Title: Collaboration
1Collaboration?
Thanks to Dr. John Cressey for the opening slides
2How would you describe collaboration?
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4How would you describe collaboration?
- Please take a moment to write your own definition
5What is Collaboration?
- A mutually beneficial relationship entered into
by two or more individuals to achieve results
they are more likely to achieve together than
alone. - Michael Winer and Karen Ray
- Collaboration Handbook, 1994
6What is Collaboration in 2005?
- An on-going process of critical information
sharing, evaluation, and documentation, by two or
more individuals, to help achieve goals that are
more likely to occur over time by working
together as a team than by being assumed by just
one.
7 Collaboration is no longer a choice it is a
necessity. Working together is not just rhetoric
it is essential in order to address the
increasingly diverse and sometimes daunting needs
of students. If we work together, both when it is
easy and when it is difficult, we can meet these
needs. Marilyn Friend, Ph.D. University of
North Carolina
8The Schools Mission Statement or Philosophy Sets
the Tone
- The principal is key to establishing and then
maintaining the collaborative spirit of No Child
Left Behind (NCLB) and the Individuals with
Disabilities Act (IDEA) --- the mission statement
often reflects the collaboration philosophy. - Collaboration starts as a community of
professionals working together to improve
achievement for all students --- this often
involves the establishment of a collaborative
culture both with the school and the community it
serves --- a climate of support and trust.
9Alone we can do little, together we can do so
much- Helen Keller
10Alone we can do little, together we can do so
much- Helen Keller
11We are caught in an inescapable network of
mutuality, tied in a single garment of destiny.
Whatever affects one directly, affects all
indirectly Dr. Martin Luther King, Jr.
12Key Collaborators
-
- Student and Teacher
- Teacher and Teacher
- Teacher and Specialists
- (SL, OT, PT, APE, Counseling)
- Teacher and Principal or other Administrator
(VP, Director) - Teacher and Family
- Interagency Collaboration
13Collaboration Consultation--- What Is the
Critical Difference?
- Consultation generally involves an expert who
knows something special - Collaboration means working together for a common
goal --- usually a student being successful in
the least restrictive environment. - Collaborative Consultation is an interactive
process that enables groups of people with
diverse expertise to generate creative solutions
to mutually defined problems (Idol, Nevin,
Paolucci-Whitcomb, 1994)
14 Collaborative Consultation
Diana Browning Wright G. Roy Mayer
15Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
16Ineffective Style of Interaction
- Giving advice
- Being an expert
- Accentuating the positive
- Sharing ones success
HO-A /
17Role Plays
- Giving Advice
- Identifying the Problem
- Being the Expert
- Accentuating the Positive
- Sharing Successes
18Swamp or Alligators?
19Phase OneDeveloping the Appropriate Environment
- 1. Do develop solutions and strategies together.
Dont offer immediate solutions or assume total
responsibility for the solution. - 2. Do engage in collaboration with the teacher in
understanding the problem. Develop strategies
together. Dont become an expert by developing
a question and answer dialogue, or solving the
problem for the teacher. - 3. Do let the teachers know that you have heard
and respect both their thoughts and feelings
about the problem.Dont take teachers mind off
their problems by cheering them up.
HO-C
20Phase OneDeveloping the Appropriate Environment
- 4. Do individualize a strategy with the teacher
based on an assessment of the problem.Dont
share your past successes as a way of giving the
teacher a suggestion.
21Basic Communication Skills
- Paraphrasing
- Clarification
- Summarizing
- Nonverbal
HO-D /
22Phase OneDeveloping the Appropriate Environment
- 5. Do paraphrase what the consultee has said to
convey understanding.Dont rely on your
attention alone to convey understanding. - 6. Do restate your confusion and ask for
clarification. - Dont wait, hoping that your confusion will be
resolved by itself. - 7. Do summarize the main points the consultee has
said. - Dont depend on the consultee to remember what
has been said.
