COLLABORATIVE TEACHING WORKING TOGETHER

1. COLLABORATIVE TEACHING WORKING TOGETHER Presented by The SUNS Center Kathy Kilgore and Judy Gahr

2. Welcome! Let’s Get to Know Each Other

3. Find Someone Who… • Remove the ‘Find Someone Who…’ sheet from the your packet. • When the music begins, stand up and move around the room. • When the music stops, find a partner and ask him/her to respond to one of the statements in the boxes. • Each partner should respond to only ONE statement on each other’s paper and write the response and the name of the partner. • When the music begins again, move around the room repeating the steps. • After the last box is complete, please sit down.

4. FIND-SOMEONE-WHO Talk/Share! Stand Up! Walk Around! Talk/Share! Favorite place – real or imaginary! (Write down 1 of your partner’s answers and his/her name.) Something you love to eat! (Write down 1 of your partner’s answers and his/her name.) Wish for the future! (etc…) Something you love to do with free time! (etc…)

5. Objectives • Determine which collaborative teaching models to use. • Develop a system to identify student support needs. • Outline a process to assign supports to students in inclusive settings. • Identify effective scheduling procedures for including students with disabilities in general education settings. • Understand why collaboration is critical to inclusive practices. • Identify ways to work more effectively with different types of individuals.

6. Goals • To highlight possible ways of identifying student support needs and how to schedule students for maximum support. • To explore various ways instructional teams can secure planning time. • To provide teams an opportunity to identify their strengths and interpersonal styles in order to maximize team efforts. SKILLS AND SUPPORTS

7. Non-Goals • To convince each participant to do it “our way”. • To make you believe in the effectiveness and benefits of inclusive practices. • To enter into Universe Questions discussions.

8. EXPECTATIONS • Be Considerate of Others • Turn off cell phones • Return from breaks on time • Be Respectful of Others • Only one speaker at a time • Listen to and support input from others • Be a Team Player • Participate in group activities • No “UNIVERSE” questions

9. Answer: By using flexible, collaborative, and student-centered service delivery models! Essential Question: How do we provide the supports necessary for our students to be successful in the general education classroom and curriculum?

10. Models of Support

11. Re-Thinking Service Delivery In-Class Supports (Supports to Students) Out-of-Class Supports (Supports to Gen. Ed.Teacher(s)) Specialized Placements Co-Teaching Accommodations RESOURCE OR Grade-level Teaming Consultation Self-Contained Paraeducator Teaming (consult only) Ratio: 1/3:2/3 Alternative Location General Education Classroom Adapted from: Stetson and Associates, Houston TX.

12. Service Delivery Models will be based on these Essential Questions: • What supports will students need? • When will they need them? • Where will supports be needed? • Who will provide supports? • How can we effectively meet the needs of all the students?

13. IDENTIFYING STUDENT SUPPORT NEEDS… WHAT DATA TO USE? • IEPs • REPORT CARD GRADES • LEAP SCORES • DIBELS/AIMSWEB • ABIT DATA • MATH PROBES • SSBD (for behavior) • OTHER?

14. Identifying Student Support Needs: 3 Levels • Level 1 Students: (Independent – Little or No Assistance needed; Paraeducator or Consultant Support) • Easily included, functioning close to grade level, class behaviors more or less in line with expectations. • Need some accommodations in specific subjects (or at specific times). Accommodations can be provided by general education teacher (or paraeducator). • Included in general ed. for all (or most) of the day. ( Old timers- Think of them as the old “mainstreamed” kids.)

15. Identifying Student Support Needs: 3 Levels • Level 2 Students: (Moderate Assistance; Paraeducator or Co-Teacher or Consultant Teacher Support or Special Ed. Teacher Instruction) • Need accommodations and modifications in gen. ed., but may need accommodations for the greater part of a class/classes. • Benefit from special ed. teacher providing direct, ongoing, and regularly scheduled support in the general education classroom. • May benefit from some pull-out (e.g., tutorial, remedial). • With appropriate supports in place, student can succeed in general ed.. Without supports, the student may experience success haphazardly, if any.

