Iowa’s Consultative Model for Collaborative Service Provision

Iowa Department of Education 2006

Iowa’s Consultative Model for

Collaborative Service Provision


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, paraeducators and administrators

Discuss issues in planning for implementation

Identify needs and next steps


Why This, Why Now?

• Subject matter expertise

• Success in general education settings

• Law


Research on Subject Matter Expertise

# 1 recommendation: 1. Stronger disciplinary preparation that incorporates an understanding of a discipline’s core concepts, structure, and tools of inquiry as a foundation for subject matter pedagogy;

What Matters Most: Teaching For America’s Future, National Commission on Teaching and America’s Future, 1996


More Research

INTASC standards, based on extensive research, call for a “knowledge of subject matter and how to make it accessible to students.”

INTASC = Interstate New Teacher Assessment and Support Consortium


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

What Matters Most: Teaching For America’s Future, National Commissionon Teaching and America’s Future, 1996.


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)


Law

• Highly qualified in federal terms refers to subject matter competency

• Teachers can be highly skilled without meeting the federal highly qualified definition

• Special education teachers must demonstrate subject matter competency in addition to their skills in special education if they teach core content


Highly Qualified does not equal highly skilled


IDEA Requirements in Iowa

• Bachelor’s Degree in education

• Appropriate endorsements

• Class C endorsements

• Core content competency or use of consultative model


Accountability

• NCLB reporting requirements

• Schools must demonstrate “measurable steps”


Highly Qualified Elementary Teachers

• Elementary general education license with special education endorsement

• Elementary special education license


Highly Qualified Secondary Teachers

• Must have content endorsement to teach subject matter or provide services through “consultative” model

• Iowa Department of Education recommends consultative model


Legislated Core Content Areas

• English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography

• “Arts” is not yet defined


Teachers of students with the most significant disabilities

• Teachers who teach to alternate assessment standards are considered highly qualified if they hold a special education endorsement appropriate to the needs of their students


LRE and HQTRelated, but not the same

• Highly qualified is not about a setting or a place

• Distinction between LRE, inclusion, access to the general education curriculum, and “highly qualified”


Iowa License and HQTRelated, but not the same

• Distinction between Iowa licensure requirements and federal legislation on “highly qualified” teachers


“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


Benefits of Co-teaching

• Student benefits

• Teacher benefits


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


Key Components of Co-Teaching

1. A Philosophical Basis

2. Individual Prerequisites

3. The Professional Relationship

4. Classroom Dynamics

5. 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



• 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• 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


Planning for the lesson

• Identify the resources and talents of each

• Discuss the content areas

• Analyze student needs

• Decide how student outcomes will be assessed


4. Classroom Dynamics (continued)

• Planning

• Classroom roles and responsibilities during instruction




Selecting Co-Teaching Approaches

• One teach, one observe

• Station teaching

• Parallel teaching

• Alternative teaching

• Teaming

• One teach, one assist


Selecting an Approach for Co-Teaching

• Student characteristics and needs

• Teacher characteristics and needs

• Curriculum, including content and instructional strategies

• Pragmatic considerations


One teach, One observeVery purposeful — data gathering• Joint data analysis

When to use:• In new co-teaching situations• When questions arise about students• To check student progress• To compare target students to others in class


Station Teaching

• Content and students are divided• Instruction is repeated• 2 or more stations

When to use:• Content is complex but not hierarchical• In lessons in which part of planned

instruction is review• When several topics comprise instruction


Parallel Teaching

• Simultaneous instruction• Varied instructional approaches

When to use:• A lower adult-student ratio is needed• To foster student participation• For activities (drill/practice, re-teaching,

and test review)


Parallel Teaching Structures

• Split class

• Cooperative

• Lab

• Learning


Alternative Teaching• One teacher has large group• Other teacher has small flexible student groups• Important to vary the purpose of the group

When to use:• Pre-teaching, re-teaching• Enrichment is desired• Some students are working in a parallel curriculum• Extremely high levels of mastery are expected • Where mastery of concepts varies tremendously


Teaming• Referred to as tag-team teaching• Same content, same time

When to use:• When two heads are better than one• When material is complex• Teachers have a high sense of comfort• When instructional conversation is appropriate• The goal is to demonstrate interaction to students


Teaming Styles

• Tag team

• Speak and interject

• Speak and chart

• Perform and comment

• Duet


One teach, One assist• Unobtrusive assistance is provided• Potential for many negatives• NEVER the primary approach

When to use:• The lesson lends itself to delivery by one • A teacher has expertise for that lesson• In new co-teaching relationships• When students work needs close

monitoring


-Pick two approaches you might be willing to start with.

