how does this picture relate to collaboration?
DESCRIPTION
How does this picture relate to collaboration?. Before the training starts, at your table: Use the 3x 5 card to jot down your response to the question above. Share your thoughts with others at your table. COLLABORATIVE TEACHING. Effectively Utilizing Two Teachers to Maximize Student Success - PowerPoint PPT PresentationTRANSCRIPT
How does this picture relate to collaboration?
Before the training starts, at your table:
• Use the 3x 5 card to jot down your response to the question above.
• Share your thoughts with others at your table.
Collaborative
Teaching
UDL
Planning
Strategies
AdaptationsColla
bora
tion
Consu
ltati
ve
Supportiv
e
Instruction
Differentiation
COLLABORATIVE TEACHING
Effectively Utilizing Two Teachers to Maximize Student
Success
2008
Inclusion
INCLUDE
Co-teach
ing
Outline
• Differentiate Inclusion, Collaboration, and Collaborative Teaching
• Review legal requirements
• Provide a rationale for implementing Collaborative Teaching
• Provide an overview of the Collaborative Co-teaching Models
• Provide a readiness process for Collaborative Partners
• Promote individual reflection
• Share of ideas/thoughts/perceptions with staff members
• Begin the planning process for Co-teaching
TEAM
InclusionInclusion
• A belief system or philosophy that all students are a part of the learning community/classroom and make valuable contributions, even if their abilities differ.
Adapted from: Marilyn Friend, Inc. 2008
IntegrationIntegrationThe merging of educational
components that contributes to inclusion:
Physical
Social
Instructional
Marilyn Friend, Inc. 2008
CollaborationCollaboration
“The systematic process in which we work together to analyze and impact professional practice in order to improve our individual and collective results.”
Rick DuFour, 2003
Collaborative TeachingCollaborative Teaching
• A way to implement inclusive practices for students with unique needs in the classroom
““Inclusive practices imply that all Inclusive practices imply that all learners are welcomed at their learners are welcomed at their schools and that they are seen schools and that they are seen
as the responsibility of as the responsibility of allall educators.”educators.”
Bateman and Bateman, 2002
Legal Requirements
What does the law say?
• NCLB–Close the Gap–Highly Qualified
• IDEIA - 2004–FAPE–LRE
What does the law say?• Access to the General Curriculum
– Schools are required to provide access to the general curriculum by giving students with disabilities the opportunity to achieve the same standards as all other students. The IDEA and KARs stress the importance of participation of students with disabilities in the general curriculum. (707 KAR 1:320, Section 5. (7)(a)(b))
– In addition to IDEA, the No Child Left Behind Act of 2001, (P.L. 107-110), seeks “to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach or exceed minimum proficiency on challenging state academic achievement standards and state academic assessments” (Sec. 1001, Part A, Title I of ESEA; 20 U.S. C. 6301).
Special Education
Specially designed instruction, at no cost to the parents, to meet the unique needs of the child with a disability including instruction in the classroom….
707 KAR 1:280(56)
Role of the Special Ed Teacher
• Teacher of the child or a teacher knowledgeable about the child’s suspected disability
• Participates in the development of the IEP
• Implements the IEP• Communicates Progress• Shares Accommodations/Modification
Role of the Regular Ed Teacher• Participates in the development
of the IEP• Assists in the determination of
interventions and strategies• Assists in the determination of
supplementary aides and services, program modifications, or supports for school personnel that will be provided the child
• Implements the IEP
Law – Least Restrictive Environment (LRE)
To the maximum extent appropriate, children with disabilities, including children in public and private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
IDEA Section 1412(5)(A)
Least Restrictive EnvironmentThe Continuum of Alternative
Placements include: 707 KAR 1:350 Section 1 (2)
– Instruction in Regular Classes
– Special Classes
– Special Schools;
– Home Instruction; and
– Instruction in hospitals and institutions
L
R
E
Specially-Designed Instruction
Adapting as appropriate the content, methodology, or delivery of instruction to address the unique needs of the child with a disability and to ensure access of the child to the general curriculum in the Program of Studies…
707 KAR 1:280(58)
Supplementary Aids and Services Are…
Aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.
