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Collaboration

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Title: Collaboration


1
Collaboration?
Thanks to Dr. John Cressey for the opening slides
2
How would you describe collaboration?
3
(No Transcript)
4
How would you describe collaboration?
  • Please take a moment to write your own definition

5
What 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

6
What 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
8
The 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.

9
Alone we can do little, together we can do so
much- Helen Keller
10
Alone we can do little, together we can do so
much- Helen Keller
11
We 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.
12
Key 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

13
Collaboration 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
15
Four 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)
16
Ineffective Style of Interaction
  • Giving advice
  • Being an expert
  • Accentuating the positive
  • Sharing ones success

HO-A /
17
Role Plays
  • Giving Advice
  • Identifying the Problem
  • Being the Expert
  • Accentuating the Positive
  • Sharing Successes

18
Swamp or Alligators?
19
Phase 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
20
Phase 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.

21
Basic Communication Skills
  • Paraphrasing
  • Clarification
  • Summarizing
  • Nonverbal

HO-D /
22
Phase 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.

23
Phase 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.

24
Consultant Misjudges Timing
25
Phase 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.

26
Four 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)
27
Phase 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 /
28
Phase 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.

29
Phase 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.

30
Phase 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.

31
Average Day for a Consultant
32
How 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)
33
Four 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)
34
Phase 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

35
Phase 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.)

36
Phase 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.

37
Four 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)
38
Phase 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..

39
Phase 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

40
Potential Reinforcers for Staff
  • Verbal Praise
  • Written Praise
  • Tangible Rewards
  • Miscellaneous

Handout I
41
Consultation Points
  • Major Consultation Points Mayer -
  • Top Ten Behavioral Consulting Tips
    Browning-Wright -

42
BSPs
  • Mission create an adequate Behavior Support
    Plan
  • Addressing the 6 keys for effective behavior
    support
  • Written as a team, with continuous communication
    and teaming

43
BSP 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

44
BSP-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)

45
BSP-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

46
Training Improves Plan Quality
Superior6
Superior18
Weak16
Good36
Weak30
SUMMIT
Pre-SummitPlans
Post-SummitPlans
Underdeveloped19
Good47
Underdeveloped28
These changes are statistically significant!
?2 15.64
47
Effects of Training on Quality of Plans
48
Percentage Change in Plan Quality
49
Training 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
50
Relationship Between Component Scores and Plan
Quality
Chi Square 54.22
51
Relationship Between Component Scores and Plan
Quality
Chi Square 39.22
52
4 opportunities
53
You 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!
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