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 Differentiation Planning Strategies

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

9. Collaborative Teaching • A way to implement inclusive practices for students with unique needs in the classroom

10. “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. Legal Requirements

13. What does the law say? • NCLB • Close the Gap • Highly Qualified • IDEIA - 2004 • FAPE • LRE

14. 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 1:320, 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).

15. 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 1:280(56)

16. Role of the Special Ed Teacher • Teacher of the child or a teacher knowledgeable about the child’s suspected disability • Participates in the development of the IEP • Implements the IEP • Communicates Progress • Shares Accommodations/Modification

17. 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

18. 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)

19. Least Restrictive Environment The Continuum of Alternative Placements include: 707 KAR 1:350 Section 1 (2) • Instruction in Regular Classes • Special Classes • Special Schools; • Home Instruction; and • Instruction in hospitals and institutions L R E

20. 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 1:280(58)

21. 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 1:280 §1 (54) 34 CFR 300.28

22. Progress Monitoring The LEA shall ensure that: (a) The child’s 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 child’s IEP. 707 KAR 1:320 IEP Section 1 (6)

23. Fairness

24. CATS Performance of Sub-Groups Data Tracking Form for Students with Disabilities School: Mason Intermediate School Grade(s) 4-5 District: Mason County Data

25. CATS Performance of SubGroups Data Tracking Form for Students with Disabilities School: Mason County Middle School Grade(s) 7 – 8 District: Mason County

26. CATS Performance of SubGroups Data Tracking Form for Students with Disabilities School: Mason County High School Grade(s) 10 – 12 District: Mason County

27. CATS Performance of Sub-Groups Data Tracking Form for Students with Disabilities School: Grade(s) District: Meade County Middle School

28. 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 other’s 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

34. All Students are General Educationstudents first!!!

35. + -

36. Taking responsibility for all students Providing every child the support and services needed for success Visualizing every child’s 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 Collaborative Teaching ISIS NOT

37. 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 Collaborative Teaching ISIS NOT

38. 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 Collaborative Teaching ISIS NOT

39. 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 Collaborative Teaching ISIS NOT

40. Children in the Classroom are More Alike Than Different Activity

41. CHILDREN IN THE CLASSROOM ARE MORE ALIKE THAN DIFFERENT Typical Child Special Needs Child All Children Inclusive Classroom A-Z Teacher’s Publishing Company

42. What is my style and what is your style?

43. 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

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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