707 KAR 1:280 §1 (54)
34 CFR 300.28
Progress Monitoring
The LEA shall ensure that:(a) The child’s IEP is accessible to each regular
education teacher, special education teacher, related services provider, and other service providers who are responsible for its implementation;
(b) Prior to the implementation, each implementer is informed of his specific responsibilities related to implementing the child’s IEP.
707 KAR 1:320 IEP Section 1 (6)
Fairness
Data
CATS Performance of Sub-GroupsData Tracking Form for Students with Disabilities
School: Mason Intermediate School Grade(s) 4-5 District: Mason County
Academic Index by Content Area
1999 2000 2001 2002 2003 2004 2005 2006 Gain(+ or -)
Reading Non-disability
80.26 91.88 87.97 89.26 96.23 93.70 95.11 93.10 -
Disability 71.22 65.03 81.10 83.91 86.06 94.08 99.42 96.54 -
MathNon-disability
58.54 79.36 81.22 75.44 82.64 91.36 82.98 86.55 +
Disability 45.39 56.82 73.35 66.20 83.44 100.34 84.29 105.28 +
ScienceNon-disability
79.12 91.43 92.01 92.33 103.28 111.76 103.41 102.92 -
Disability 76.86 67.54 88.36 93.08 95.73 106.66 103.33 110.29 +
Social StudiesNon-disability
60.44 77.50 79.84 71.16 80.44 91.58 83.14 91.86 +
Disability 48.41 55.86 77.47 59.48 80.73 98.40 88.24 114.88 +
Practical Living/Voc. St.
Non-disability
68.06 81.42 88.22 80.44 89.89 98.55 92.12 99.98 +
Disability 48.42 72.51 79.64 71.18 101.18 99.79 88.83 114.12 +
Arts & HumanitiesNon-disability
43.62 56.80 55.27 52.17 62.40 69.24 69.65 68.86 -
Disability 29.84 33.11 53.47 47.65 74.77 67.60 71.00 86.92 +
Total WritingNon-disability
63.99 73.96 72.04 77.46 83.91 88.57 91.51 92.06 +
Disability 57.24 57.51 63.94 72.89 75.56 84.48 90.93 94.65 +
Overall Academic IndexNon-disability
67.2 81.7 81.7 79.7 87.9 93.9 89.9 92 +
Disability 57.5 59.8 75.8 73.5 84.7 95.5 91.7 103.6 +
CATS Performance of SubGroupsData Tracking Form for Students with Disabilities
School: Mason County Middle School Grade(s) 7 – 8 District: Mason County
Academic Index by Content Area
1999 2000 2001 2002 2003 2004 2005 2006 Gain (+ or -)
ReadingNon-disability
82.23 82.42 88.88 95.24 92.75 88.30 92.12 96.22 +
Disability 45.17 39.31 52.15 63.82 74.85 62.90 61.39 75.31 +
MathNon-disability
64.65 65.82 62.32 68.55 78.31 79.29 78.92 76.82 -
Disability 28.94 29.65 29.73 36.79 40.08 47.34 48.67 59.52 +
ScienceNon-disability
68.60 65.69 74.12 76.47 74.37 81.53 79.34 88.61 +
Disability 30.59 30.04 35.99 46.07 55.61 58.40 50.49 71.46 +
Social StudiesNon-disability
66.21 73.92 68.22 76.16 79.04 83.21 74.49 81.12 +
Disability 33.47 36.74 34.43 43.79 35.56 61.20 59.44 63.38 +
Practical Living/Voc. St.