-Next identify what each person could be doing in this approach.


Alone we can do so little-

Together we can do so much.

Helen Keller


4. Classroom Dynamics Cont.

• Planning





Interactions between co-teachers and students

How does each co-teacher interact with each student? Consider discipline and other classroom management issues.

Do all students belong fully to both teachers while co-teaching? Why/Why not?



• Planning





Monitoring all students’ progressUse data to determine:

Flexible groups

Who needs reteaching/enrichment

If lesson enhancement is needed

If the lesson worked for all

Progress on IEP goals

The appropriateness of the service delivery approach


5. Concerns

Conflict management

Varying expectations for students may exist

Dealing with challenging and unproductive behaviors

Skill acquisition for teachers


Iowa’s Consultative Model

Effective Instruction

Effective Behavior Supports

Co-teaching Collaborative Consultation


Interaction in which school personnel confer, consult, and collaborate as a team to identify learning and behavioral needs

and to plan, implement, evaluate, and revise as needed the educational programs

that are expected to serve those needs.

Dettmer, Thurston, Dyck


Collaborative Consultation IS NOT:

• Counseling for the consultee(s)

• A resource teacher with more free time

• Supervisory or judgmental

• A money saving mechanism


Washington Administrative Video Clip


__________________________________________Co-teaching Both Collaboration


Collaborative Consultation as an Option

Mutual ownership

Joint accountability

Pooled resources

Specific content instruction


Benefits Fewer referrals for special education

Strategy expertise accessed by a broader range of students

Students have access to a broader range of general education classes

Sharing of knowledge increases the skills of all parties involved


Collaborative ConsultationKey Components

1. Individual prerequisites

2. The professional relationship

3. Planning, implementing and evaluating

4. Concerns


1. 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. The Professional RelationshipBoth/All• Open communication skills

• Positive interpersonal traits

• Focus on what is best for the student

• Compatibility of perspective on effective teaching

• Identification of needed supplemental materials

• Problem solving

• Ongoing assessment of student progress

• Collegial exchange of teaching strategies


2. Professional Relationship (continued)

Responsibility of general educator• Clearly defined content outcomes• Consistent behavioral expectations

Responsibility of special educator• Curriculum adaptation • Skills deficit remediation• Assessment modification• Effective behavior supports• Strategies instruction


Interpersonal Skills Activity


3. Planning, Implementing and Evaluating

• Planning

• Implementing

• Evaluating


Planning• Planning process

– Problem solving process

– Multidisciplinary team input

• Planning content around learning objectives– Accommodations/modifications

– Reteaching/preteaching

– Skills acquisition

– Strategy needs

• Planning actions– Division of tasks


Planning

• Macro

• Micro


BASE Planning

Building a Strong BASE of Support for All Students Through Coplanning

Hawbaker, Balong, Buckalter, Runyon

access online at:

http://journals.cec.sped.org/EC/Archive_Articles/

VOL.33NO.4MARAPR2001_TEC_Article4.pdf


ImplementingAs a result of planning:• Core Content Teacher

Implements accommodations/modifications in classroomCompletes behavior checklist or progress reportMay provide specially designed instruction

• Special Education TeacherDevelops/provides general educator with accommodations

and/or modifications Provides strategy instruction to studentsProvides specially designed instruction to students


Evaluating

• On-going progress monitoring or assessment in all settings

• Monitoring amount of time in each environment

• Determine the appropriateness of the service delivery approach

• Celebrate success


Activity

• Brainstorm activities for consultation:– Planning– Implementing– Evaluating


4. Concerns

• Requires effective consultation skills

• Special education teacher may not be perceived as an equal educator

• Numerous content areas and personalities

• Movement in and out during class time

• Requires thoughtful advance lesson planning and sharing


Top 10Top 10

10.10. Listen to your collaborative partner(s).

9.9. Keep a supply of materials to send to classrooms for students who need additional help.

8.8. Arrange for frequent communication and find planning opportunities.

7.7. Don’t press for one’s own solutions to be adopted, but strive instead for collaborative efforts to problem-solve together.

