Iowa’s Consultative Model for Collaborative Service Provision

Iowa’s Consultative Model for Collaborative Service Provision
Welcome and introductions Ask participants what roles are represented in the room: special educators, general educators, administrators, para’s Logistics: breaks, lunch, etc. Note: This is an interactive presentation with lots of activities so you will be able to interact with your colleagues often. Iowa Department of Education 2006

A.M. Session 9 to 11:30 P.M. Session 1 to 3:30
Welcome A.M. Session 9 to 11:30 P.M. Session 1 to 3:30 Welcome to AM/PM Session Breaks Restroom Iowa Department of Education 2006

Iowa Department of Education 2006
Task Force Members Chuck Solheim Jan Collinson Cyndy Behrer Kathy Gillum Tete Long Linda Mannhardt Tom Meyer Roger Roskens Cindy Vandewalle Stacie Giesecke Stephanie Weiner Judy Gipson Georgie Koenig Made up of District curriculum coordinators, teacher, AEA staff – general ed. And sp. ed Iowa Department of Education 2006

Today’s Presenters Jan Collinson Stacie Giesecke Georgie Koenig Chuck Solheim Dave Quinn Gu ses key Iowa Department of Education 2006

Workshop Objectives Review impetus for approaching the education of all students collaboratively Define/understand vocabulary related to Iowa’s Consultative model Explore a variety of methods to co-teach Examine the concept of collaborative consultation Define roles and responsibilities of general educators, special educators, and administrators Discuss issues in planning for implementation Identify needs and next steps Talk about how the legislation has caused us to respond with the Collaborative Teaching Initiative What is the Iowa model and exactly what does consultative, collaboration, and co-teaching mean Touch on the 6 co-teaching approaches Define the roles and responsibilities of those involve Talk about what specifically what the general educations role is, what is the special educators role, and what the administrators role is What do educators need to be thinking, talking about to get ready for working collaboratively What are the issues involved with planning What are the next steps Stop: Chuck does Ziggy Cartoon Iowa Department of Education 2006

Explanation of Collaborative Teaching Initiative
Expectations Iowa Teaching Standards Dates & Times of Future Sessions Cost Credit Options Each will be expanded on in the next 20 min. Expectations of the educators involved in the Collaborative Teaching Initiative How working together collaboratively fits in with the Iowa Teaching Standards What is involved in the Collaborative Teaching Initiative – today is just an overview, by the end of April buildings will need to determine if they want to participate What is the cost involved with participating in the Collaborative Teaching Initiative What are the credit options Iowa Department of Education 2006

Facilitator Role Work with CSIN to supply baseline data and follow-up data to group Participate in training workshops either present or facilitate Assist districts in the roll out of the initiative back in the buildings Analyze data collected by building training teams Work with the State Department of Education Facilitator – those of us on the task force Curriculum and School Improvement Network (CSIN): CSIN is a group consisting of curriculum coordinators and facilitators from the schools and districts within the boundaries of the Mississippi Bend Area Education Agency. The goal of CSIN is to provide and share information related to school improvement and student achievement. The group meets the first Thursday of every month. CSIN is concerned with topics related to comprehensive school improvement plans, the Iowa Professional Development Model, staff development, curriculum, and assessment. Iowa Department of Education 2006

Teacher Participant Role (Train-the-Trainer)
Participate in all training sessions Return to building and train other collaborative teams Provide feedback to the facilitator group Become a collaborative teaching partner with someone in the building Collect building level data and give to the facilitator group Gen. ed. And sp. Ed. And administrator – Core Team who will be providing training and support back in their buildings to other collaborative teams Some buildings may choose to send all of their collaborative teams, then this group would provide each other with ongoing learning and support Iowa Department of Education 2006

LEA Lead Person Facilitate communication between building team and the facilitator group Organize building team Collect team data and turn into facilitator group Person from building group as lead person This will be part of your response if you participate Can be different than the person you designate as the contact person today of who we about participating in the collaborative teaching initiative or not The person will be responsible for facilitating the group back in the building Duties may be distributed among the team, but this person will be the contact person Iowa Department of Education 2006

AEA Coach Role Attend and participate in all training sessions Attend sessions on coaching skills needed to support building Observe collaborative partners and assist them with reflective feedback The AEA coach is one of the AEA staff members who is assigned to your building that has been asked or volunteered to work with the team to support them in successfully implementing what is learned in the Collaborative Teaching Initiative and may assist the team in training other members of the building Iowa Department of Education 2006

Administrator Role Participate in training Participate in coaching training IPI training – Oct. 19 or Oct. 20 Support initiative in any or all ways possible: modeling, problem solving, connecting with resources, attending team meetings, etc… Participant in role training at AEA or in building depending Invited to participate in coaching training in August and other future sessions Walk through training encourage if not already trained We will work with you to meet your training needs in a flexible manner if you are not able to attend a session through video tape or alternative meeting Iowa Department of Education 2006