Non-disability
74.79 75.65 69.64 78.99 76.76 81.97 84.40 73.45 _
Disability 30.90 26.39 26.16 40.73 32.04 49.66 57.67 57.66 =
Arts & HumanitiesNon-disability
65.02 74.81 68.82 81.23 87.14 81.21 87.30 79.48 -
Disability 24.80 34.30 28.46 36.58 40.32 69.73 57.66 55.09 -
Total WritingNon-disability
42.48 45.17 61.18 69.09 73.20 69.53 66.30 82.28 +
Disability 20.21 21.81 33.58 44.15 59.93 No KPR Data
No KPR Data
73.48
Overall Academic Index
Non-disability
65.70 68.00 70.70 77.60 79.90 80.60 79.5 83.6 +
Disability 31.00 31.30 35.50 45.60 50.40 No KPR Data
No KPRData
66.5
CATS Performance of SubGroupsData Tracking Form for Students with Disabilities
School: Mason County High School Grade(s) 10 – 12 District: Mason County
Academic Index by Content Area
1999 2000 2001 2002 2003 2004 2005 2006 Gain(+ or -)
ReadingNon-disability
75.89 74.65 73.38 74.33 75.98 81.60 90.43 83.16 -
Disability 34.62 32.94 33.68 28.41 31.60 46.58 59.10 78.08 +
MathNon-disability
58.33 65.46 62.32 68.89 74.39 72.71 75.64 81.49 +
Disability 19.13 24.35 32.04 26.88 21.52 38.44 44.18 67.09 +
ScienceNon-disability
60.89 65.30 69.55 67.44 75.29 69.47 75.01 73.66 -
Disability 40.06 39.57 44.33 34.99 27.29 43.66 52.12 67.66 +
Social StudiesNon-disability
66.44 71.38 71.26 73.77 78.00 75.07 89.10 79.96 -
Disability 38.80 34.00 42.19 29.41 23.94 47.89 59.43 63.95 +
Practical Living/Voc. St.Nondisability
77.23 78.33 74.88 76.53 88.54 ? 90.04 86.75 86.73 =
Disability 26.87 36.63 33.84 26.13 43.89 47.29 71.53 92.08 +
Arts & HumanitiesNon-disability
53.13 59.87 60.66 58.08 78.71 74.78 81.52 87.83 +
Disability 22.40 24.99 34.38 24.99 20.53 43.55 51.93 67.80 +
Total WritingNon-disability
68.37 66.46 71.45 75.98 79.64 80.88 79.40 84.33 +
Disability 25.16 30.56 NoKPRData
41.03 NoKPRData
66.88 70.19 90.06 +
Overall Academic IndexNon-disability
65.9 68.7 69.3 71.3 77.8 77.0 82.3 81.7 -
Disability 30.4 32.0 NoKPRData
31.1 NoKPRData
48.2 57.8 74.5 +
CATS Performance of Sub-GroupsData Tracking Form for Students with Disabilities
School: Grade(s) District: Meade County Middle SchoolAcademic Index by
Content Area2005 2006
COLLABORATION
2007 Gain(+ or -)
Note
ReadingNon-disability
Disability
MathNon-disability
Disability
ScienceNon-disability
Disability
Social StudiesNon-disability
Disability
Practical Living/Voc. St.Non-disability
Disability
Arts & HumanitiesNon-disability
Disability
Total WritingNon-disability
Disability
Overall Academic IndexNon-disability
Disability
TogetherEveryoneAchievesMore
Collaborative Teaching• How do you define it?
How does it …
Look Sound Feel
Collaborative Teaching is…
An attitude of sink or swim together; supporting and enhancing each other’s learning.
“The Power of Two”
Each team member brings individual expertise in unique areas and combines these skills with those of others to creatively prevent and solve problems within the classroom setting.
Defining Characteristics
• Compatibility
• Based on Mutual Trust & Open Communication
• Requires Sharing of Responsibilities and Resources
• Based on Mutual Goals
• Shared Accountability for Student Outcomes
All Students are
General Education students first!!!
