Iowa’s Consultative Model for Collaborative Service Provision

Iowa’s Consultative Model for Collaborative Service Provision Iowa Department of Education 2006

Welcome A.M. Session 9 to 11:30 P.M. Session 1 to 3:30 Iowa Department of Education 2006

Chuck Solheim Jan Collinson Cyndy Behrer Kathy Gillum Tete Long Linda Mannhardt Tom Meyer Roger Roskens Cindy Vandewalle Stacie Giesecke Stephanie Weiner Judy Gipson Georgie Koenig Task Force Members Iowa Department of Education 2006

Today’s Presenters • Jan Collinson • Stacie Giesecke • Georgie Koenig • Chuck Solheim • Dave Quinn Iowa Department of Education 2006

Workshop Objectives • Review impetus for approaching the education of all students collaboratively • Define/understand vocabulary related to Iowa’s Consultative model • Explore a variety of methods to co-teach • Examine the concept of collaborative consultation • Define roles and responsibilities of general educators, special educators, and administrators • Discuss issues in planning for implementation • Identify needs and next steps Iowa Department of Education 2006

Explanation of Collaborative Teaching Initiative • Expectations • Iowa Teaching Standards • Dates & Times of Future Sessions • Cost • Credit Options Iowa Department of Education 2006

Facilitator Role • Work with CSIN to supply baseline data and follow-up data to group • Participate in training workshops either present or facilitate • Assist districts in the roll out of the initiative back in the buildings • Analyze data collected by building training teams • Work with the State Department of Education Iowa Department of Education 2006

Teacher Participant Role (Train-the-Trainer) • Participate in all training sessions • Return to building and train other collaborative teams • Provide feedback to the facilitator group • Become a collaborative teaching partner with someone in the building • Collect building level data and give to the facilitator group Iowa Department of Education 2006

LEA Lead Person • Facilitate communication between building team and the facilitator group • Organize building team • Collect team data and turn into facilitator group Iowa Department of Education 2006

AEA Coach Role • Attend and participate in all training sessions • Attend sessions on coaching skills needed to support building • Observe collaborative partners and assist them with reflective feedback Iowa Department of Education 2006

Administrator Role • Participate in training • Participate in coaching training • IPI training – Oct. 19 or Oct. 20 • Support initiative in any or all ways possible: modeling, problem solving, connecting with resources, attending team meetings, etc… Iowa Department of Education 2006

Iowa Teaching Standards • Standard 1 • Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. Easier to assess in order to make critical instructional decisions Support in implementing strategies in order to meet student, building and district goals Easier to differentiate instruction Model healthy learning environment through modeling of parity Working collaboratively creates a school culture of improved student learning Iowa Department of Education 2006

Iowa Teaching Standards • Standard 2 • Demonstrates competence in content knowledge appropriate to the teaching position. General educator bringing content knowledge and what is typical Special educator bringing strategic knowledge and what is individual (personal knowledge) Iowa Department of Education 2006

Iowa Teaching Standards • Standard 3 • Demonstrates competence in planning and preparing for instruction. Two teachers better able to plan and know students personally in order to better meet student needs and interests Using available resources to maximum benefit (including technology) Iowa Department of Education 2006

Iowa Teaching Standards • Standard 4 • Uses strategies to deliver instruction that meets the multiple learning needs of students. Strong marriage between instructional strategies and content Able to adapt instruction to meet learner needs and styles Increased engagement Iowa Department of Education 2006

Iowa Teaching Standards • Standard 5 • Uses a variety of methods to monitor student learning. Increased use of multiple assessments to guide planning and instruction Collaboratively work to analysis student work Able to clearly articulate students progress in relation to assessment criteria and standards Iowa Department of Education 2006

Iowa Teaching Standards • Standard 6 • Demonstrates competence in classroom management. Using the various co-teaching approaches creating a learning community Behavior standards High expectations Pacing Create a safe & purposeful learning community Iowa Department of Education 2006

Iowa Teaching Standards • Standard 7 • Engages in professional growth Participating in the Collaborative Teaching Initiative Collaborating with co-teacher Applying knowledge back in building through train-the-trainer & applying knowledge in classroom Iowa Department of Education 2006

Iowa Teaching Standards • Standard 8 • Fulfills professional responsibilities established by the school district. Access to curriculum meets NCLB & IDEA Adequate Yearly Progress Highly Qualified Teacher Iowa Department of Education 2006

Framework • May 16: The Four Knows • June 15: Strategies & Planning • June 16: Strategies & Planning • August: In House Session with Coach & Facilitator • October 25: Critical Issues • January 25: Reflecting, Evaluating, and Making Adjustments Iowa Department of Education 2006

Cost • Books $37+$22 = $59.00 $79 • Materials $20.00 $42 • Refreshments $ 7.00 $86/$49 • Relicensure Credit $16.00 • Graduate Credit $140.00 Iowa Department of Education 2006

Credit Options • Syllabus for Train-the-Trainer Group • 2 Drake Graduate Credits • 2 Relicensure Credits • Syllabus for buildings • 1 Drake Graduate Credit • 1 Relicensure Credit Iowa Department of Education 2006

Why This, Why Now? • Subject matter expertise • Success in general education settings • Law Iowa Department of Education 2006

Rationale for Highly Qualified Teacher Initiative Highly Qualified Teacher Requirements Licensure Requirements Least Restrictive Environment Instructional Decision Making Iowa Department of Education 2006

Key Assumption – Supported by Research • Students with disabilities, like all other students, will learn at higher levels if they receive instruction from teachers who have high levels of subject matter competence Iowa Department of Education 2006

