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

Iowa Department of Education 2006

Iowa’s Consultative Model for

Collaborative Service Provision


Welcome

A.M. Session 9 to 11:30

P.M. Session 1 to 3:30


Task Force Members

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


Today’s Presenters

Jan Collinson Stacie Giesecke Georgie Koenig Chuck Solheim Dave Quinn


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


Explanation of Collaborative Teaching Initiative

Expectations Iowa Teaching Standards Dates & Times of Future Sessions Cost Credit Options


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


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


LEA Lead Person

Facilitate communication between building team and the facilitator group

Organize building team Collect team data and turn into facilitator

group


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


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 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 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)



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)



Standard 4 Uses strategies to deliver instruction that

meets the multiple learning needs of students.

Strong marriage between instructional strategies and contentAble to adapt instruction to meet learner needs and stylesIncreased engagement



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



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



Standard 7 Engages in professional growth

Participating in the Collaborative Teaching InitiativeCollaborating with co-teacherApplying knowledge back in building through train-the-trainer & applying knowledge in classroom



Standard 8 Fulfills professional responsibilities

established by the school district.

Access to curriculum meets NCLB & IDEA

Adequate Yearly Progress

Highly Qualified Teacher


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


Cost Books $37+$22 = $59.00 $79 Materials $20.00 $42 Refreshments $ 7.00 $86/$49 Relicensure Credit $16.00 Graduate Credit $140.00


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


Why This, Why Now?

• Subject matter expertise

• Success in general education settings

• Law


Rationale for Highly Qualified Teacher Initiative

Highly Qualified Teacher RequirementsLicensure RequirementsLeast Restrictive EnvironmentInstructional Decision Making


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


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


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


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


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


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”


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


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


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


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.


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


Success in General Education SettingsIn 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


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)


Highly Qualified does not equal highly skilled


“It does indeed take an entire village to educate a child, but we must first reconstruct the village.”

Gwendolyn Webb-Johnson


“If you find yourself collaborating by yourself, seek professional help.”

Marilyn Friend


Iowa’s Consultative Model

Effective Instruction

Effective Behavior Supports

Co-teaching Collaborative Consultation


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


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


Bridge Builders

Supportive beliefs and values

Mutual trust

Mutual respect

Establishment of a sense of community


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.


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


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.”


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


Co-Teaching as an Option

Mutual ownership

Joint accountability

Pooled resources

Specific content instruction


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


Missing Elements Activity Teachers have co-equal statusCommitment towards common goalShared planningShared delivery of instruction in same spaceShared evaluation


Benefits of Co-teaching

• Student benefits

• Teacher benefits


Benefits to Students

• Collaborative modeling for present & future

• Less wait time/more teacher attention

• Improved academic & social skills for ALL

• Improved self-concept of struggling students

• Increased flexibility in grouping/scheduling


Benefits to Teachers

• Ability to use different researched-based teaching strategies more effectively

• Professional growth• Greater feelings of empowerment &

belonging• Creation of novel solutions to issues• Greater job satisfaction


Teacher Quotes

• “Having a co-teacher who does not have in depth knowledge about the subject can be an advantage. She or he can model how to check for understanding and ask higher-level questions that all students today should be asking”

• “Teachers working cooperatively is and important learning experience,especially for students who have no examples at home of how people cooperate,communicate, problem solve

and handle conflict.” • “We move from a mindset of how do we fix the student so

that s?he will fit in this class to how do we fix (adapt) the class so that all students can experience high levels of success”


Advantages of Collaborative Teams

•Gains in student achievement

•Higher quality solutions to problems

•Increased confidence among all staff

•Teachers support each other’s strengths and accommodate weaknesses

•More support for new teachers

•Expanded pool of ideas, materials,methods

Judith Warren Little


“Failing to Plan is a Plan to Fail”


Key Components of Co-Teaching to consider BEFORE beginning

1. Philosophical Basis2. Individual Prerequisites3. Administrative Responsibilities4. Professional Relationship5. Classroom Dynamics6. Co-Teaching Concerns


1. A Philosophical Basis

Examples of Co-Teaching Beliefs• Ideas about student behavior• Expectations for attendance• Appropriate discipline• Routines• Parity • Rules and consequences• Homework• Noise/activity• Grading


2. Individual Prerequisites Highly Qualified Teacher Roles

Core Content TeacherContent ExpertAssigns grade/teacher of recordAssures progress in courseCertifies student has met course requirements

Special Education Teacher

Strategy expert

Ensures student makes progress toward IEP goals

Ensures student receives IEP services

Ensures appropriate accommodations


2. Individual Prerequisites-Areas of Expertise

General EducatorsContent

Classroom management

Typical behaviors

Master of pacing

Special EducatorsProcess

Know kids one at a time

Modifications/adaptations

IEP Paperwork


3. The Professional RelationshipSelect how you will work together

Value each person’s contribution

Determine a mutual goal/problem

Share responsibility for key decisions

Share accountability for outcomes

Share resources

Share planning, implementing and evaluating


Administrative Responsibilities

Support the implementation in any way possible/Make expectations clear

Assist in finding solutions to individual and system issues

Create the schedule and assign partners and classes

Provide feedback and evaluation


4. Classroom Dynamics

• Planning• Classroom roles and responsibilities during

instruction

• Interactions between co-teachers and students

• Monitoring all students’ progress


Finding Time to Plan• Use other adults to cover classes• Find funds for subs• Find volunteer subs or use paraprofessionals• Begin class with independent work time• Use videos or other programs• Use part of professional development time• Schedule late arrival/early dismissal• Stay late after school• Treat collaboration as a committee

responsibility• Reserve time in daily schedule


Types of Planning

• Macro planning time

• Micro planning time


Elements of Planning

• Phase 1: Curriculum Outline

• Phase 2: Instructional Delivery

• Phase 3: Individual Adjustments

– Macro planning time

– Micro planning time


Structures for Success

• Workable schedule

• Explicit planning time-(macro and micro) for each pair

• Schedule for building level training

• Regular meeting times for co-teachers to create solutions for issues & for support

• Agreements about roles & responsibilities


Additional Resources

Blog Purpose

http://www.aea9.k12.ia.us/bblog/ April 10th Kick Off

6 articles Today’s handouts


Complimentary Training

Differentiated Instruction October 24 February 15

Learning Disabilities Association of Iowa October 22, 23, and 24 Co-Teaching/Collaboration

Presented by Marilyn Friend Classroom Accommodations/Differentiated

Instruction Presented by Judy Wood


Wrap Up

Complete building contact person form Complete session evaluation, including

questions on the back Leave contact form and evaluations on your

table An email will be sent to the contact person &

teams need to respond positively or negatively by Friday, April 28th

Thank you for attending

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

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