16. Identifying Student Support Needs: 3 Levels • Level 3 Students: (Maximum Assistance; Co-Teacher or Pull-Out for Special Ed. Instruction) • Need significant accommodations and modifications in gen. ed. for the majority, if not all, of the subjects. • Will need the support of an Inclusion Teacher in general education classes in order to experience success. • May need direct special education instruction for some subjects (e.g., Tutorial, SRA, Sp. Ed. subject/elective).

17. Some things to remember about levels of support. • Some students may need level 1 supports for one subject/class, but need level 3 supports for other subjects/classes. • Avoid grouping large numbers of students needing level 3 supports in the same general ed. class at the same time (unless this arrangement best meets needs of students). • Support needs of students may vary from semester to semester, or based on the skill taught. • Be flexible!

18. ON THE SPOT !

19. “Case Histories” Activity • Take out the Case Histories sheet from the table packet. • As a group, read each history and decide if the student needs level 1, 2, or 3, support. • On the ‘Individual Student Support Needs Worksheet”, write each student’s name and indicate if (s)he needs level 1, 2 or 3 supports.

20. Campus-Wide Approaches to Inclusive Education A master schedule that reflects appropriate support for students with disabilities requires collaborative planning and a systematic approach. It is a process unique to each and every school!

21. Elementary Scheduling Examples

22. One, two, three, four… • Determine the level of support and models needed for each student. (FORM #1) • Summarize models for each grade level . (FORM #2) • Summarize total models for school. (FORM #3) • Analyze teacher allocation for models. (FORM #4) • Complete master schedule, considering the above recommendations.

23. INCLUSIVE EDUCATIONAL PRACTICES INDIVIDUAL STUDENT SUPPORT NEEDS WORKSHEET GRADE Level: _____6_______ #1 Class/Subject Name Support Level Support Models: I = Independent – No Assistance P = Assistance – Paraeducator CT = Consultant Teacher SpEd = Sp.Ed. Class CO = Co-Teacher TS = Teaming Teacher Instructions: List all students in a grade level in the first column and indicate next to each name if the student needs 1, 2, or 3 level of support. List classes/subjects in the first row. Indicate the type of Support Model needed by each student, in each class/subject column, using the codes above.

24. INCLUSIVE EDUCATIONAL PRACTICES SUMMARY OF SUPPORTS NEEDED BY GRADE LEVEL AND CLASS/SUBJECT WORKSHEET GRADE LEVEL: _____6______ #2

25. # 3 Models of Support Summary Worksheet School Summary Models of Support Worksheet Elementary #3

26. #4 Sample Special Education Teacher Allocation Schedule

27. Secondary Scheduling Process

28. One, two, three, four… • Determine the level of support and models needed for each student. (FORM #1) • Summarize models for each grade level. (FORM #2) • Summarize total models for school. (FORM #3) • Analyze teacher allocation for models. (FORM #4) • Complete master schedule, considering the above recommendations.

29. Models of Support Worksheet Individual Student Support Needs Grade Level: 9 #1 #1 I = Independent – No Assistance SpEd = Special Ed Teacher CT = Consultant Teacher P = Paraeducator CO = Co-Teacher TS = Teaming Teacher

30. #2 Grade Level Summary Models of Support Worksheet 9 Total Students with IEPs in grade level: 6 Grade:

31. Models of Miami-Dade County Public Schools Office of Exceptional Student Education # 3 Models of Support Summary Worksheet School Summary Models of Support Worksheet Secondary #3

32. #4 Special Ed Teacher Course Schedule Plan Outline HIGH SCHOOL WITH BLOCK SCHEDULE 10 TEACHERS

33. Scheduling Considerations • Should Inclusion Support Teacher remain with class the entire period? • Should Inclusion Support Teacher remain with class the entire term? • What happens if student support needs change once master schedule is completed? • What happens if a co-teaching pair is not effective once the school year begins? (e.g., Their personalities and/or teaching styles do not compliment each other.)