Iowa Teaching Standards
Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. Easier to assess in order to make critical instructional decisions Support in implementing strategies in order to meet student, building and district goals Easier to differentiate instruction Model healthy learning environment through modeling of parity Working collaboratively creates a school culture of improved student learning Standard 1 Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. Model Criteria The teacher: a. Provides evidence of student learning to students, families, and staff. Two staff members allow for better data collection and breaking groups of students into smaller groups allows teachers to get know how students are learning, because students are able to respond more frequently in smaller groups and they cannot easily sit back and not participate as they do in large groups, so teachers can report back to students, families & staff how students are progress through the curriculum b. Implements strategies supporting student, building, and district goals. With two teachers the implementation of strategies becomes easier by using the the different approaches to coteaching, plus teachers learn from each other and improve their own teaching practices c. Uses student performance data as a guide for decision making. By collecting data differently & more frequently - teachers are able to make critical instructional decisions to help students be successful in the curriculum d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. Better able to differenciate instruction e. Creates an environment of mutual respect, rapport, and fairness. Model parity by how the co-teaching partners convey to students that the relationship is truly collaborative f. Participates in and contributes to a school culture that focuses on improved student learning. g. Communicates with students, families, colleagues, and communities effectively and accurately. Iowa Department of Education 2006

Demonstrates competence in content knowledge appropriate to the teaching position. General educator bringing content knowledge and what is typical Special educator bringing strategic knowledge and what is individual (personal knowledge) Standard 2 Demonstrates competence in content knowledge appropriate to the teaching position. Model Criteria The teacher: a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area. If have had training in Course Organizer, Unit Organizer, and/or Lesson Organizer, time to dust off those manuals and if not trained request training to meet this teaching criteria b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student. Both teachers together, one know typical student development and how students progress through the curriculum and one knowing about specific student needs and how to help meet those needs, so students are successful as they progress through the curriculum c. Relates ideas and information within and across content areas. d. Understands and uses instructional strategies that are appropriate to the content area. Matching strategies to content information needing to be taughat and to appropriately to student needs Knowing when to use which strategies and who they are appropriate for Iowa Department of Education 2006

Demonstrates competence in planning and preparing for instruction. Two teachers better able to plan and know students personally in order to better meet student needs and interests Using available resources to maximum benefit (including technology) Standard 3 Demonstrates competence in planning and preparing for instruction. Model Criteria The teacher: a. Uses student achievement data, local standards, and the district curriculum in planning for instruction. Analyzing student work, student assessments and making critical instructional discussion based on the student data b. Sets and communicates high expectations for social, behavioral, and academic success of all students. General educator has a good handle on what is typical c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction. Special educator has specific student knowledge 1 Iowa Department of Education 5/10/02 d. Selects strategies to engage all students in learning. e. Uses available resources, including technologies, in the development and sequencing of instruction Iowa Department of Education 2006

Uses strategies to deliver instruction that meets the multiple learning needs of students. Strong marriage between instructional strategies and content Able to adapt instruction to meet learner needs and styles Increased engagement Standard 4 Uses strategies to deliver instruction that meets the multiple learning needs of students. Model Criteria The teacher: a. Aligns classroom instruction with local standards and district curriculum. b. Uses research-based instructional strategies that address the full range of cognitive levels. c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. special educator brings experience in this area e. Connects students’ prior knowledge, life experiences, and interests in the instructional process. Both teachers bring useful skills in this area, different knowledge & skills strengthen each teachers repertoire f. Uses available resources, including technologies, in the delivery of instruction. expand resources bringing to classroom - increase technology useage possibly with two teachers sharing technology knowledge, learning and supporting each other in infusing more technology into the instruction/classroom Iowa Department of Education 2006

Uses a variety of methods to monitor student learning. Increased use of multiple assessments to guide planning and instruction Collaboratively work to analysis student work Able to clearly articulate students progress in relation to assessment criteria and standards Standard 5 Uses a variety of methods to monitor student learning. Model Criteria The teacher: a. Aligns classroom assessment with instruction. Gen. Ed. teacher bringing a broader view and special educator bringing student specific knowledge - can pinpoint strength areas and areas for further growth b. Communicates assessment criteria and standards to all students and parents. Both - board & specific views c. Understands and uses the results of multiple assessments to guide planning and instruction. Both, special educator brings a host of knowlege about assessment tools to assist in making critical instructional decisions General educator brings broader view of assessments used to measure progress through curriculum d. Guides students in goal setting and assessing their own learning. Special educators bring lots of experience to partnership e. Provides substantive, timely, and constructive feedback to students and parents. Both f. Works with other staff and building and district leadership in analysis of student progress. Bothe Iowa Department of Education 2006

