons
• Engages in referencing
• Plans with strategic educator

• Strategic Educator
• Restates content
• Designs tactics and strategies
• Modifies assessments and grading scales
• Monitors IEP progress
• Helps students not only with academics, but
  skills for success
• Plans with general educator

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Joint Roles General Educator Strategic Educator

• Planning together the instructional program for
  the total group
• Communicating with each other on an on-going
  basis, both formally and informally on matters
  concerning joint assignment
• Developing as a team the program from the IEP.
  The Special Education Teacher will assume primary
  role, but the regular education teachers input
  is essential

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Joint Roles General Educator Strategic Educator

• Sharing information for student assessment and
  records
• Establish behavior management for the class
• Communicates progress or lack of progress to
  parents
• Diagnosing problems through individual academic
  assessment and analyzing student work

63
Paraeducator Roles

• Assist the teacher, as directed and with
  supervision
• Help individual students with academic work
• Help in collecting maintaining data about
  students performance/progress
• Implement educational programs lesson plans
• Reinforcing students appropriate behavior with
  positive reinforcement
• Assisting students with navigating the school
  building or follow classroom and school routines
• Working with students in the proper use of
  assistive technology
• Adapted from Para Educators a Training in
  Program developed by ihdi

64
Paraeducator Roles cont.

• Providing study skills assistance
• Restating instructional directions or concepts
• Communicating or interpreting for deaf,
  non-English speaking or non-verbal students
• Utilizing focus strategies with students
• Utilizing supplementary materials
• Taking notes in class to share with students
• Working with students on assignment completion
  and organization
• Adapted from Para Educators a Training in
  Program developed by ihdi

65
Administrators Dance
66
Lunch
67
Collaborative Activities

• Co-Teaching
• Consultative Teaching

68
Consultative Teaching

• A professional such as a psychologist, behavior
  specialist, speech-language therapist, or special
  educator meets on a regular basis with teachers
  to problem-solve
• Assists in maximizing student learning

Adapted from Marilyn Friend, Inc. 2008
69
Co-Teaching

• Service Delivery Option
• Based on parity
• Each teacher assumes responsibilities for
  delivery of instruction and accountability for a
  single group of students
• Occurs primarily in a shared classroom or
  workspace
• Specific Level of Participation varies based on
  the partners skills and the instructional needs
  of the students they share
• Teachers exchange roles during instruction

70
Elements of Co-teaching

• Two or more professionals
• Joint delivery of instruction
• Diverse group of students
• Shared classroom space

71
Co-Teaching Approaches

• Lead and Support
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching
• Speak and Add
• Speak and Chart
• Duet
• Shadow Teaching
• Skill Groups

72
Collaborative Teaching Approaches

• Strengths
• Drawbacks
• Individual Classroom Application

73
Lead and Support

• -

Classroom Application
74
Strategies for Lead and Support

• Communicate in/out boxes that do not interrupt
  teaching
• Behavior documentation charts
• Posted homework charts
• Materials station- both teachers need access
• See Me Later Cards

75
Lead and Support





76
Station Teaching

• -

Classroom Application
77
Strategies for Station Teaching

• Use of timers and signals
• Practice routines as a class procedure
• Have colored index cards stating student role at
  stations
• Table tents with directions
• Always have something for them to turn in
• Provide Anchor Activities

78
Station Teaching
79
Parallel Teaching

• -

Classroom Application
80
Strategies for Parallel Teaching

• Break groups by learning styles
• Ensure heterogeneous grouping
• Put a deck of cards over desk (on the ceiling)
  and call suits or matching cards for grouping
• Include brain breaks
• Teach with a timer to keep everyone on track

81
Parallel Teaching
82
Alternative Teaching

• -

Classroom Application
83
Strategies for Alternative Teaching

• Use mini dry erase boards
• Have accessible computer station
• Create individualized folders with appropriate
  work
• Provide adapted classics or modified books
  available

84
Strategies for Alternative Teaching

• Use mini dry erase boards
• Have accessible computer station
• Create individualized folders with appropriate
  work
• Provide adapted classics or modified books
  available