34. Student Support Needs - Considerations • Is it better to group all lower performing students together in the same classroom or better to assign them to more than one general education class? • If there is only one Inclusion Support Teacher for a grade, but 8 students, is it better to put all 8 students in the same class, or divide them among two or more classes? • What happens when students’ support needs change once they have been assigned to classes?

35. Break Time! Be back in 10 minutes!

36. Now it’s your turn!

37. Which model is best? • Using the “Individual Student Support Needs Worksheet”, write the subjects in the first row. • Under each subject, and next to each student’s name, indicate if the student would be supported best in that subject by the Consultant Model (CT), the Teaming Model (TS), the Co-Teaching Model (CO), the Paraeducator Model (P), or in a Resource/Self-Contained Special Education Class (SP).

38. Review the Models and Process • Using the scheduling process we’ve reviewed, as a group ask the following questions: • Will this process work for your school? Why? Why not? • Will you need to revise the process and/or forms? • What will work better for your school?

39. Final Thoughts on Scheduling What are some issues or concerns you would like to share with the group that you noted during the scheduling activity?

40. Final Thoughts on Scheduling • Special Education is a service, not a place. • Special Education teachers provide non-categorical support (Teachers Without Borders). • Scheduling is based on student needs, not on teacher availability or preference. • Scheduling is never perfect! Adjustments will have to be made to the best plans. • Flexibility is key!

41. “Achieving real and lasting change requires that everyone in schools stops, thinks, and works together to make the kinds of changes that need to occur.” The National Institute on Urban School Improvement

42. COLLABORATIVE MODEL • 2 (or more) teachers who have different expertise, but are expected to contribute toward the shared process of instructing all students. Teachers partner to jointly design, plan, and implement lessons appropriate for all students. • “Whether students or teachers are identified as “general” or “special” education, the core principles of professionalism and of effective teaching are the same”. (from Elements of Successful Teaching: General & Special Education Students by B. Bateman)

43. COLLABORATIVE TEACHING • Special education services can be provided within the general education classroom because special education staff go where the student is. • Students do not miss classroom activities or content while being pulled out, but instead have extra assistance while they work on the same activities as other students in the room. • All students have access to another person: extra help, broader evaluative view, enhanced classroom management, differing instructional styles. • Team members have opportunity to learn from each other (i.e., excellent form of on-going staff development). (from Ideas for Inclusion: The School Administrator’s Guide by A. Beninghof & A. Singer)

44. GETTING TO KNOW EACH OTHER A LITTLE BETTER!!

45. What does Collaborative Teaching Look/Feel/Sound Like? • This chart is completed in table groups. The table group member with the most jewelry will be the reporter and the reporter will choose a recorder. • The team will brainstorm what collaborative teaching looks, feels, and sounds like in ONE word statements. • The recorder will record the words in pictures, symbols, (or words) on a piece of chart paper. • The table group will have ten minutes to complete this activity. • The reporter will share the results and post the chart paper on the wall.

46. What does Collaborative Teaching Look/Feel/Sound Like?

47. Have a Nice Lunch! 45 minutes

48. A WINNING TEAM… • Take out the “A Winning Team”. • As a team, discuss and complete each statement. • The Person with the most years of teaching will be the recorder. • The recorder records the team’s responses in each box. • Be prepared to share your responses with the entire group.

49. A WINNING TEAM…

50. ALL ABOUT ME! • Take out the “As a Partner or Team Member” sheet from your packet. You have 5 minutes to complete the sheet. • Then, Partner A shares with partner B and vice-versa. Each partner has 3 minutes to share their sheet. • Each partner should practice active listening by rephrasing what their partner said in each category. “What I hear you say is that the gifts you bring are…” • Continue the process until both partners have shared and listened actively in each of the 6 categories.