+ -
Collaborative Teaching IS IS NOT
• Taking responsibility for all students
• Providing every child the support and services needed for success
• Visualizing every child’s learning as limitless
• Dumping children• Watering down the
curriculum• One size fits all• The end of
specialized services• Knowing it all• Trading quality
services for surface integration
Collaborative Teaching IS IS NOT
• Designing learning experiences for every child to meet academic standards through unique and individual means
• Allowing every child to have a name, not a label
• Allowing every child a special education
• A miracle cure• Integrating students
but adults still maintain responsibility for their own separate population
• Homogeneous grouping of all at-risk students in one classroom with two teachers
Collaborative Teaching IS IS NOT
• Determining what two teachers can do together that one person cannot easily do alone
• Mutual planning and evaluation of learner outcomes and proposed strategies
• Arriving in the classroom as the “plane is leaving” (i.e. collaborative teaching without collaborative planning)
• One person delivering content while the other is solely responsible for crowd control
Collaborative Teaching IS IS NOT
• Determining and defining roles and responsibilities for working together in different capacities
• Taking time to reflect on instructional practices, roles and responsibilities
• Use of effective communication and conflict management skills
• Creating learned helplessness
• Pulling out students by disability label in the back of the room
• Parallel play where “you do your thing and I do my thing” without communication
• One teaches while the other takes a break
Children in the Classroom are More Alike Than
DifferentActivity
CHILDREN IN THE CLASSROOM ARE MORE ALIKE THAN DIFFERENTTypical Child Special Needs ChildAll Children
Inclusive Classroom A-ZTeacher’s Publishing Company
What is my style and what is your style?
ACHIEVER
• High risk taking
• Less people oriented
• Confident and decisive
• Like to be in control
• Forceful and direct
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
PERSUADER
• High risk taking
• More people oriented
• High spirited and social
• Love to inspire and be inspired
• Articulate and intense when working with colleagues
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
SUPPORTER
• Low risk taker
• More people oriented
• High ideals and standards
• Love calm environments
• Hate conflicts
• Need security and appreciation for your efforts
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
ANALYST
• Low risk taker
• Less people oriented
• Highly disciplined and persistent
• Love to reason
• Need time to think things through before moving into projects
• Accuracy and order are your trademarks Working Together: Tools for Collaborative Teaching by DeBoer and Fister,
1995
When Working with Achievers
• Be business like and direct• Use factual, here and now questions
that imply clear goals and specific objectives
• Propose logical and efficient action plans, but let Achievers share control
• Anticipate possible objections they may have and be prepared to address them
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
When Working with Persuaders
• Acknowledge their strengths, importance, competence, humor, and friendliness
• Present ideas in an enthusiastic, optimistic, and persuasive manner
• Encourage and present ideas that are innovative and adaptable – they love change
• Get plans in writing – it helps them stay focused
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
When Working with Supporters
• Be calm, casual, friendly, informal
• Actively listen, reflect their feelings and concerns
• Appreciate their efforts
• Present ideas that are consistent with their values and high standards – they are original idealists
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
When Working with Analysts
• Present information in logical, step-by-step manner
• Pay close attention to details• Appeal to logic, reason, order, and a
systematic approach to solving problems• Do your homework (research) before meeting
with them• Expect to be challenged on your
assumptions, intuitions, ideas, and procedures
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
Collaborative Teaching Beliefs/”The Perfect Match”
• Classroom Procedures and Set-up*• Discipline *• Data Collection • Grades*• Monitoring• Homework/Makeup Work• Planning Time• Parent Involvement/Contact• Resolving Conflicts/Tension• Provision of Accommodations*• Flexible Grouping of Students*
Pulling it all Together
What skills, talents, knowledge, and experiences do I bring to the partnership/ team?
Trust and Respect are essential elements when collaborating
Working Together: Tools for Collaborative Teaching by DeBoer and Fister, 1995
CHANGE
The “best” administrators recognize that to grow and improve one must change!