Demonstrates competence in classroom management. Using the various co-teaching approaches creating a learning community Behavior standards High expectations Pacing Create a safe & purposeful learning community Standard 6 Demonstrates competence in classroom management. Model Criteria The teacher: a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. Through the different approaches to co-teaching, teachers are able to create learning environments where the instructional intensity is increased along with student engagement through a small student to teacher ratio b. Establishes, communicates, models, and maintains standards of responsible student behavior. c. Develops and implements classroom procedures and routines that support high expectations for student learning. d. Uses instructional time effectively to maximize student achievement. e. Creates a safe and purposeful learning environment. Iowa Department of Education 2006

Engages in professional growth Participating in the Collaborative Teaching Initiative Collaborating with co-teacher Applying knowledge back in building through train-the-trainer & applying knowledge in classroom Standard 7 Engages in professional growth. Model Criteria The teacher: a. Demonstrates habits and skills of continuous inquiry and learning. By participating in the Collaborative Teaching Initiative - learning and applying new knowledge & skills and changing teaching behaviors b. Works collaboratively to improve professional practice and student learning. This is what the whole initiative is about c. Applies research, knowledge, and skills from professional development opportunities to improve practice. Essential part of initiaitive d. Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals. Iowa Department of Education 2006

Fulfills professional responsibilities established by the school district. Access to curriculum meets NCLB & IDEA Adequate Yearly Progress Highly Qualified Teacher Standard 8 Fulfills professional responsibilities established by the school district. Model Criteria The teacher: a. Adheres to board policies, district procedures, and contractual obligations. b. Demonstrates professional and ethical conduct as defined by state law and district policy. The law - NCLB & IDEA students accessing and making progress through the general education curriculm c. Contributes to efforts to achieve district and building goals. Collabortion is needed to help all students achieve d. Demonstrates an understanding of and respect for all learners and staff. Meeting variety of needs through work with collaboration with peers - differentiate instruction, deliver instruction with increased intensity, and increase student engagement through lower student to teacher ratio Hopefully increased usage of strategies & technology e. Collaborates with students, families, colleagues, and communities to enhance student learning. Iowa Department of Education 2006

Framework May 16: The Four Knows June 15: Strategies & Planning June 16: Strategies & Planning August: In House Session with Coach & Facilitator October 25: Critical Issues January 25: Reflecting, Evaluating, and Making Adjustments Today’s meeting is to provide a framework for the Collaborative Training Initiative – not training per say, but to get an overview and learn about the structures that need to be in place – future session will be more about skill building/enhancing with time provided for planning The other sessions will be design where teams learn, work & plan, learn, work and plan throughout the day KU routines, discuss appropriate strategies, reading in the content area In house everything ready? 2 hour session, schedule with coach & facilitator, if possible facilitator will attend Critical Issues: parity, content knowledge, strategy knowledge, differentiated instruction, assessment Jan. where have we been, where are we going, collecting data, making instructional decisions Iowa Department of Education 2006

Cost Books $37+$22 = $59.00 $79 Materials $20.00 $42 Refreshments $ $86/$49 Relicensure Credit $16.00 Graduate Credit $140.00 Guide to Co-Teaching KU Frame & Link Routine guidebooks Handouts DVD Iowa Department of Education 2006

Credit Options Syllabus for Train-the-Trainer Group 2 Drake Graduate Credits 2 Relicensure Credits Syllabus for buildings 1 Drake Graduate Credit 1 Relicensure Credit Instructor of record: Chuck Solheim, Linda Mannhardt, & Georgie Koenig Iowa Department of Education 2006

Why This, Why Now? Subject matter expertise Success in general education settings Law Research points to increased student success when teachers have subject mastery combined with instructional pedagogy. Research points to increased success in general education settings which is typically where students gain access to subject matter expertise. It’s the law. NCLB and IDEA 2004 mandate that students with disabilities receive core content instruction from a teacher endorsed in the core content. Note: This slide is an advance organizer. Each of the three bullets will be addressed in order in the following slides. Iowa Department of Education 2006

Rationale for Highly Qualified Teacher Initiative
Highly Qualified Teacher Requirements Licensure Requirements Least Restrictive Environment Instructional Decision Making Iowa Department of Education 2006

Key Assumption – Supported by Research
Students with disabilities, like all other students, will learn at higher levels if they receive instruction from teachers who have high levels of subject matter competence Iowa Department of Education 2006

Highly Qualified Teacher Requirements
A result of the merger of IDEA and NCLB Refers to subject matter competency Is not the same as highly skilled…special education teachers could be very highly skilled but not highly qualified in a content area Special education teachers who teach content areas must have subject matter competency in addition to their special education skills Iowa Department of Education 2006