23Phase OneDeveloping the Appropriate Environment
- 8. Do make frequent use of I messages in
gathering information.Dont rely on direct
questions or requests to gather information. - 9. Do reflect affect statements until the
consultee indicates a readiness to pursue
content. - Dont move to content areas in the face of
affect expressions. - 10. Do reflect both affect and content
statements.Dont move to content areas in the
face of affect expressions or to affect in the
face of content expressions. - 11. Do sit near the consultee with a relaxed,
open posture. - Dont sit opposite the consultee behind a desk,
table, or table with a formal posture.
24Consultant Misjudges Timing
25Phase OneDeveloping the Appropriate Environment
- 12. Do write when you are speaking and say what
you are writing. - Dont write when the consultee is talking, and
dont keep your notes to yourself. - 13. Do use a team approach to address problem
behavior. - Dont expect a teacher to address problem
behavior by him-or-her self. - 14. Do take a proactive approach and provide
service for students at-risk. Dont wait till the
problems occur or escalate to address them.
26Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
27Phase TwoProgram Development
- 15. Do use language that communicates.
- Dont use technical language (HO-H)
- 16. Do provide work relief.
- Dont add a considerable amount of work to a
teachers load. -
- 17. Do suggest a strategy that is not initially
too different from what teacher is doing or has
done. - Dont suggest a strategy that is considerably
different from what the teacher is doing or has
done.
HO-C /
28Phase TwoProgram Development
- 18. Do give priority to strategies that build on
skills the teacher already possesses. - Dont encourage strategies that require the
teacher to learn - many new skills.
- 19. Do determine the payoff for both the current
ineffective strategy and the proposed new
strategy for the consultee. Realize the effort
needed to implement the new program and rally the
environment to provide compensating support.
Dont request that the consultee implement a new
program without providing compensating support.
29Phase TwoProgram Development
- 18. Do give priority to strategies that build on
skills the teacher already possesses. - Dont encourage strategies that require the
teacher to learn - many new skills.
- 19. Do determine the payoff for both the current
ineffective strategy and the proposed new
strategy for the consultee. Realize the effort
needed to implement the new program and rally the
environment to provide compensating support.
Dont request that the consultee implement a new
program without providing compensating support.
30Phase TwoProgram Development
- 20. In other words, Do tailor the program to the
environment and teachers skills. - Dont assume the teacher can initially
implement the best program for the student.
(Storytelling) - 21. Do be sure the teacher starts with some
degree of responsibility. - Dont assume total responsibility for
implementing the program.
31Average Day for a Consultant
32How Can Instituting FAST FACTS Help a School ?
- Streamlines collaboration and sharing of critical
student information encourages teaming. - Provides specific help in understanding
modifications and accommodations for lessons,
projects, homework, etc. - Helps track what worked to help the student
succeed provides a paper trail that can be
shared at meetings with family and staff. - Helps the team to prepare appropriate goals and
objectives prior meetings.
(Term Fast Facts developed by Dr. John Cressey)
33Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
34Phase ThreeImplementing the Program
- 22. Do be present on the day the strategy is
initiated to assist the teacher. - Dont wait for the teacher to implement the
strategy without you. - 23. Do provide cueing, reminders, and modeling to
facilitate strategy implementation. - Dont rely on verbal reminders to insure
strategy implementation. - Activity Think-pair-share
- 1. Divide into dyads in your AB groups.
- 2. Discuss ways to accomplish 16
35Phase ThreeImplementing the Program
- 24. Do prompt just enough to bring about the
response.. - Dont overuse prompts.
- 25. Do be available to help resolve problems
that may develop. - Dont wait for the teacher to adjust to the
problems. - 26. Do give immediate and frequent
feedback.(Student progress alone in usually NOT
sufficiently reinforcing for teachers or aides
to maintain program implementation.) -
36Phase ThreeImplementing the Program
- 27. Do use of variety of ways to provide
reinforcing feedback. - Dont rely on your verbal support to met the
teachers need for reinforcement.. - Activity Think-pair-share
- 1. Divide into dyads in your AB groups.