85
Alternative Teaching
86
Team Teaching

• -

Classroom Application
87
Team Teaching

• Speak and Add
• Speak and Chart
• Duet

88
Strategies for Speak and Add

• Develop a signal before interjecting information
• General educator asks for input
• Questions are asked for clarification
• Engage in referencing

89
Speak and Add



Referencing


90
Strategies for Speak and Chart

• Have a variety of graphic organizers to model
  connections of information
• Copies of organizers and note taking assists all
  learners
• Use copies for students who have been absent
• Use charting for review

91
Speak and Chart





92
Shadow Teaching

• -

Classroom Application
93
Strategies for Shadow Teaching

• Monitoring progress based on preset criteria may
  be done.
• Use proximity control.
• Have additional supports available for student
  use. ( e.g. dictionaries or calculators for some
  students, vocabulary cards for others)
• Model appropriate behavior for class (e.g. active
  listening)

94
Shadow Teaching





95
Skill Groups

• -

Classroom Application
96
Strategies for Skill groups

• Use a sorting of the groups based upon the
  immediate instructional needs of the class.
• Grouping is temporary and flexible.
• Room arrangement facilitates.
• Cooperative learning groups need routines and
  structure for this to be effective.
• Takes more teacher prep to do well.
• Very targeted to student need.

97
Skill Groups
98
Match Game

• Alternative Teaching
• Station Teaching
• Parallel Teaching
• 1 Teach/1 Observe
• Speak and Add (also can be called Tag Teaming)

99

• Scenario 1
• In Math today, we need to do three things (1)
  re-teach long division (2) work on steps for
  solving a word problem (3) and practice making
  change. Lets set up two teaching stations and an
  independent station where students can work in
  pairs making change.

100

• Scenario 2
• I think the students will understand this
  science experiment better if they can get closer,
  see better and are able to talk more informally
  about what is going on. We have 25 students in
  this class. What if we divide them in half and
  do the same experiment in two different parts of
  the room. We can answer questions and have the
  students to their lab reports in these smaller
  groups. I think it would give more opportunities
  for the students to interact with the experiment
  and each other. And we can monitor their
  learning better.

101

• Scenario 3
• Place value is really difficult for about 6
  students in this class. Those 6 still need to
  work with manipulatives. The rest of the
  students are ready to move on to two digit
  addition problems with carrying. Why dont I
  take the small group and be sure they have
  learned place value, while you move ahead with
  the larger group.

102

• Scenario 4
• A few students are not doing well in this
  class. I know that Sam is not handing in his
  homework, so that is most probably the reason why
  he is failing. Ben and Jennifer are not
  participating at all. When youre teaching, why
  dont I collect some data on what they are doing
  during class time? Ill call Sams parents to
  discuss the homework issue.

103

• Scenario 5
• The students need some extra practice crafting
  opening sentences that grab the reader. Why
  dont we play a game with them where we both make
  up opening sentences about a particular topic,
  like my favorite birthday or a day with my pet.
  We can have the students vote on the one they
  like the best and tell why.

104
Planning

• The Collaborative team needs to have planning
  time to meet, plan, problem solve, and develop
  instructional programs
• Team members must not only have time to meet and
  problem solve or plan, they must use the time
  effectively

105
Co-Teaching Planning Process

• Before Meeting General Ed teacher gathers key
  curriculum information
• During Meeting General Ed and Special Ed
  teachers decide Co-teaching approaches, determine
  student grouping/s, pinpoint potential
  difficulties for students, and discuss individual
  students
• After Meeting Special Ed teacher prepares
  materials to meet students unique needs,
  determines alignment with IEP goals, prepares
  learning process

Adapted from Marilyn Friend, Inc. 2008
106
Planning

• Common Planning
• Look for macro-planning at a minimum of once per
  month (every 3 to 4 weeks)
• Start with instruction for entire class
• Develop a communication system

Adapted from Marilyn Friend, Inc. 2008
107
Planning on the Fly

• Between Common Planning
• During Bell-ringers
• Fast Talk
• Wiki (with caution)
• Notes in Plan book
• Post It Notes

Adapted from Marilyn Friend, Inc. 2008
108
Grading
109
Collaborative Teaching Checkpoints

• Collaborative Teaching Checklist
• Co-teaching Walkthrough
• Principal Collaborative Teaching Monitoring
• Analysis of School Collaboration

110
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111
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112
TEAM
Action Plan
113
Building a Learning Community

• Need DVD

114
TEAM
Action Plan
115
Participant Reflection

• Please complete the Participant Reflection by
  answering questions 1-11 on the SCANTRON form
  provided using a.
• Answer questions 12-15 directly on the form.