Accountability School districts are required to report in a School Report Card (APR) provided to the community, AEA and DE, the percent of classes taught by highly qualified teachers Districts must “take measurable steps to recruit, hire, train and retain highly qualified personnel…” District plan likely to be required Iowa Department of Education 2006

Highly Qualified Teacher Requirements in Iowa
Elementary Special Education Teachers Vast majority have special education and general education licenses which meet the Highly Qualified Teacher Requirements Middle and High School Teachers Must have special education license and be endorsed in the content area or service may be provided through the consultative model which includes collaborative teaching and “reverse consultation” Some flexibility exists for middle school teachers Elementary teachers are HQ if they hold an elementary general education license with a special education endorsement or if they hold an elementary special education endorsement. Middle School teachers: K-6 elementary license with core subject endorsement can teach two grades up K-8, 9 before 1988 (permanent professional) general education does count toward content endorsement But, middle school endorsement added to license does not provide content endorsement Iowa Department of Education 2006

Content Core Areas English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history and geography Arts are not yet defined Is not practical or even possible for special education teachers to be endorsed in multiple core content areas Iowa Department of Education 2006

Reverse Consultation General education content teacher consults with special education teacher who instructs students in the content area 15% - 20% of students who receive special education Is Iowa’s response to “Alternate Assessment II” Iowa Department of Education 2006

Potential Least Restrictive Environment Problems with Reverse Consultation DE is issuing AEA and District Reports related to performance indicators contained in the IDEA Two of the indicators are specific to the amount of time students with disabilities are in general education Mississippi Bend AEA and some districts have students with disabilities removed for relatively large amounts of time The result is likely to be a required corrective action plan in which the only practical solution is collaborative teaching In general education at least 80% of the time – AEA 9 – 39.30% State Target – 44.35% Six Year Target – 75% AEA 9 High 58.72% and the low is 25.66% In general education less than 40% of the time AEA 9 – 19.72% State Target – less than 13.61% Six Year Target – less than 12% AEA 9 high is 25.63% and the low is 4.0% Iowa Department of Education 2006

Instructional Decision Making
Key characteristics of Instructional Decision Making Core curriculum Screening, formative and diagnostic assessments Core instruction, supplemental instruction and intensive instruction Collaborative Teaching can make core, supplemental and intensive instruction more possible in the general education setting Iowa Department of Education 2006

In Conclusion, Why Collaborative Teaching?
Best addresses Highly Qualified Teacher requirements for middle and high school special education teachers Results in students being taught by teachers with content expertise Increases the capacity of the general education setting to be successful for more students Increases the amount of time students with disabilities can be appropriately taught in the general education setting (LRE) Is consistent with and enhances the implementation of Instructional Decision Making Iowa Department of Education 2006

Council for Exceptional Children July 2002
Because of the significant role that content specific subject matter knowledge plays at the secondary level, special education teachers should routinely teach secondary level academic subject matter content classes in consultation or collaboration with one or more general education teachers appropriately licensed in the respective content area. Council for Exceptional Children (CEC) Policy adopted by the CEC Board on July 2002. Iowa Department of Education 2006

Keys to Successful Teaching reflect combined expertise of core content endorsed teachers and special education teachers Subject matter knowledge Expertise in curriculum Instructional strategies for diverse students Assessment Collaboration Technology Reflection Research from What Matters Most resulted in 8 “keys” to successful teaching: Subject matter knowledge, combined with expertise in curriculum, instructional strategies, assessment, collaboration, technological skills and reflection. Those “keys” reflect the combined expertise of core content endorsed teachers and special education teachers. Iowa Department of Education 2006

Success in General Education Settings
In the school year , the categories of students that did not include cognitive impairments totaled 86.5% of children eligible for special education under IDEA. U.S. Department of Education, 2002 as quoted in Wright's Law: Children with Disabilities Under No Child Left Behind: Myths and Realities – a Position Paper from NAPAS Can Students with IEPs succeed in general education curriculum & setting? Data are conclusive that the vast majority of students with IEPs do not have cognitive disabilities. Many have processing difficulties (such as students with learning disabilities), but these students are very capable, with appropriate accommodations, of learning the same subject concepts as their non-disabled peers. Iowa Department of Education 2006

Success in General Education Settings
A 1994 review of three meta-analyses concerned with the most effective settings for educating students with special needs concluded that regardless of the type of disability or grade level of the student, “special needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings” (Baker, Wang, & Walberg 1994, P. 34) Iowa Department of Education 2006

Highly Qualified does not equal highly skilled
You’ve just been presented with a brief synopsis of some of the research in the field addressing the legislation on highly qualified teachers. In your group, reflect on the implications of this research. Note to Presenter: If time, ask for some sharing of ideas generated by the small groups. Iowa Department of Education 2006

