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Chapter 5 Provide Support and Collaborate

Chapter 5 Provide Support and Collaborate. Get Help and Build a School Community. Co-teaching in a Middle and an Elementary School: A Study in Contrasts. Montclair Middle School Special education student at the back of the class with a paraprofessional, isolated

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Chapter 5 Provide Support and Collaborate

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  1. Chapter 5 Provide Support and Collaborate Get Help and Build a School Community

  2. Co-teaching in a Middle and an Elementary School: A Study in Contrasts • Montclair Middle School • Special education student at the back of the class with a paraprofessional, isolated • General education teacher asked the special education teacher to help her design inclusive multilevel lessons • Authentic lessons and adaptations helped the student become a full part of the class • The general education teacher took responsibility for all students in her class

  3. Co-teaching in a Middle and an Elementary School: A Study in Contrasts • Eubanks Elementary School • Student with a disability sits off to the side and does separate work • Ability groups are used with students who function high and low together • Re-creation of segregation in the general education classroom

  4. Sights to See Talking Co-Teaching www.youtube.com/watch?v=_BKCur0DvRo

  5. COMMON MISTAKES TO AVOID Clustering students with special needs in one classroom Assigning students based on ‘mental age’ Segregating students in the general education classroom Your kids and my kids ‘Dumping’- providing support & increasing competence Separating IEP goals and the general curriculum

  6. Principles of Support in an Inclusive School • Inclusive. Students are grouped heterogeneously, pull-out services are minimized, and segregation is not re-created in the general education classroom. • Building community and behavioral challenges. Teachers are assisted in building a classroom community where children help one another. • Multi-level, authentic instruction. Help design and implement multi-level, authentic, challenging, scaffolded instruction. • Adaptations. Assist teachers in designing and using needed instructional adaptations. • Child services coordination. Support staff coordinate services across multiple classes and professionals. • Teacher support coordination. Services in a teacher’s room are coordinated. • Professional growth. Opportunities for collaborative growth • Emotional support. Forums for emotional support, and sharing. • Teacher empowerment Support staff seek to empower rather than displace teachers in working with special students.

  7. Traditional Service Models • for Students with Special Needs • Separate Classes • Self-contained special education classes • Resource rooms • Separate Schools

  8. Support Personnel • Some people who can help . . . • Support teachers -- Special education teacher, Title I, Bilingual, Gifted, Teacher Consultant. • Related services specialists -- PT, OT, Speech therapist. • Other school professionals -- Counselor, Social Worker, Psychologist, Media Specialist, School Nurse. • Paraprofessionals -- class, individual students. • Children helping children.

  9. Interactions of Support, Teaching, and Student Success

  10. Inclusive School-wide Models of Support Models of Student Placement and Support • Include Some, Segregate Some • Include All - Clustered Class Placement and Ability Grouping • Include All - Heterogeneous Class Placement and Heterogeneous Groups in Classes

  11. HETEROGENEOUS CLASS PLACEMENT Planning Chart

  12. Inclusive Grouping Away from PLACEMENT THAT CLUSTERS children & support staff -- learning disabled, gifted, bilingual. IN CLASS ABILITY GROUPING Towards HETEROGENEOUS PLACMENT -- balance of ability, race, social needs. Support staff work schedule around. MULTI-AGE-- real multi-age by definition involved heterogeneous, multi-level instruction. IN CLASS MULTI-ABILITY GROUPING Cooperative groups Pairs Flexible groupings with constantly shifting membership Choices, interests as organizers

  13. Inclusive Grouping • Students Helping Students: The Power of Peers • Multiage Teaching • Looping • School within a School

  14. An Inclusive Continuum of Services: • From Place to Process Traditional Couples intensity of service with location. • General education classroom • Resource room • Special education classroom • Special school • Home-bound • Hospital / institution Inclusive Intensity of service independent of location • Consultation with general education teacher. • Collaborative teaching with special education teacher or other specialist • Full-time paraprofessional • Circle of support • Above plus other family services.

  15. CHAMPIONS OF INCLUSION COMMUNICATE enthusiasm and act comfortably around students with disabilities • Champions of inclusion are: • the classmates who nonchalantly pass a tissue to Keith (who has Cerebral Palsy) so that he can wipe off the drool that sometimes emerges while he is talking • the parent leader who welcomes new parents and tells them how wonderful it has been for her daughter who does not have a disability to learn in an inclusive school • the history teacher who talks privately with John (who has significant dyslexia) and assures him that his test grade will not be affected by spelling • the custodian who asks Charlene (who is deaf) to teach him how to sign, “have a good day;”