- 2. Discuss ways to accomplish 26
- 28. Do use on-going data combined with social
praise to provide feedback on successful
student and teacher change. - Dont use data only for providing feedback and
monitoring change.
37Four Interconnected Phases of Consultation
I. Develop an Environment Conducive to Teacher
Growth and Change (Initial Steps Prior to Plan
Writing and Ongoing Support Activities)
II. Jointly Develop the Program (Development of
Written Plan in Meeting)
IV. Provide Follow-Up Support (Maintaining
Success)
III. Implement the Program (Facilitating
Initial Implementation Steps After the Plan was
Developed)
38Phase FourProviding Follow-up Support
- 29. Do identify and use a variety of reinforcing
sources to support and maintain desired teacher
behavior. - Dont continue to be the teachers only source
of reinforcement or support for the programs
maintenance and success. (Use parents, students,
teachers, administrators, classroom visitors) - 30. Do encourage and support teacher statements
of pride and competence. - Dont leave such outcomes to develop
themselves. - 31. Do use prompts, directions, cues, and
modeling to facilitate the occurrence of the
next step in shaping the new behavior. Dont
wait for the teacher to assume more
responsibility on his/her own..
39Phase FourProviding Follow-up Support
- 32. Do gradually reduce prompts and reinforcers.
- Dont abruptly reduce them.
- 33. Do point out similarities between situations
and communicate an expectation of
generalization. - Dont leave to chance the generalization of
newly acquired strategies by the teacher. - Activity Think-pair-share
- 1. Divide into dyads in your AB groups.
- 2. Discuss ways to accomplish 32
40Potential Reinforcers for Staff
- Verbal Praise
- Written Praise
- Tangible Rewards
- Miscellaneous
Handout I
41Consultation Points
- Major Consultation Points Mayer -
- Top Ten Behavioral Consulting Tips
Browning-Wright -
42BSPs
- Mission create an adequate Behavior Support
Plan - Addressing the 6 keys for effective behavior
support - Written as a team, with continuous communication
and teaming
43BSP QE What is it?
- Measures the extent to which the 6 consensus
criteria components of effective positive
behavior support are present in a behavior plan - Produces scores of Adequate (Good or Superior
24-17 points) or Inadequate (Underdeveloped to
Weak 0-16 points) - Examines 12 areas for quality and internal
consistency
44BSP-QE evaluates 6 Keys
- Behavior serves a purpose
- Behavior is related to environment
- BSPs should address both purpose (through
replacement behavior) and environment (remove
need for problem behavior to attain the goal)
45BSP-QE evaluates 6 Keys
- New behavior must be taught (or elicited) and
reinforced - Reactive strategies should be described (cue
replacement behavior taught, specify how to
handle the problem behavior, debrief following
the behavior, consequences if required) - Communication should be two-way between team
members and stakeholders, specifying manner,
frequency and nature of the communication
46Training Improves Plan Quality
Superior6
Superior18
Weak16
Good36
Weak30
SUMMIT
Pre-SummitPlans
Post-SummitPlans
Underdeveloped19
Good47
Underdeveloped28
These changes are statistically significant!
?2 15.64
47Effects of Training on Quality of Plans
48Percentage Change in Plan Quality
49Training Improves Plan Quality
Inadequate 35
Inadequate 58
Adequate42
Adequate65
SUMMIT
Pre-SummitPlans
Post-SummitPlans
These changes are statistically significant!
?2 11.41 ODDS RATIO 2.1
?2 11.41 ODDS RATIO 2.1
50Relationship Between Component Scores and Plan
Quality
Chi Square 54.22
51Relationship Between Component Scores and Plan
Quality
Chi Square 39.22
524 opportunities
53You can always email or phone me for
clarification or assistance. dwright_at_dcs-cde.ca.go
v (323) 222-8090
54(No Transcript)
55"None of us is as skilled as all of us"
Make a pledge to yourself to keep sharing and
networking!