NUMBER 2 PENCIL ONLY
116
The following slides are optional
117
EXIT CARDS
Each student responds to a pre-determined prompt
on an index card and turns it in as he or she
leave the classroom.
118
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119
Planning

• Identify what is essential for all students to
  know Program of Studies
• Plan the Assessment
• Anticipate Learning Difficulties
• Plan activities Differentiation
• Plan Teaching Strategies Research Based (Peer
  Review)
• Determine Resources and Materials Needed
• Determine teaching roles between Collaborative
  Partners
• Implement Instruction
• Reflect on What Worked and What needs to be
  Changed

120
Collaborative Partnership Class Profile

• Students
• Students strengths
• Students weaknesses
• Adaptations
• Attend
• Social Skills
• Written Language

121
B A S E

• Big Ideas
• Analyze the difficulties
• Strategies
• Evaluation

122
INCLUDE

• Identify classroom environmental, curricular, and
  instructional demands
• Note student learning strengths and needs
• Check for potential areas of student success
• Look for potential problem areas
• Use information gathered to brainstorm
  instructional adaptations
• Decide which adaptations to implement
• Evaluate student progress

123
Minimal Essential
Advanced Level One
Adapted Level One
Adapted Level Two
Advanced Level Two
Can write a paragraph using complex sentence
structures, appropriate mechanics, and internal
consistency
Can write an essay using complex sentence
structures, appropriate mechanics, and internal
consistency
Can write a short story using complex sentence
structures, appropriate mechanics, internal
consistency and metaphors
Can write paragraphs using simple sentences that
have appropriate noun-verb relationships
Can construct (write/say) a simple sentence that
conveys meaning
124
Lesson Plan Activity

1. Using the lesson plan format given, begin draft
   of lesson plan you will be teaching during this
   semester (preference a lesson where collaboration
   will be implemented.
2. Complete Minimal, Advanced, and Adapted concept
   skills
3. Make sure to include Roles and Responsibilities
   of Collaborative Models included during
   instruction

125
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126
Adaptations, Extensions, Modifications and
Strategies
127
Strategy Bank
128
Strategy Bank

• SLANT
• Music as Cues
• Window Pane
• Check w/ Partner
• Venn Diagram-Sorting
• Geometric Reflection
• Repeat Directions to a Peer
• Thumbs Up
• Fidgets

• ___________________
• ___________________
• ___________________
• ___________________
• ___________________
• ___________________

129
Grading
130
Scheduling

• Scheduling Support Services
• How do I do it all?

131
Scheduling

• Scheduling should be a collaborative effort, also
• Keep your sanity
• Collaborative planning is essential
• Combination of services is not a bad thing
• Flexibility is important!!

132
Scheduling for Collaborative Teaching

1. Compile a list of Special Needs students for each
   grade level.
2. Group students based on IEP/LRE ( needing
   collaboration/resource)
3. Determine the number of classes needed to be
   offered to meet the number of students
4. Begin with one grade level of students and map a
   schedule offering each class
5. Plug in students to be sure that each student can
   move through the schedule and take each class
   based on IEP recommendations.
6. Repeat process with next grade level

133
Obstacles to Scheduling
134
(No Transcript)
135
Collaborative Teaching
136

• A
• B
• C

Action Plan
137
ACTIVITY

• A
• B
• C

138
Have you heard this before?

• Anonymous high school student during a break
  from summer school class
• Do me no justice be there, when I sit there and
  I dont know how to do it.

139
The Hated Task

• Think of a Task, any task, that you HATE doing.
• Think about how you would feel if you had to
  complete the task 187 days for 6 hours each day.
• What would you do?