“It does indeed take an entire village to educate a child, but we must first reconstruct the village.” Gwendolyn Webb-Johnson G. Webb-Johnson- Assistant professor, Texas A & M University spoke at the Iowa Special Education Law Conference in Ames this year. (2006) The education profession is well versed in the “lone ranger” way of doing business. One teacher is expected to teach a class of 30 students without support or communication with others. Likewise, the notion that the so called self-contained classroom and and a lone teacher can somehow meet the ever increasing needs of a diverse student body is a myth. Only through sharing ideas, materials, resources and expertise do teachers develop, survive, and thrive. Iowa Department of Education 2006

“If you find yourself collaborating by yourself,
seek professional help.” Marilyn Friend Iowa Department of Education 2006

Iowa’s Consultative Model
Co-teaching Collaborative Consultation This is how the consultative model manifests itself in Iowa. As we start this part of the presentation on Iowa’s Consultative Model we want to first recognize that there are many Iowa schools already doing a wonderful job of collaborative consultation and co-teaching. The authors of this professional development had the privilege of visiting a few of these schools. Some of the information learned will be reflected in the content and in some of the video clips we share. As schools are in different places in the development of this model it is important that each school district determine how this professional development will best meet their needs. Included are lots of activities that can be used or skipped. A needs assessment may help determine what parts of the professional development to use. This content could be delivered in chunks over many days or in 1-2 days of professional development. Regardless, it is important to remember that follow-up activities and on-going professional development will need to be provided. Effective Instruction Effective Behavior Supports Iowa Department of Education 2006

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. DuFour, DuFour, and Eaker Another definition of collaboration. Iowa Department of Education 2006

Collaboration as a Tool
is a style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal Marilyn Friend Collaboration is how we work together and it cuts across industry, businesses and schools. Definition -- Collaboration is: (1) Style -- A way of interacting. It is a “how,” not a “what.” Collaboration is adult-to-adult interaction built on a relationship of mutual trust and open communication. . (2) Coequal -- Each party is recognized as having knowledge or skills that contribute to the collaborative group. Individuals bring their own unique strengths to the team. (a) Roles will change as needs require. (b) Neither assumes an expert role -- no one has all the answers. (c) Parity is most difficult to achieve. The contributions of all involved must be equally valued, the power and decision making shared equally. (3) Voluntary -- Can mandate proximity, but not the quality of interpersonal relationships (how we interact). (4) Shared decision-making -- (a) Key decisions are shared, (b) Resources are shared, (c) Responsibilities are shared. All instructional options and supportive activities are jointly used with flexibility. Decisions are concern-driven by the individual student needs, classroom needs, and school-wide needs. Depends on the strengths of individual teachers involved in collaborating. (d) Accountability is shared. The key to knowing whether or not collaboration works is the joint monitoring of student progress. Responsibility for instruction and progress of students is jointly shared. Special education student progress on goals/objectives of the IEP needs to be monitored. Responsibility for monitoring should be shared, but ultimate responsibility for IEP progress lies with the special ed teacher named on IEP. The best kind of progress monitoring is formative evaluation involving direct frequent measurement that is tied to goals/objectives and permits good decision making. (5) Common goal – i) All parties are working to problem solve a mutual concern (individual classroom, or school-wide) ii) All parties working toward the same outcome. iii) During the process of working together joint planning), collaborators will decide what it is they need to focus on. iv) Goals should be specific and concrete enough for you to know that you're both talking about and working toward the same outcome. Iowa Department of Education 2006

Bridge Builders Supportive beliefs and values Mutual trust Mutual respect Establishment of a sense of community Certain characteristics both contribute to and emerge from effective collaborative relationships. If the beliefs and values of those involved are around all students being successful by giving them the supports they need, it is easier to build trust and respect and establish a sense of community where all involved are important and valued for their contribution. When schools focus on how to meet the diverse needs of all learners, a powerful learning experience occurs for both students and faculty. A strong sense of community will be built over time. Iowa Department of Education 2006

Why engage in collective effort rather than an individual one, even when you wonder, “What’s in it for me?” Self- interest is isolating. When you work in collaboration, you’re responsible to each other, and therefore much less likely to shirk your responsibilities or cheat your partner. Team work is not only performance-enhancing, it’s comforting. Who do you think said this quote? Iowa Department of Education 2006

You are never alone, and whether you have a six-mile climb up an alp and a cadre of attackers behind you, or a round of chemo in front of you, that’s extremely reassuring. Now can you tell? Lance Armstrong Iowa Department of Education 2006