• 5% - will accept it immediately• 25% - will slowly adapt and accept• 60% - will take a “lets wait and see
approach” • 10% - will never accept any change
If you don’t feed the teachers they will eat the students by ….
Whose Role and Responsibilities is it?
Roles and ResponsibilitiesAdministrator
• Build Consensus• Monitor the planning schedule, ensuring that
teachers are meeting together – • Meeting on a regular basis builds trust• Help in scheduling special education teachers time
in general classroom• Educate faculty, staff, and parents on the continuum
of services• Create meaningful incentives for teachers
implementing change• Expand fiscal, human, technical, and organizational
resources
Roles and Responsibilities
Administrators
• Assist in designing a schedule of JOINT planning time between special and general education teachers
• Creating opportunities for problem solving• Being a neutral third party to point out future growth
and strengths • Assist in the formation of collaborative teams• Support the culture of collaboration which nurtures
risk taking
Roles and ResponsibilitiesCo-teaching
General Educator• Delivers content• Determines content to be
assessed• Implements IEP• Shares responsibility for
all students• Encourages special ed
teacher to play an active role during whole class lessons
• Engages in “referencing”• Plans with strategic
educator
Strategic Educator• Restates content• Designs tactics and
strategies• Modifies assessments
and grading scales• Monitors IEP progress• Helps students not only
with academics, but skills for success
• Plans with general educator
Joint Roles General Educator & Strategic Educator
• Planning together the instructional program for the total group
• Communicating with each other on an on-going basis, both formally and informally on matters concerning joint assignment
• Developing as a team the program from the IEP. The Special Education Teacher will assume primary role, but the regular education teacher’s input is essential
Joint Roles General Educator & Strategic Educator
• Sharing information for student assessment and records
• Establish behavior management for the class
• Communicates progress or lack of progress to parents
• Diagnosing problems through individual academic assessment and analyzing student work
Paraeducator Roles• Assist the teacher, as directed and with
supervision• Help individual students with academic work• Help in collecting & maintaining data about
students’ performance/progress• Implement educational programs & lesson plans• Reinforcing students’ appropriate behavior with
positive reinforcement• Assisting students with navigating the school
building or follow classroom and school routines• Working with students in the proper use of
assistive technologyAdapted from Para Educators a Training in Program developed by ihdi
Paraeducator Roles cont.
• Providing study skills assistance• Restating instructional directions or
concepts• Communicating or interpreting for deaf, non-
English speaking or non-verbal students• Utilizing focus strategies with students• Utilizing supplementary materials• Taking notes in class to share with students• Working with students on assignment
completion and organizationAdapted from Para Educators a Training in Program developed by ihdi
Collaborative Teaching Beliefs/”SHARE”
• Classroom Procedures and Set-up• Discipline• Data Collection • Grades• Monitoring• Homework/Makeup Work• Planning Time• Parent Involvement/Contact• Resolving Conflicts/Tension
Pulling it all Together
What skills, talents, knowledge, and experiences do I bring to the partnership/ team?
