Consultation/Collaboration Model As used in Cecil County Public Schools Based on work by Dr. Mary Landrum

Description of the Model Collaboration between the classroom teacher and the specialist (Challenge teacher in CCPS) is a means to assist teachers in meeting the needs of students with diverse abilities in the general education classroom.

Description of the Model Consultation allows two or more teachers to work together to solve problems. The Challenge teacher brings a special expertise to the general education classroom, and the teachers can combine their strengths to meet the needs of all students for whom they are responsible.

Stages of Resource Consultation* 1. Problem definition. 2. Generation of intervention recommendations (brainstorming) 3. Intervention selection (evaluate brainstormed ideas) 4. Implementation of recommendation(s) -- (action plan) 5. Follow-up * *Brown, D., Pryzwansky, W. B., & Schutte, A. C. (1991). Psychological consultation (2nd edition). Boston: Allyn & Bacon.

If This Seems Familiar... The Consultation/Collaboration Model used in the Challenge Program is similar to the model used by Special Educators. The process of defining needs, implementing a possible solution, studying the effects of the solution, and revising, as needed, are the same steps used in PDSA (Plan, Do, Study, Act) from Baldrige.

Types of Services There are two types of services associated with the Consultation/Collaboration Model.  Indirect Services  Direct Services

Indirect Services Based on collaborative planning, the Challenge teacher develops lessons and/or materials and provides them to the classroom teacher, for use with gifted learners. The Challenge teacher is thus providing services to these students indirectly.

Direct Services Direct services occur when the Challenge teacher works directly with the identified gifted learners. Both the classroom teacher and the Challenge teacher work within the classroom to offer differentiated services, based on student need. There are several types of collaborative teaching that enable this to occur.

Collaborative Planning According to Mary Landrum, “The most essential and fundamental element of the consultative/collaborative program is co- planning.” This is the foundation for delivering differentiated curriculum for gifted learners. Collaborative planning can take place during team meetings, with informal conversations “on the fly,” or at other mutually convenient times.

Collaborative Planning (continued) In order to initiate collaborative planning, the following form was developed to be used by CCPS Challenge teachers (or other resource teachers). This Collaboration Checklist can also be accessed under the Resource tab in the ELC.

Collaborative Planning (continued) Planning should reflect the lesson indicators for all students, as well as the extensions, assessments, and co-teaching duties. A two-page planbook form for use by both the classroom teacher and the Challenge teacher follows and can be accessed under the Resource tab in the ELC.

Collaborative Planning (continued) When planning collaboratively for differentiation, teachers should begin with the on-grade-level lesson and determine how the lesson will address the needs of advanced learners, as well as those needing other specialized instruction. This is the basis for a tiered lesson. A planning form for the tiered lesson follows and can be accessed in pdf form or as a document under the Resource tab in the ELC.

Collaborative Teaching

Cooperative Teaching Team Teaching involves the shared development of curricula or monitoring of student progress. -Sharing --equal responsibility for the instruction of shared students among instructors -Shadowing -- introduction of Challenge teacher in general education classroom -Combined or successive teaching -- involves the implementation of successive lessons by general and Challenge teachers

Cooperative Teaching (continued) Complementary Teaching involves the separate but integrated teaching of instructors from the general and Challenge staffs. Demonstration Teaching involves the presentation of student lessons demonstrative of differentiated education for gifted learners in the general education classroom.

Cooperative Teaching (continued) Supportive Learning Activities Parallel (class divided) student grouping supplemental learning activities Station Teaching interest centers enrichment centers individualized learning

Follow-Up Student Assessment Assessment of the Process

Student Assessment Student progress should be assessed on a continual basis, both formally and informally. Results of each assessment can be used as the basis for making instructional follow-up decisions.

Assessment of the Process An important aspect of follow-up is to reflect on the lesson, so that elements that were successful are repeated and those that were less successful can be modified. Think about the following elements: Roles of the teachers involved. Classroom management. Differentiation strategies used. Materials/resources used. Ideally, this reflection process should be done collaboratively with all of the teachers involved. A sample form for this process follows and can be found under the Resources tab in the ELC.

Working together is the key to providing services to gifted and talented students in the classroom.