Specially Designed Instruction
Instruction that is designed to meet the unique needs that result from an individual’s disability “ It is the student who needs specially designed instruction who is pulling the special education and general education teacher together.” Specially designed instruction is instruction that is designed to meet the unique needs that result from an individuals disability. Specially designed instruction could include reteaching, remediation, supplemental teaching, and pre-teaching. It is the student who needs specially designed instruction who is pulling the special education teacher and general education teacher together. Under Iowa’s consultative model for collaborative service provision each student who is entitled to special education services must receive specially designed instruction. If only accommodations and modifications are provided, this does not meet the requirement of specially designed instruction. Iowa Department of Education 2006

Co-teaching Students are considered a blended single group Professionals actively deliver instruction in a shared physical space Both are engaged in planning, implementing, and evaluating instruction Each must make a valued contribution In co-teaching, both special education and general education teachers can lead the instruction. The tendency is for the general education teacher to be the primarily lead; however, if the special education teacher never leads the instruction he or she may not gain credibility in the classroom. A litmus test would be if you asked students who their teacher is and they name both teachers. Activity: Show opening clip from Power of 2 of Marilyn Friend talking about co-teaching. Video Clip # 1 on definition Iowa Department of Education 2006

Co-Teaching as an Option
Mutual ownership Specific content instruction The core content instruction is what brings the core content and the special education teacher together. They pool their resources (materials, prior knowledge, content knowledge, strategy instruction knowledge), they mutually have ownership over the activities and progress of students, and they are jointly accountable for the student achievement (they aren’t my students, your students, they are our students). The focus here is on services for the student, not on a classroom or a place. During the Iowa High School Summit in January 2006, Ray McNaulty, Bill Daggett, and Larry Gloeckler, national leaders in high school reform, spoke about the fact that the most successful high schools don’t have special education classrooms. All students needs are met in the general education classroom with supports that meet their individual needs. Pooled resources Joint accountability Iowa Department of Education 2006

Co-Teaching is NOT… Having one person act as a tutor Having one person in charge of everything One person teaching while another stands by or does errands One person following a group of students from one teacher to another A cure for poorly performing teachers A Punishment For all teachers Iowa Department of Education 2006

Missing Elements Activity
Teachers have co-equal status Commitment towards common goal Shared planning Shared delivery of instruction in same space Shared evaluation Mr. Chuck and Ms. Adams are co-teaching a 9th grade earth science class during the first block of the day. Each block the gen. ed. teacher (Ms. Adams) and the spec. Ed. teacher (Mr. Chuck) meet for the first 3 minutes to determine what will happen in today’s class. Ms. Jones and Ms. Barton are co-teaching a 7th grade language arts class. For almost all assignments and tests Ms. Jones, the gen ed teacher, corrects and grades assignments and Ms. Barton the spec ed teacher enters the grades in the data base. When asked who their teacher was in a co-taught social studies class,90% of the class identified the gen ed teacher. Mr. Zylinsky (gen ed) and Mr. Wasserman (spec ed) co-teach a junior math class. Mr. ‘Z’ believes strongly that every student in class will be graded against his criteria and Mr. ‘W’ strongly believes that differentiated instruction and grading should be the ‘modus operundi’ Iowa Department of Education 2006

Benefits of Co-teaching
Student benefits Teacher benefits Activity: Table talk- generate as a table, student and teacher benefits of co-teaching. Record answers on chart paper or a transparency. Presenter's Notes: After the activity add to group ideas with the research below: Co –teaching allows students to experience and imitate the cooperative and collaborative skills that teachers show when they co-teach. All students benefit when their teachers share ideas, work cooperatively and contribute to one another's learning. Students develop better attitudes about themselves, improve academically and improve their social skills. Teacher/student ratio is increased leading to better teaching and learning conditions. With multiple instructors there is increased flexibility in grouping and scheduling, thus allowing students to experience less wait time for teacher attention and increased time on task. It also allows for the more immediate diagnosis of student needs. There is a greater sense of community fostered in the classroom. Co-teachers report professional growth, personal support, and enhanced motivation. There is evidence to suggest that teachers feel empowered when they can make decisions collaboratively (Duke, Showers & Imber, 1980). They also report increases in their skills (Thousand et. Al, 1987). They experience increased higher-level thinking and generate more novel solutions. Other valued outcomes include increased attendance and participation at team meetings, persistence in working on difficult tasks, and attainment of the overall team goals (Johnson & Johnson, 1997) Iowa Department of Education 2006

Benefits to Students Collaborative modeling for present & future Less wait time/more teacher attention Improved academic & social skills for ALL Improved self-concept of struggling students Increased flexibility in grouping/scheduling Walther-Thomas in 1997 evaluated 23 schools in 8 school districts to arrive at these conclusions. At all grade levels and with all types of disabilities the conclusions are similar. ELL ( Mahoney 1997) HI (Compton 1998) LD (Rice & Zigmond 1999, Trent 1998, Welch,2000) High Risk ( Dieker 1998) Iowa Department of Education 2006