Trust and Respect are essential elements when collaborating
Collaborative Collaborative ActivitiesActivities
Co-Teaching
Consultative Teaching
Consultative Teaching• A professional such as a psychologist,
behavior specialist, speech-language therapist, or special educator meets on a regular basis with teachers to problem-solve
• Assists in maximizing student learning
Adapted from: Marilyn Friend, Inc. 2008
Co-Teaching
• Service Delivery Option• Based on parity• Each teacher assumes responsibilities for
delivery of instruction and accountability for a single group of students
• Occurs primarily in a shared classroom or workspace
• Specific Level of Participation varies based on the partners skills and the instructional needs of the students they share
• Teachers exchange roles during instruction
Elements of Co-teachingElements of Co-teaching
• Two or more professionals
• Joint delivery of instruction
• Diverse group of students
• Shared classroom space
Co-Teaching ApproachesCo-Teaching Approaches• Lead and Support• Station Teaching• Parallel Teaching• Alternative Teaching• Team Teaching
Speak and AddSpeak and ChartDuet
• Shadow Teaching• Skill Groups
Co-teaching Approaches
• Strengths
• Drawbacks
• Individual Classroom Application
Strategies for Lead and Support
• Communicate in/out boxes that do not interrupt teaching
• Behavior documentation charts
• Posted homework charts
• Materials station- both teachers need access
• “See Me Later” Cards
Lead and SupportLead and Support
Strategies for Station Teaching
• Use of timers and signals
• Practice routines as a class procedure
• Have colored index cards stating student role at stations
• Table tents with directions
• Always have something for them to turn in
• Provide Anchor Activities
Station Teaching
Strategies for Parallel Teaching
• Break groups by learning styles
• Ensure heterogeneous grouping
• Put a deck of cards over desk (on the ceiling) and call suits or matching cards for grouping
• Include brain breaks
• Teach with a timer to keep everyone on track
Parallel Teaching
Strategies for Alternative Teaching
• Use mini dry erase boards
• Have accessible computer station
• Create individualized folders with appropriate work
• Provide adapted classics or modified books available
Strategies for Alternative Teaching
• Use mini dry erase boards
• Have accessible computer station
• Create individualized folders with appropriate work
• Provide adapted classics or modified books available
Alternative Teaching
Team TeachingTeam Teaching
• Speak and Add
• Speak and Chart
• Duet
Strategies for Speak and Add
• Develop a signal before interjecting information
• General educator asks for input
• Questions are asked for clarification
• Engage in referencing
Speak and Add
Referencing
Strategies for Speak and Chart
• Have a variety of graphic organizers to model connections of information
• Copies of organizers and note taking assists all learners
• Use copies for students who have been absent
• Use charting for review
Speak and Chart
Strategies for Shadow Teaching
• Monitoring progress based on preset criteria may be done.
• Use proximity control.• Have additional supports available for
student use. ( e.g. dictionaries or calculators for some students, vocabulary cards for others)
• Model appropriate behavior for class (e.g. active listening)
Shadow Teaching
Strategies for Skill groups
• Use a sorting of the groups based upon the immediate instructional needs of the class.
• Grouping is temporary and flexible.• Room arrangement facilitates.• Cooperative learning groups need routines
and structure for this to be effective.• Takes more teacher prep to do well.• Very targeted to student need.
Skill Groups
Match Game
• Alternative Teaching• Station Teaching• Parallel Teaching• 1 Teach/1 Observe• Speak and Add (also can be called “Tag Teaming”)
Scenario 1
• “In Math today, we need to do three things: (1) re-teach long division (2) work on steps for solving a word problem (3) and practice making change. Let’s set up two teaching stations and an independent station where students can work in pairs making change.”
Scenario 2• “I think the students will understand this science
experiment better if they can get closer, see better and are able to talk more informally about what is going on. We have 25 students in this class. What if we divide them in half and do the same experiment in two different parts of the room. We can answer questions and have the students to their lab reports in these smaller groups. I think it would give more opportunities for the students to interact with the experiment and each other. And we can monitor their learning better.”
Scenario 3• “Place value is really difficult for
about 6 students in this class. Those 6 still need to work with manipulatives. The rest of the students are ready to move on to two digit addition problems with carrying. Why don’t I take the small group and be sure they have learned place value, while you move ahead with the larger group.”
Scenario 4• “ A few students are not doing well in this
class. I know that Sam is not handing in his homework, so that is most probably the reason why he is failing. Ben and Jennifer are not participating at all. When you’re teaching, why don’t I collect some data on what they are doing during class time? I’ll call Sam’s parents to discuss the homework issue.”