6.6. Rather than just telling classroom teachers about materials modification, show them. Give examples and model one for them.


5.5. Request demonstration lessons from classroom teachers featuring their most outstanding teaching technique. Arrange ways that these can be shared.

4.4. Offer to retype a test for a teacher (to double space, type in large font, or organize it differently) for use with students with learning problems.

3.3. When preparing and distributing materials for classroom use, don’t just drop them off and run. Help the teacher or student get started, and stay awhile to see how it goes.

2.2. Have a favorite dozen of successful strategies available for demonstration teaching or sharing.


And the number one reason is…

1.1. Be understanding of classroom teachers’ daily struggles with students with learning difficulties. Celebrate with classroom teachers even small successes in student progress.


‘Reverse Consultation’

• For a small number of students– Core content endorsed teacher consults with

special education teacher about core content


Paraeducators


Clarifications

Paraeducators should not:

Replace teachers as the primary instructor

Replace a collaborative teacher as a result of reluctance:• On the part of one of the collaborators to participate in

the partnership• On the part of the teacher to serve a difficult student

be the communicators of progress with the parents


Administrative Considerations

Collaborative Conversations with Iowa

School Administrators and Teachers


Special Appreciation

Cedar Falls High School, Cedar Falls, Iowa

Holmes Junior High, Cedar Falls, Iowa

Miller Middle School, Marshalltown, Iowa

Mount Ayr High School, Mount Ayr, Iowa

Norwalk High School, Norwalk, Iowa

Ottumwa High School, Ottumwa, Iowa

Washington High School, Washington, Iowa


DVD Scene Segments

1. Descriptions of collaborative teaching models

2. Implementation of collaborative teaching models

3. How do you know this model is working for students?

4. Impact on curriculum


DVD Scene Segments (continued)

5. How to schedule collaborative teaching models

6. Planning time for teachers

7. Addressing conflicts in the classroom

8. Communication needs

9. System supports

10. Additional considerations


Administrative RolesAdministrative Roles Sets the vision/defines clear expectations to

get there Empowers staff Schedules: joint planning, student schedules,

logistics Faculty evaluations — leads to further PD Allocates resources: building, staff,

materials, budgets Resolves conflicts Links to the community


“Disappointing results come from the fact that most new programs, materials,or staff are intended to produce more of what the system is already producing and will not change the outputs of the system significantly.”

“The current system in place was never designed to successfully teach all children. If we set out on a new mission, we will have to craft a new system.”

Lawrence Lezotte in Learning for All


Logistics and Scheduling

• Assigning co-teacher partnerships

– Determine student IEP needs

– Determine schedule options


Logistics and Scheduling

• How to place students– Clustering– Equal distribution across classes– Based on teacher’s knowledge of student


1. You grow collaboration

2. People need to work as part of a team

3. When the system is working it is seamless

4. It doesn’t look the same from year to year

5. It is a relentless effort

6. Reluctance is overcome through continual PD


What do I have to offer?


Do Something

Simply Begin


Capacity building is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop.

You need to learn it by doing it and having mechanisms for getting better at it on purpose.

Michael Fullan


Resource

• Visits to schools featured in the Iowa video


Next Steps

• Future opportunities/supports

• Skill building especially in regard to

collaboration

• Evaluation of school district collaborative work

• Action planning guide/sheet to take home


Final Handouts

• Action Planning Guide

• Passion and Persistence (Richard DuFour)


Co-Teaching Task Force

• Michelle Arneson, Prairie Lakes Area Education Agency 8

• Dr. Cynthia Knight, Iowa Department of Education• Kara Krohn, Iowa Department of Education• Norma Lynch, Iowa Department of Education • Cheryl Risen, Heartland Area Education Agency 11• Dr. Esther Streed, Central College, Pella, Iowa

Iowa’s Consultative Model for Collaborative Service Provision

Documents

Transcript of Iowa’s Consultative Model for Collaborative Service Provision