Benefits to Teachers Ability to use different researched-based teaching strategies more effectively Professional growth Greater feelings of empowerment & belonging Creation of novel solutions to issues Greater job satisfaction Most co-teachers reported improved job satisfaction rates The arrangement offers increased sense of FUN, SENSE of BELONGING,& FREEDOM from isolation CONTROL over efforts in trying to educate an increasingly diverse student body I am not alone in this endeavor.!!! Iowa Department of Education 2006

Teacher Quotes “Having a co-teacher who does not have in depth knowledge about the subject can be an advantage. She or he can model how to check for understanding and ask higher-level questions that all students today should be asking” “Teachers working cooperatively is and important learning experience,especially for students who have no examples at home of how people cooperate,communicate, problem solve and handle conflict.” “We move from a mindset of how do we fix the student so that s?he will fit in this class to how do we fix (adapt) the class so that all students can experience high levels of success” These quotes came from teachers in Springfield ,IL Iowa Department of Education 2006

Advantages of Collaborative Teams
Gains in student achievement Higher quality solutions to problems Increased confidence among all staff Teachers support each other’s strengths and accommodate weaknesses More support for new teachers Expanded pool of ideas, materials,methods Judith Warren Little This was found in a meta-analysis done by Judith Warren Little. Iowa Department of Education 2006

“Failing to Plan is a Plan to Fail” Iowa Department of Education 2006

Key Components of Co-Teaching to consider BEFORE beginning
Philosophical Basis Individual Prerequisites Administrative Responsibilities Professional Relationship Classroom Dynamics Co-Teaching Concerns Video Clip #2 Philos. Stuff 4 minutes This is an advance organizer and each of these will be addressed further in the following slides. Iowa Department of Education 2006

A Philosophical Basis Examples of Co-Teaching Beliefs Ideas about student behavior Expectations for attendance Appropriate discipline Routines Parity Rules and consequences Homework Noise/activity Grading Stacey It is essential that prior to co-teaching, teaching pairs take time to discuss and share their beliefs. Issues like pet peeves can really get in the way of establishing a strong co-teaching relationship. Ex. I allow students to chew gum in my classroom. Mr. Smith does not. He doesn’t like it when students enter his room with gum. When I was teaching I often played music in my room. Several teachers didn’t like it. Handout: Co-Teaching Beliefs Activity- Use handout, have participants choose areas that will be discussed in their group. First have participants complete the first column individually. In pairs compare and share. Iowa Department of Education 2006

2. Individual Prerequisites Highly Qualified Teacher Roles
Core Content Teacher Content Expert Assigns grade/teacher of record Assures progress in course Certifies student has met course requirements Special Education Teacher Strategy expert Ensures student makes progress toward IEP goals Ensures student receives IEP services Ensures appropriate accommodations Video Clip #3 Prerequisites Please note from here on we will refer to highly qualified teachers as HQT. In the collaborative teaching model general and special education teachers are equal partners in providing instruction. Each brings areas of expertise that are crucial to the success of students. In this model, the general education teacher is considered the teacher of record which means he or she gives the grade in the subject, assures that the student is making progress and certifies that the student has met the course requirements. The special education teacher utilizes a variety of teaching strategies to assist the student in making progress. The special education teacher also ensures that the student is making progress towards IEP goals, is receiving IEP services and is provided appropriate accommodations. This includes making sure that each student receives specially designed instruction for each goal area (including behavior). Consider thinking of co-teachers as the content area specialist and strategy specialist rather than the general educator and special educator. Iowa Department of Education 2006

2. Individual Prerequisites- Areas of Expertise
General Educators Content Classroom management Typical behaviors Master of pacing Special Educators Process Know kids one at a time Modifications/adaptations IEP Paperwork Marilyn Friend suggests that co-teachers bring these areas of expertise to the table. Co-teaching is a vastly different way for teachers to approach the task of instructing students. Some are excited and others are concerned about the risks and issues that may occur in co-teaching situations. Individual teachers bring certain characteristics, knowledge and skills to the co-teaching situation. Co-teachers have personal characteristics that enable them to work effectively with another adult. They also have sets of common knowledge and skills and discipline-specific knowledge and skills. Activity: Interview Ideally, pair a special education and general education teacher. In interview format, pairs ask each of these three questions: What areas of strengths do you bring to this collaborative teaching? Example. I’m really good at breaking tasks down. What areas of expertise/interest do you bring? Example: I am an English teacher but know a lot about music. What are the three most important aspects you bring into the co-teaching partnership? Video Clip 4 Iowa Department of Education 2006