Highly Qualified Teacher Requirements • A result of the merger of IDEA and NCLB • Refers to subject matter competency • Is not the same as highly skilled…special education teachers could be very highly skilled but not highly qualified in a content area • Special education teachers who teach content areas must have subject matter competency in addition to their special education skills Iowa Department of Education 2006

Accountability • School districts are required to report in a School Report Card (APR) provided to the community, AEA and DE, the percent of classes taught by highly qualified teachers • Districts must “take measurable steps to recruit, hire, train and retain highly qualified personnel…” • District plan likely to be required Iowa Department of Education 2006

Highly Qualified Teacher Requirements in Iowa • Elementary Special Education Teachers • Vast majority have special education and general education licenses which meet the Highly Qualified Teacher Requirements • Middle and High School Teachers • Must have special education license and • be endorsed in the content area or • service may be provided through the consultative model which includes • collaborative teaching and “reverse consultation” • Some flexibility exists for middle school teachers Iowa Department of Education 2006

Content Core Areas • English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history and geography • Arts are not yet defined • Is not practical or even possible for special education teachers to be endorsed in multiple core content areas Iowa Department of Education 2006

Reverse Consultation • General education content teacher consults with special education teacher who instructs students in the content area • 15% - 20% of students who receive special education • Is Iowa’s response to “Alternate Assessment II” Iowa Department of Education 2006

Potential Least Restrictive Environment Problems with Reverse Consultation • DE is issuing AEA and District Reports related to performance indicators contained in the IDEA • Two of the indicators are specific to the amount of time students with disabilities are in general education • Mississippi Bend AEA and some districts have students with disabilities removed for relatively large amounts of time • The result is likely to be a required corrective action plan in which the only practical solution is collaborative teaching Iowa Department of Education 2006

Instructional Decision Making • Key characteristics of Instructional Decision Making • Core curriculum • Screening, formative and diagnostic assessments • Core instruction, supplemental instruction and intensive instruction • Collaborative Teaching can make core, supplemental and intensive instruction more possible in the general education setting Iowa Department of Education 2006

In Conclusion, Why Collaborative Teaching? • Best addresses Highly Qualified Teacher requirements for middle and high school special education teachers • Results in students being taught by teachers with content expertise • Increases the capacity of the general education setting to be successful for more students • Increases the amount of time students with disabilities can be appropriately taught in the general education setting (LRE) • Is consistent with and enhances the implementation of Instructional Decision Making Iowa Department of Education 2006

Council for Exceptional Children July 2002 Because of the significant role that content specific subject matter knowledge plays at the secondary level, special education teachers should routinely teach secondary level academic subject matter content classes in consultation or collaboration with one or more general education teachers appropriately licensed in the respective content area. Iowa Department of Education 2006

Keys to Successful Teachingreflect combined expertise of core content endorsed teachers and special education teachers • Subject matter knowledge • Expertise in curriculum • Instructional strategies for diverse students • Assessment • Collaboration • Technology • Reflection Iowa Department of Education 2006

Success in General Education Settings In the school year 2000-2001, the categories of students that did not include cognitive impairments totaled 86.5% of children eligible for special education under IDEA. U.S. Department of Education, 2002 as quoted in Wright's Law: Children with Disabilities Under No Child Left Behind: Myths and Realities – a Position Paper from NAPAS Iowa Department of Education 2006

Success in General Education Settings A 1994 review of three meta-analyses concerned with the most effective settings for educating students with special needs concluded that regardless of the type of disability or grade level of the student, “special needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings” (Baker, Wang, & Walberg 1994, P. 34) Iowa Department of Education 2006

Highly Qualified does not equal highly skilled Iowa Department of Education 2006

“It does indeed take an entire village to educate a child, but we must first reconstruct the village.” Gwendolyn Webb-Johnson Iowa Department of Education 2006

“If you find yourself collaborating by yourself, seek professional help.” Marilyn Friend Iowa Department of Education 2006

Iowa’s Consultative Model Co-teaching Collaborative Consultation Effective Instruction Effective Behavior Supports Iowa Department of Education 2006

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. DuFour, DuFour, and Eaker Iowa Department of Education 2006

Collaboration as a Tool Collaboration – is a style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal Marilyn Friend Iowa Department of Education 2006

Bridge Builders • Supportive beliefs and values • Mutual trust • Mutual respect • Establishment of a sense of community Iowa Department of Education 2006

Why engage in collective effort rather than an individual one, even when you wonder, “What’s in it for me?” Self- interest is isolating. When you work in collaboration, you’re responsible to each other, and therefore much less likely to shirk your responsibilities or cheat your partner. Team work is not only performance-enhancing, it’s comforting. Iowa Department of Education 2006

You are never alone, and whether you have a six-mile climb up an alp and a cadre of attackers behind you, or a round of chemo in front of you, that’s extremely reassuring. Lance Armstrong Iowa Department of Education 2006

Specially Designed Instruction Instruction that is designed to meet the unique needs that result from an individual’s disability “ It is the student who needs specially designed instruction who is pulling the special education and general education teacher together.” Iowa Department of Education 2006

Co-teaching • Students are considered a blended single group • Professionals actively deliver instruction in a shared physical space • Both are engaged in planning, implementing, and evaluating instruction • Each must make a valued contribution Iowa Department of Education 2006

Co-Teaching as an Option Mutual ownership Specific content instruction Pooled resources Joint accountability Iowa Department of Education 2006

Co-Teaching is NOT… • Having one person act as a tutor • Having one person in charge of everything • One person teaching while another stands by or does errands • One person following a group of students from one teacher to another • A cure for poorly performing teachers • A Punishment • For all teachers Iowa Department of Education 2006

Iowa’s Consultative Model for Collaborative Service Provision