Iowa

1
Iowas Consultative Model for Collaborative
Service Provision
2
Welcome

• A.M. Session 9 to 1130
• P.M. Session 1 to 330

3
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

4
Todays Presenters

• Jan Collinson
• Stacie Giesecke
• Georgie Koenig
• Chuck Solheim
• Dave Quinn

5
Workshop Objectives

• Review impetus for approaching the education of
  all students collaboratively
• Define/understand vocabulary related to Iowas
  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

6
Explanation of Collaborative Teaching Initiative

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

7
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

8
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

9
LEA Lead Person

• Facilitate communication between building team
  and the facilitator group
• Organize building team
• Collect team data and turn into facilitator group

10
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

11
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

12
Iowa Teaching Standards

• Standard 1
• Demonstrates ability to enhance academic
  performance and support for implementation of the
  school districts 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

13
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)

14
Iowa Teaching Standards

• 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)

15
Iowa Teaching Standards

• Standard 4
• Uses strategies to deliver instruction that meets
  the multiple learning needs of students.
• Strong marriage between instructional strategies
  and content
• Able to adapt instruction to meet learner needs
  and styles
• Increased engagement

16
Iowa Teaching Standards

• 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

17
Iowa Teaching 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

18
Iowa Teaching Standards

• Standard 7
• Engages in professional growth
• Participating in the Collaborative Teaching
  Initiative
• Collaborating with co-teacher
• Applying knowledge back in building through
  train-the-trainer applying knowledge in
  classroom

19
Iowa Teaching Standards

• Standard 8
• Fulfills professional responsibilities
  established by the school district.
• Access to curriculum meets NCLB IDEA
• Adequate Yearly Progress
• Highly Qualified Teacher

20
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

21
Cost

• Books 3722 59.00 79
• Materials 20.00 42
• Refreshments 7.00 86/49
• Relicensure Credit 16.00
• Graduate Credit 140.00

22
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

23
Why This, Why Now?

• Subject matter expertise
• Success in general education settings
• Law

24
Rationale for Highly Qualified Teacher Initiative

• Highly Qualified Teacher Requirements
• Licensure Requirements
• Least Restrictive Environment
• Instructional Decision Making

25
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

26
Highly Qualified Teacher Requirements

• A result of the merger of IDEA and NCLB
• Refers to subject matter competency
• Is not the same as highly skilledspecial
  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

27
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

28
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

29
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

30
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 Iowas response to Alternate Assessment II

31
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

32
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

33
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

34
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.

35
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

36
Success in General Education Settings

• In 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

37
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)

38
Highly Qualified does not equal highly skilled
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It does indeed take an entire village to educate
a child, but we must first reconstruct the
village. Gwendolyn Webb-Johnson
40
If you find yourself collaborating by yourself,
seek professional help.
Marilyn Friend
41
Iowas Consultative Model
Co-teaching
Collaborative Consultation
Effective Instruction
Effective Behavior Supports
42
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
43
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

44
Bridge Builders

• Supportive beliefs and values
• Mutual trust
• Mutual respect
• Establishment of a sense of community

45
Why engage in collective effort rather than an
individual one, even when you wonder, Whats in
it for me? Self- interest is isolating. When you
work in collaboration, youre responsible to each
other, and therefore much less likely to shirk
your responsibilities or cheat your partner. Team
work is not only performance-enhancing, its
comforting.
46
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,
thats extremely reassuring.
Lance Armstrong
47
Specially Designed Instruction

• Instruction that is designed to meet the unique
  needs that result from an individuals disability
• It is the student who needs specially designed
  instruction who is pulling the
• special education and general education
• teacher together.

48
Co-teaching

• 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

49
Co-Teaching as an Option

• Mutual ownership

Specific content instruction
Joint accountability
Pooled resources
50
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

51
Missing Elements Activity

• Teachers have co-equal status
• Commitment towards common goal
• Shared planning
• Shared delivery of instruction in same space
• Shared evaluation

52
Benefits of Co-teaching

• Student benefits
• Teacher benefits

53
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

54
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

55
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

56

• Advantages of Collaborative Teams
• Gains in student achievement
• Higher quality solutions to problems
• Increased confidence among all staff
• Teachers support each others strengths and
  accommodate weaknesses
• More support for new teachers
• Expanded pool of ideas, materials,methods
• Judith Warren Little

57

• Failing to Plan is a Plan to Fail

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Key Components of Co-Teaching to consider BEFORE
beginning

• Philosophical Basis
• Individual Prerequisites
• Administrative Responsibilities
• Professional Relationship
• Classroom Dynamics
• Co-Teaching Concerns

59
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

60
2. Individual Prerequisites Highly Qualified
Teacher Roles

• Core Content Teacher
• Content Expert
• Assigns grade/teacher of record
• Assures progress in course
• Certifies 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

61
2. Individual Prerequisites-Areas of Expertise

• General Educators
• Content
• Classroom management
• Typical behaviors
• Master of pacing

• Special Educators
• Process
• Know kids one at a time
• Modifications/adaptations
• IEP Paperwork

62
3. The Professional Relationship

• Select how you will work together
• Value each persons contribution
• Determine a mutual goal/problem
• Share responsibility for key decisions
• Share accountability for outcomes
• Share resources
• Share planning, implementing and evaluating

63
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

64
4. Classroom Dynamics

• Planning
• Classroom roles and responsibilities during
  instruction
• Interactions between co-teachers and students
• Monitoring all students progress

65
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

66
Types of Planning

• Macro planning time
• Micro planning time

67
Elements of Planning

• Phase 1 Curriculum Outline
• Phase 2 Instructional Delivery
• Phase 3 Individual Adjustments
• Macro planning time
• Micro planning time

68
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

69
Additional Resources

• Blog
• Purpose
• http//www.aea9.k12.ia.us/bblog/
• April 10th Kick Off
• 6 articles
• Todays handouts

70
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

71
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