3. The Professional Relationship
Select how you will work together Value each person’s contribution Determine a mutual goal/problem Share responsibility for key decisions Share accountability for outcomes Share resources Share planning, implementing and evaluating Co-teachers have unique professional relationships. The professional relationship is built on parity, communication, respect and trust. Co-teachers make a commitment to building and maintaining their professional relationship. Each participant’s contribution is equally valued and participants have equal power in decision-making. Collaboration occurs in response to a goal, problem or need that is jointly shared by the participants.They must share at least one specific goal, although they may individually hold many different goals. Participants in a collaborative activity share responsibility for actively participating in the decision-making process inherent in collaboration. Participants in a collaborative activity have equal accountability for the outcome of that activity. Participants in a collaborative activity share material and human resources. Handout: Sample Responsibility Grid. Activity: Using the handout, have participants select 4-5 areas to discuss with their partner. Iowa Department of Education 2006

Administrative Responsibilities
Support the implementation in any way possible/Make expectations clear Assist in finding solutions to individual and system issues Create the schedule and assign partners and classes Provide feedback and evaluation Jan Collinson Supporting the implementation includes budget considerations, talking in such a way that the building sees the possibilities and not the problems,putting the implementation of successful collaborators on the priority list. Iowa Department of Education 2006

4. Classroom Dynamics Planning Classroom roles and responsibilities during instruction Interactions between co-teachers and students Monitoring all students’ progress The fourth key component of co-teaching is classroom dynamics. Within classroom dynamics, the above areas are essential to address. This slide provides an organizer for the classroom dynamics section. Iowa Department of Education 2006

Finding Time to Plan Use other adults to cover classes Find funds for subs Find volunteer subs or use paraprofessionals Begin class with independent work time Use videos or other programs Use part of professional development time Schedule late arrival/early dismissal Stay late after school Treat collaboration as a committee responsibility Reserve time in daily schedule There are two primary questions regarding planning time. The first question is: How can we find time to plan? This will be addressed in more detail during the administrative section, but the following handout provides ideas in addition to those listed on this slide. Handout: Strategies for Expanding Time for Planning An additional resource to consider when planning is: Handout: Possible Issues to Resolve During Planning Iowa Department of Education 2006

Types of Planning Macro planning time Micro planning time The second question is: What do we do when planning? Planning can be approached as macro planning or micro planning. Macro planning entails large scale planning such as planning a unit or a quarter. For example, plan for 3 half days in the summer or conduct a planning session 1 time a month. Micro- at the beginning of each day, students are given a 3 minute task (a learning activity, a problem or an assignment on the board) to complete so that teachers can do informal planning. Caution: micro planning on its own is not an option One school district uses one day per trimester to do their macro planning – and they hire rotating subs. Then they have on-going micro planning 1 time per week. Iowa Department of Education 2006

Elements of Planning Phase 1: Curriculum Outline Phase 2: Instructional Delivery Phase 3: Individual Adjustments Macro planning time Micro planning time Marilyn Friend provides the following phases to use when planning for co-teaching: Phase 1 -- general education teacher prepares an outline of upcoming curriculum; topics, key concepts, activities, projects. Phase 2 -- general education teacher and special education teacher jointly decide how to best accomplish the curriculum priorities. Both teachers take active instructional roles. Teachers may focus on what is hard for kids, what co-teaching delivery method is a best fit, what pattern could be used as a constant and what the individual student needs are. Phase 3 -- based on that shared planning, the special education teacher makes accommodations for students with special needs. This might include preparing alternative materials, adapting materials, or creating supplemental materials. Iowa Department of Education 2006

Structures for Success
Workable schedule Explicit planning time-(macro and micro) for each pair Schedule for building level training Regular meeting times for co-teachers to create solutions for issues & for support Agreements about roles & responsibilities Video Clip # 5 Dr. Friend and Dr. Burello Iowa Department of Education 2006

Additional Resources Blog Purpose April 10th Kick Off 6 articles Today’s handouts Iowa Department of Education 2006

Complimentary Training
Differentiated Instruction October 24 February 15 Learning Disabilities Association of Iowa October 22, 23, and 24 Co-Teaching/Collaboration Presented by Marilyn Friend Classroom Accommodations/Differentiated Instruction Presented by Judy Wood Cindy Strickland Carol Ann Tomlinson Iowa Department of Education 2006

Wrap Up Complete building contact person form Complete session evaluation, including questions on the back Leave contact form and evaluations on your table An will be sent to the contact person & teams need to respond positively or negatively by Friday, April 28th Thank you for attending Please post in parking lot or on evaluations What you and your building see as needs in regards to collaborative instruction Iowa Department of Education 2006

Iowa’s Consultative Model for Collaborative Service Provision

Similar presentations

Presentation on theme: "Iowa’s Consultative Model for Collaborative Service Provision"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Iowa’s Consultative Model for Collaborative Service Provision

Similar presentations

Presentation on theme: "Iowa’s Consultative Model for Collaborative Service Provision"— Presentation transcript:

Similar presentations

About project

Feedback