collaboration.ppt
- 1. Consultation, Collaboration, and Teamwork for Students with # Special Needs
- 2. of Historical Perspective = Teachers are use to functioning autonomously in their classrooms. In the past asking for assistance often would be viewed as incompetence.
- 3. Purpose of Instruction = Provide a foundation to construct a practical framework for implementing a collaborative, consultative, or teamwork approach to meeting the needs of all students in your school.
- 4. Collaborative Arrangements Dyads: 2 teachers work Grade Level Teams: together with on grade special education level or in one content teacher is teamed with area one grade level and works on instructional planning Content Teams:SPED Split Level Teams:
- 5. SPED works with teachers in teacher works with 2 one content area grade levels or across multiple content areas.
- 6. a Appropriate Education PERIOD = We need to talk about the educational needs of the students PERIOD. = We need to stop talking "special education" vs. "general education" « "Special Education" automatically sets the tone for
- 8. Collegiality
- 9. Teachers need structure, training, practice and feedback on how to work togethe in a collegial manner for the good of all students. Education needs to develop a
- 11. 4 Collaborators
- 12. Confer Contribut e Instruction is enhanced by diversity of values, experience abilities, and interests. Seek win/win solutions
- 13. come before the needs of the adults.
- 14. #5 Effective parental involvement = Parents are welcomed, respected, and integral to the school
- 15. 4 Administrator Responsibilitie s = Priority status for classes/student schedules a Doint planning time = Open communication
- 17. aa #2 Collaboration = Teachers are encouraged to collaborate on all levels for all issues. Collaboration among teachers is common. True team work is in existence between grades and levels.
- 18. Obstacles for Successful Collaboration = Resistance from administrator s = Resistance from colleagues = Resistance from parents.
- 19. #4 Supports for Students and Staff a Systematic staff development (annual planning) = planning time for special Flexib educators and educators le general = Special Resources are used efficiently across programs = instructional assistants curriculum adaptation integrated therapy services peer supports technology
- 21. Collaboration/Consultation = Sharing of expertise fe = Do not claim to be the experts = Listen well e = Learn from others = Help individuals, schools recognize their own skills = Help students achieve highest levels of success and independence
- 22. a Role of the Special Educator = Primary role is to be responsible for the services that are indicated on each student's IEP. It is the special education teachers responsibility to ensure that students with disabilities are receiving the specially designed instruction and related
- 23. services as prescribed on their IEP.
- 24. Multiple Collaborative Arrangements = Student needs first = Staffing needs/team needs = Flexibility in planning and delivery = Different assignments or lessons may require different types of collaboration
- 25. 4 KDE Collaborative Model = Daily interaction between general and strategic areas teachers as well as adminiae trators from the school and district » Strategic Teachers = Skilled training in one or n|ore ^.pe^cialized lev el, parents, and related
- 27. management, social aills" tnpeech ho euapy' those skills to assist in anseveoomen t an i i instructional strategies.
- 28. Characteristics of Collaborative Schools = Mutual trust = Each member = Open communication provides = Joint effort in problem expoaLtAse n Each member = Pooling of personnel resources = Shared responsibilities in instructional strategies.
- 29. participates in the implementation of preventive strategies and or problem resolutions.
- 31. Critical Factors for Success = Flexibility = Scheduling, teaching, methodologies, grading and instructional time = Training = Conflict resolution, effective problem solving = Time = Common Planning time = Support = Administrator, teachers, central office = Planning & Problem Solving = Agenda » Minutes Consensus = Resources
- 32. = Schedule ment = Priority for classes, students, itinerant staff Personnel, materials, profess devel ional op
- 33. Crucial Elements of Effective geen Services =» Communication = Cooperation = Coordination
- 34. Role of the General Education Teacher = The general education teacher remains the lead teacher for the content of the course. She/he provides direction for instruction and content emphasis. She/he works with the special education teacher to plan how they will develop, implement, deliver and assess the core content to the
- 35. students.
- 36. 4 #3 Refocused Use of Assessment = Use more authentic assessment measures or outcomes-based education (OBE) = Use assessment data to drive instruction = Curriculum-based Assessment = portfolio assessments = teacher- made tests = Criterion referenced tests = Curriculum-based measurement
- 37. 5 Factors of Successful Inclusive + Schools a #1 = Visionary Leadership = positive view towards students with disabilities = positive view regarding the abilities of teachers and families. = Instructional emphasis: ALL staff are responsible for ALL students. = Educators share responsibility for achievement and behavior. = Emphasis on community of learners, high standards, role flexibility, and
- 39. Appropriate Activities for a Collaborative Teacher Consult with regular, progress gifted, vocational, special education, special area teachers, administrators, support services and parents. Collect formative/summative data on instructional programming to solve problems or identify problems. Maintain on going
- 40. Modify instructional strategies Model teaching strategies and assist with transitioning of skills from class to class. Coordinate and support data.
- 41. students transitioning from class to class. Modify and/or adapt curriculum, materials, strategies, or environmental settings. Deliver instruction. Grade/write instructional plans