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Session 4

Session 4. Collaboration. What Is Collaboration?. Collaboration refers to “ongoing participation of two or more individuals who are committed to working together to achieve common goals” (Walther-Thomas, Korinek, McLaughlin, & Williams, 2000, p. 5). What Is Collaboration?. Collaboration is

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Session 4

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  1. Session 4 Collaboration

  2. What Is Collaboration? • Collaboration refers to “ongoing participation of two or more individuals who are committed to working together to achieve common goals” (Walther-Thomas, Korinek, McLaughlin, & Williams, 2000, p. 5).

  3. What Is Collaboration? • Collaboration is • Based on parity • Mutual goals • Shared participation, decision making, and accountability • Shared resources and expertise • Emergent

  4. What Are The Collaborative Roles In Inclusive Schools? • Working in Teams • Inclusion support teams • Individual student needs teams • Teacher assistance teams • Working as a Co-Teacher • General and special educators working collaboratively to share responsibility for instructing a diverse group of students in a single classroom.

  5. What Are Guided, Step-By-Step Interventions And Practices? • Key Components of Effective Collaboration • Collaboration is a skill that should be a natural part of teachers’ repertoire. Key components include: • Prepare for collaboration • Define roles • Achieve role parity • Address key considerations when collaborating • Evaluate the collaborative relationship frequently

  6. What Are Guided, Step-By-Step Interventions And Practices? • Communication Skills and Successful Collaboration • Communication is the most important skills for effective collaboration. Steps include: • Listen • Develop verbal communication skills • Address nonverbal communication

  7. What Are Guided, Step-By-Step Interventions And Practices? • Teacher Assistance Teams • provide assistance to other teachers. • Team members read the referral • The team meets with the teacher • The team brainstorms possible solutions • The referring teacher selects several solutions • The referring teacher selects a recommendation for classroom use • The team and the teacher discuss goals for determining success • The teacher provides feedback during follow-up

  8. What Are Guided, Step-By-Step Interventions And Practices? • Co-Teaching • Determine common goals • Discuss the strength both teachers bring to the classroom • Define roles and responsibilities for both co-teachers • Participate in professional development • Develop a plan for classroom management • Develop a master plan for instruction and a format for daily lessons • Create a common planning time for co-teachers

  9. What Are Guided, Step-By-Step Interventions And Practices? • Working with Paraprofessionals • Welcome and acknowledge the paraprofessional • Orient the paraprofessional to the school • Provide training related to assigned activities • Plan a schedule with the paraprofessional • Communicate effectively with the paraprofessional • Supervise the paraprofessional appropriately

  10. What Are Guided, Step-By-Step Interventions And Practices? • Working with Families • Get to know parents as individuals • Try to understand, respect, and take into account the parent’s perspective • Determine the types of involvement that will work for particular parents • Design, implement, and evaluate collaboratively with parents

  11. Response-to-Intervention Plans • Structured interventions used with students before eligibility for special education is determined. The purpose is: • To determine if a struggling student might be able to improve performance if provided more concentrated instruction. • To provide an alternative means of documenting whether a student really needs special education instead of, or in addition to, formal tests.

  12. Individualized Education Programs • Lists the educational goals for students with special need, the special education and related services the student is to receive, the educational placement, and other important information. • A statement of: • The student’s present level of performance. • Measurable annual goals.

  13. Individualized Education Programs • Continued… • Special education and related services and supplementary aids and services • the extent of participation in the general education classroom • Participation in state or district wide assessment • Projected dates for beginning/ending services • How progress will be measured

  14. Section 504 Plans • Developed for students considered a person with a disability under the Rehabilitation Act or ADA. • Ensures that schools respect the civil rights of students with disabilities who are entitled to an accommodation so they can participate in school.

  15. Effective Planning Strategies for IEPs • Contributing to IEPs • Recognize the importance of your role • Become familiar with the terms, forms, and procedures • Be prepared for the IEP meeting • Involve students in the IEP session • Leave with a clear understanding of your role and that of others • Respect confidentiality

  16. Planning Strategies for 504 Plans? • Procedures for Developing a 504 Plan • Identify the student who may require a 504 Plan • Identify the 504 Plan Coordinator • Participate on a 504 planning committee • Develop the 504 plan • Inform key persons of the content of the plan • Set a review date, review and revise the plan if needed

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