Creating Collaborative Communities Presented and adapted by: Fleming MS Team Emily Kuwahara, LRE Specialists Jean Lee, Program Specialists Support Unit South Created by: Susan Tandberg, Coordinator, Transition Instructional Initiatives Sharyn Miller, Administrator

Why do we need to go somewhere else? NCLB –High School Graduation –Proficiency rates IDEA –Participation in rigorous general education curriculum –Participation in age/grade appropriate classrooms Research –Dropout rate –Expectations Data –Proficiency –Local Data-Grades, attendance, suspensions and expulsions

Where are we going? Increase student proficiency on statewide assessment Increase the number of students who receive diplomas or successfully complete schooling Reduce suspensions and expulsions

Where are we going? Increase integration opportunities for students with disabilities Increase in qualified providers Behavioral interventions, strategies, and supports

Current Practice vs. Collaborative Services Learning Center Separate academic classes Use of alternate, separate, or parallel curriculum Disjointed services General education classes supported by special education Use of rigorous grade/age appropriate standards-based curriculum with accommodations or modifications Ongoing collaboration through co-teaching and collaborative consultation

Big Changes: Before General Resource Special Education Specialist Day Program Program Least to most restrictive continuum:

Big Changes: Now Base Instruction Extended Instruction Intensive Instruction SUPPORT

Successful collaborative communities require the combination of critical key components to meet the varied needs of students. Services for students with disabilities are provided in a comprehensive, connected fashion integrating the need for intensive instruction with the need for learning strategies providing access across the curriculum. Co-Planning Co-teaching Collaborative Consultation What does it look like?

Collaborative Consultation Teacher to teacher –Co-planning for instruction –Accommodation development Teacher to student –Ongoing progress monitoring –differentiate instruction Purpose

The Four “Knows” of Collaborative Teaching by Elizabeth B. Keefe, Veronica Moore, Frances Duff Know Yourself Know Your Teaching Partner Know Your Students Know your Stuff

Co-teaching Teacher to teacher –Model diverse teaching –Teach strategies to entire class – Model accommodations and modifications –Acquire content knowledge Teacher to student –Generalize skills taught –Apply accommodations and modifications –Provide on the spot adjustments Purpose

Co-teaching: Definition Two or more professionals jointly deliver substantive instruction to a diverse, or blended group to students in a single physical space.

Co-Teaching Approaches One teaching, one observing One teaching, one drifting Station teaching Alternative teaching Parallel teaching Team teaching

One Teaching, One Observing One delivers specific instruction One observes single or small groups of students Requires little joint planning

One Teaching, One Drifting One provides direct instruction One supports the classroom –Requires little joint planning –Must reverse roles to maintain parity

Station Teaching Both teachers actively involved Division of instructional content Each plans for instruction and delivers instruction Students rotate groups

Parallel Teaching Joint planning Delivery of instruction to heterogeneous group ½ of students Same instruction

Alternative Teaching Small group instruction within the classroom to provide intensive instruction to a selected students based on assessment

Vision is the capacity to create and communicate a view of a desired state of affairs that induces commitment among those working in the organization. Thomas Sergiovani

Change is an inevitable journey. All things are constantly changing, transforming, becoming something different. Guiding change so that it is successful is what leadership is all about. Indeed, the measure of a leader may well be her or his capacity to understand and deal successfully with change  to stimulate it, shape it, guide it, manage it, and keep it going in the right direction. California School Leadership Academy