Scenario 5• “The students need some extra practice
crafting opening sentences that grab the reader. Why don’t we play a game with them where we both make up opening sentences about a particular topic, like my favorite birthday or a day with my pet. We can have the students vote on the one they like the best and tell why.”
Planning
• The Collaborative team needs to have planning time to meet, plan, problem solve, and develop instructional programs
• Team members must not only have time to meet and problem solve or plan, they must use the time effectively
Co-Teaching Planning Process
Before Meeting – General Ed teacher gathers key curriculum information
During Meeting – General Ed and Special Ed teachers decide Co-teaching approaches, determine student grouping/s, pinpoint potential difficulties for students, and discuss individual students
After Meeting – Special Ed teacher prepares materials to meet students’ unique needs, determines alignment with IEP goals, prepares learning process
Adapted from: Marilyn Friend, Inc. 2008
Planning
Common Planning:
• Look for macro-planning at a minimum of once per month (every 3 to 4 weeks)
• Start with instruction for entire class
• Develop a communication system
Adapted from: Marilyn Friend, Inc. 2008
“Planning on the Fly”
Between Common Planning:
• During Bell-ringers
• Fast Talk
• Wiki
• Blogs
• Notes in Plan book
• Post It Notes
Adapted from: Marilyn Friend, Inc. 2008
Grading
Planning • Identify what is essential for all students to
know – Program of Studies• Plan the Assessment• Anticipate Learning Difficulties• Plan activities – Differentiation• Plan Teaching Strategies – Research Based
(Peer Review)• Determine Resources and Materials Needed• Determine teaching roles between
Collaborative Partners• Implement Instruction• Reflect on What Worked and What needs to
be Changed
B A S EB A S E
Big Ideas
Analyze the difficulties
Strategies
Evaluation
INCLUDE
Identify classroom environmental, curricular, and instructional demands
Note student learning strengths and needs
Check for potential areas of student success
Look for potential problem areas
Use information gathered to brainstorm instructional adaptations
Decide which adaptations to implement
Evaluate student progress
Can write a paragraph
using complex sentence
structures, appropriate mechanics, and internal consistency
Can write an essay
using complex sentence
structures, appropriate mechanics, and internal consistency
Can write a short story using
complex sentence
structures, appropriate mechanics,
internal consistency and
metaphors
Can write paragraphs using simple sentences that have
appropriate noun-verb
relationships
Can construct
(write/say) a simple sentence
that conveys meaning
Lesson Plan Activity
1. Using the lesson plan format given, begin draft of lesson plan you will be teaching during this semester (preference a lesson where collaboration will be implemented.
2. Complete “Minimal, Advanced, and Adapted concept skills”
3. Make sure to include Roles and Responsibilities of Collaborative Models included during instruction
Adaptations, Extensions, Modifications and
Strategies
Strategy Bank
Strategy Bank
• SLANT• Music as Cues• Window Pane• Check w/ Partner• Venn Diagram-Sorting• Geometric Reflection• Repeat Directions to a
Peer• “Thumbs Up”• Fidgets
• ___________________
• ___________________
• ___________________
• ___________________
• ___________________
• ___________________
Scheduling
Scheduling Support Services:
How do I do it all?
Scheduling
• Scheduling should be a collaborative effort, also
• Keep your sanity
• Collaborative planning is essential
• Combination of services is not a bad thing
• Flexibility is important!!
Scheduling for Collaborative Teaching
1. Compile a list of Special Needs students for each grade level.
2. Group students based on IEP/LRE (# needing collaboration/resource)
3. Determine the number of classes needed to be offered to meet the number of students
4. Begin with one grade level of students and map a schedule offering each class
5. Plug in students to be sure that each student can move through the schedule and take each class based on IEP recommendations.
6. Repeat process with next grade level
Collaborative Teaching Checkpoints Collaborative Teaching Checklist
Co-teaching Walkthrough
Principal Collaborative Teaching Monitoring
Analysis of School Collaboration
How does it …How does it …
Look Sound Feel