  16. Collaborative Teaming for SupportMethods of Organizing GRADE LEVEL • Teachers & support personnel in a particular grade • 3rd grade team • 5th grade team • Used most often in elementary school SCHOOLS WITHIN SCHOOLS • Teachers & support personnel follow students from grade to grade • Within grades may organize by subject as well CONTENT/SUBJECT • Teachers & support personnel in particular subjects work together • Language arts team • Math & science team ALLOCATION OF TIME/RESOURCES • Natural proportions principle • Clustering

  17. Using Collaborative Teaming to Provide Support Gathering the School Community • Collaborative Teacher Teams • School Support Team - child study teams • Individual Student Teams • Volunteer Support • Community Agency Collaboration • Counselors, Social Workers, and Psychologists • Media Specialists • Learning Support Centers • Co-teaching • Teacher consultants

  18. School Support Team • Collaborative consultation • Routine meetings for planning • Coordinating support staff among teachers • Crisis team support

  19. Co - Teaching Three Approaches • Inclusive Multilevel Teaching • Differentiated and Adapted Instruction for Individual Students • Support Needs of Teachers

  20. Methods of Organizing Co-Teaching • Team Teaching • In-Class Collaborative Teaching by Support Teachers • In-Class Collaborative Teaching by Related Services Specialists  • In-Class Team Instruction • In-Class Support by Paraprofessionals • Consultation - Teacher Consultant       

  21. Inclusive Approachesto Related Services DIRECT SERVICES • Small group -- activity that promotes needs work with students with special needs • Individual -- facilitate participation, in natural setting -- class, gym, etc. INDIRECT SERVICES • Consultation-- helps other staff carry out activities helpful to student development • Monitoring--tracks status of child in collaboration with other staff.

  22. PARAPROFESSIONALS • Lead small group instruction. • Provide assistance for personal care and other physical needs. • Assist students in completing directions given by the teacher (all students, not just a student with special needs). • Facilitate interactions with students. • Adapt lessons under the teacher’s guidance. • Implement other needed tasks. AT BEST A partnership Working with all students Not 1-1 or ‘hovering’

  23. Considerations for Success • Keeping children first • Power - share it! • Philosophy  • Balancing and sharing competence • Beyond disciplinary territory

  24. Co-Teaching Strategies Support Teacher Roles • Designing curriculum, instruction, physical layout, and resources for students with diverse abilities • Team teaching • Building a community of learners • Developing needed adaptations • Addressing behavioral challenges, physical and sensory needs, communication, and assistive technology • Asssessing and Evaluating students

  25. Co-Teaching Strategies Organizing the Work • One Teach, One Observe • One Teach, One Drift • Station Teaching • Parallel Teaching • Alternate Teaching

  26. Co-Teaching Strategies Another Approach to Organizing the Work • Supportive teaching • Parallel teaching • Complementary teaching • Team teaching

  27. Co-Teaching Strategies TEACHING VS. HELPING

  28. Journey Into the Classroom Two Co-Teaching Relationships Sarah co-teaching 4th grade • Fluid, connected working relationship • Plan once a week • Co-teaches one hour a day in writing and science • Typically one teacher provides directions while the other is helping • They both work with small groups • Once a month they meet about one specific child Burnadette co-teaching 6th grade • Works with a team of 4 teachers • Supports all students in the class • Organizes materials and study guides for identified students • Creates powerpoint to help students grasp key concepts • Students get help on work they have not completed

  29. Possible Issues in Collaborative Teaching

  30. COLLABORATION SUCCESS FACTORS • Based on voluntary relationships. • Involves a mutual goal. • Each person is equally valued. • Each has equal decision-making power. • Responsibilities, accountability, and resources are shared. BARRIERS • Insufficient time for planning • Lack of administrative support • Scheduling problems • Personal misunderstandings • Role confusion • Power struggles and hidden agendas

  31. Co-TeachingDo’s and Don’ts DO . . . • Consider students with special needs as full members of your class. • Work with your co-teacher as a real partner. • Share responsibility for all students in the class. • Students with special needs are part of all aspects of the class so outsiders cannot identify the ‘special kids’. • Work together to design teaching at multiple levels DON’T. . . • Cluster all the students with disabilities in one place in the room. • Have the co-teacher act as a teacher helper. • Enclose an “included” student within a wall of file cabinets. • Insure that the co-teacher works only with students with disabilities. • Have the co-teacher sit beside the student in the back of the room. • Don’t ask advice on how to teach differently for all students.

  32. Finding Time to Plan • Weekly all staff planning times • Blocked scheduling of art, gym, music • Beginning or end of day meetings with specialist team (PE and art do special class) • Support for conferences and learning opportunities

  33. Bumps In the Road Getting Around Barriers To Co-Teaching

  34. Back Pack Power of 2 and Paraprofessionals Power of 2 www.powerof2.org/ Project Evolve www.uvm.edu/~cdci/paraprep/

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